Photographs and plans are an essential source for historical research (Münster, Kamposiori, Friedrichs, & Kröber, 2018) and key objects in Digital Humanities (Kwastek, 2014). Numerous digital image archives, containing vast numbers of photographs, have been set up in the context of digitization projects. These extensive repositories of image media are still difficult to search. It is not easy to identify sources relevant for research, analyze and contextualize them, or compare them with the historical original. The eHumanities research group HistStadt4D, funded by the German Federal Ministry of Education and Research (BMBF) until July 2020 consists of 14 people – including 4 post-doctoral and 5 PhD researchers. Since a focal interest is to comprehensively investigate how to enhance accessibility of large scale image repositories, researchers and research approaches originate from the humanities, geoand information technologies as well as from educational and information studies. In contrast to adjacent projects dealing primarily with large scale linked text data as the Venice Time Machine project (“The Venice Time Machine,” 2017), sources addressed by the junior group are primarily historical photographs and plans. Historical media and their contextual information are being transferred into a 4D – 3D spatial and temporal scaled - model to support research and education on urban history. Content will be made accessible in two ways; via a 4D browser and a location-dependent augmented-reality representation. The prototype database consists of about 200,000 digitized historical photographs and plans of Dresden from the Deutsche Fotothek (“Deutsche Fotothek,”).

Anwendungen auf dem Smartphone gewinnen in der heutigen Zeit immer mehr an Relevanz. Besonders das Mobile Gaming, das in Deutschland die beliebteste Videospielkategorie ist (Brandt, 2016) unterliegt einem stetigen Wachstum. Das Smartphone bietet mit seiner Sensorik und Performance zudem neue Möglichkeiten des Spielens (Leaver & Willson, 2016). Eine der erfolgreichsten Anwendungen ist das Massive Multiplayer Online Role Playing Game (MMORPG) Pokémon GO1, welches im Juli 2016 veröffentlicht wurde und einen regelrechten globalen Hype auslöste. Mit über 800 Millionen Downloads und weiterhin über 65 Millionen aktiven Spielern2 ist es das weltweit erfolgreichste Mobile Game (Lanier, 2018). Das Spielprinzip basiert darauf virtuelle Monster, sogenannte Pokémon, zu fangen, zu entwickeln und kämpfen zu lassen. Das Spiel basiert auf dem klassischen Pokémon-Spiel für den Gameboy aus dem Jahr 1996 (Tobin, Sefton-Green, Allison, & Buckingham, 2004). Um sich von anderen Spielen abzuheben, macht sich die Applikation unter anderem die innovative Technologie Augmented Reality (AR) zunutze und projiziert die Pokémon in die direkte Umgebung des Nutzers. Darüber hinaus ist Pokémon Go ein Location-Based Game (LBG), sodass die aktuelle Positionsinformation des Spielers benutzt wird, um die Position des virtuellen Avatars in der Spiellandschaft zu steuern. Angesichts der Aspekte, dass Pokémon Go ein MMORPG sowie ein positionsbezogenes Spiel ist, lässt es sich in die Klasse der Social-Local-Mobile-Anwendungen (SoLoMo) einordnen (Hsieh, 2018). [Aus der Einleitung.]

Exploring upon the phenomena of smart cities, this paper elaborates the potential of crowdsourced data collection in small scale urban quarters. The development of the Data4City (D4C) hyperlocal app – PinCity – is based on the idea of increasing the density of real-time information in urban areas (urban neighborhoods) in order to optimize or create innovative urban services (such as public transportation, garbage collection) or urban planning, thus improving the quality of life of quarter inhabitants as a long-term goal. The main principle of the app is the small-scale implementation, as opposed to top-down smart city approaches worldwide, preferably in a city quarter, or a community, which can be subsequently scaled and interlaced to other parts of the city.

Die Visualisierung von Lernerdaten spielt in der online-gestützten Hochschullehre eine große Rolle. Durch Learning-Analytics-Ansätze kann problematisches Gruppen und Einzelverhalten frühzeitig diagnostiziert werden. Durch die Rückspiegelung lernrelevanter Daten und Informationen können beispielsweise Studierende im Online-Studium unterstützt (Krämer et al., 2017; Diziol et al., 2010) und die Leistung von Lerngruppen verglichen werden (Gaaw et al., 2017, S. 151). Um diese – häufig komplexen und vielschichtigen – Datensätze für Lernende zugänglich, erfassbar und kommunizierbar zu machen, sind geeignete Visualisierungsformen erforderlich. Im vorliegenden Beitrag wurden unterschiedliche Visualisierungsformen hinsichtlich der User Experience (UX), Ästhetik und des Gesamteindrucks mittels einer Online-Studie untersucht. [Aus der Einleitung.]

In Deutschland kommt es jährlich zu durchschnittlich 4 Millionen Autopannen (ADAC, n.d.). Derartige Situationen sind für Betroffene stets Ausnahmesituationen. In der Fahrausbildung wird man zwar theoretisch darauf vorbereitet. Durch die mangelnde Routine erscheint es aber nicht verwunderlich, dass der korrekte Ablauf und ein möglichst sicheres Verhalten nicht umfänglich bekannt sind. Um eine solche Routine herzustellen, ist VR-Technologie ein vielversprechender Ansatz. Der vorliegende Beitrag hat zum Ziel, eine prototypische Anwendung zur VR-Simulation von Pannensituationen zu entwickeln und zu evaluieren. Weiterhin sollen Design-Aspekte identifiziert werden, die für VR-Anwendungen relevant sind. [Aus der Einleitung.]

Refugees arriving in Europe face numerous socio-cultural challenges towards being integrated members of their host society. While acculturation strategies and ICT use of refugees have been studied separately, we investigate refugees’ smartphone use for acculturation by conducting qualitative interviews with 30 refugees. We contribute five practices related to acculturation that express refugees’ intercultural exchange within the host society while preserving their original culture: seek information online; communicate with family and friends abroad; meet locals; meet peers and counteract boredom. Tied to these practices, we find the five consequences empowerment, connection to host society, distraction, sense of belonging and connection to origin, which give an account of the various acculturation issues and how refugees use smartphones in support thereof.

Purpose – Due to faster innovation cycles and competitive markets, current methods for implementing and adapting business processes can not keep pace with changing requirements and cause BPM solutions to falls short of business needs. The purpose of this paper is to propose a new approach for implementing an agile BPM methodology by substituting the plan-build-run approach with an incremental prototype-based model, removing intermediaries from the time critical path of business process evolution, and empowering end users to change business processes at runtime by manipulating process artefacts. Design/methodology/approach – Based on interviews with customers and stakeholders and our experience in implementing complex BPM solutions in SMEs, we propose key concepts for an agile BPM approach and derive basic requirements for implementing a BPM system that allows users to redefine business processes during their execution. This analysis is supplemented by a brief overview of current research trends in modelling and implementing agile BPM. Originality/value – All existing solutions examined by our team imply a separate modelling step by users or process managers. The designed key concepts enable users to implicitly model processes without interrupting day to day operations. Our approach enables organisations to introduce business process management in areas where agility is very important (e.g. product development) or to increase operational agility in areas with established BPM. Practical implications – An agile BPM solution can give organisations the flexibility they need to react quickly to changing markets and customer needs. We want to help them to introduce standardization and efficiency without losing agility. In areas where classical BPM is in place, our approach can increase the adaptation rate of process changes. In the areas of knowledge workers with a high level of agility, our approach can increase efficiency by supporting knowledge sharing.

Purpose – Recent studies demonstrate the serious influence of social media on scholarly communication. However, scientists from academia seem to be rather carful in trying new technologies (Kaiser, Köhler, Weith 2016), with most preferring private channels first (Pscheida et al., 2013). Nevertheless, science and innovation are a public issue of wide interest. Communication is a fundamental prerequisite for transfer of information and creation of knowledge, but not sufficient to sustainably implement knowledge in society (Johnson & Chang 2000). Any innovative development from R&D needs to be published and distributed by means of communication and learning. Only if processes of learning are added relevant knowledge can be converted into actions and become effective (Larsen-Freeman 2013). Design/methodology/approach – New media technologies open up a variety of technological tools and innovative individual and organizational collaboration patterns. Does science consider such opportunities? What kind of data can be used to investigate the ICT / social media usage from a functional perspective? The authors decided to build their argumentation on two cases studies, describing the structural design of research networks, which are indeed quite similar. Therefore, the funding measure „Sustainable Land Management” as well as the research network „eScience Saxony” were considered. Both combine a series of smaller R&D projects within the context of a wider network. The data shows, however, differences in structure and scope (some projects follow a transdisciplinary approach while others do not) as well as further similarities in relation to the usage of social media. Originality/value – As a research question it is examined how actors of network projects design processes of transfer and implementation of knowledge in their project networks. For the empirical investigation, qualitative data of the two cases is obtained and evaluated systematically. The findings emphasize (1) the equality of knowledge communication and organization of joint learning experiences and, moreover, (2) similar conceptual understanding of transfer across projects. Moreover, they (3) consider similar media scenarios as appropriate. Marginally, also (4) processes of communication and learning receive attention – which are used as the operationalization of transfer and implementation in the studied networks. Practical implications – The aim of the research presented is to investigate the various effects of the research networks as a specific form of organizational intervention (Härtel et al, 2015). The authors thereby give attention to the transfer and implementation strategies from the perspective of knowledge communication, in respect of knowledge management, and use theoretical approaches from different disciplines including developmental and social sciences (Stützer et al., 2013) as well as education and organizational studies to elaborate the meaning of research and innovation networks.

Purpose – Back in the year 2000, the European Council (2000) declared in its Lisbon Agenda that the European Union should become “[…] the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs and greater social cohesion.” This vision encompassed far more than just societal and economic growth in a global world; it also included educational strategies and an e-learning action plan. For example, in 2011, the European Commission mentioned the following as a key policy issue (Communication 2011): to “better exploit the potential of ICTs to enable more effective and personalised learning experiences, teaching and research methods (e.g. [sic] eLearning and blended learning) and increase the use of virtual learning platforms.” In accordance with this roadmap, higher education institutions are called on to reflect and re-engineer their educational systems, adapt them to current and future technological and didactical demands and address new generations of teachers and students. New concepts like connectivism (Siemens 2004) and the recognition of non-formal and informal learning (OECD 2016) enhance traditional formal learning settings and lead far beyond the provision of mere learning content management systems. New e-learning and blended learning arrangements like MOOCs (Cormier & Siemens 2010), collaborative learning in the virtual classroom (Tawileh, Bukvova & Schoop 2013) and flipped classroom approaches (Hussey, Fleck & Richmond 2014) are evolving and must be explored, evaluated and then strategically implemented into everyday teaching and learning processes. A comprehensive e-learning strategy should therefore address four fields: didactics, technology, organisation and economy and culture (Seufert & Euler 2004). Besides orientation on the actual trends, the strategy development should also recognise and integrate practical local experiences of early adopters and actors of e-learning in the field. Therefore, a community of knowledge experts in e-learning application has been involved in the strategy development. Design/methodology/approach – Best practice report of a comprehensive quality initiative for the sustainable improvement of everyday teaching and learning processes at a large university. The challenges of current and future trends in formal and informal learning, collaboration in virtual classrooms and internationalisation of research and teaching processes are analysed and addressed by the strategy implementation plan and a regular evaluation and improvement concept is presented and discussed. Originality/value – The e-learning strategy presented was developed, discussed and adopted in 2015. Its implementation plan is currently at the final discussion stage, having been due for adoption in January 2016. Practical implications – The e-learning strategy’s implementation plan lists targets and sub-targets, underlined by concrete measures, tools and methods, responsible institutions and persons and financial sources. Regular evaluations and improvements will give elearning providers a set of proven instruments to further improve their activities and provide the broad range of students and teachers with a set of best practices to follow, enabling them to discover the benefits of e-learning for their everyday processes.

Purpose – Specialists on industrial safety (Sifas) are appointed by companies due to German occupational safety act (ASiG) as safety advisors, to analyse the work environments and the work procedures. Their principal task is to inspect workplaces for adherence to regulations on health, safety and environment, and design actions to prevent from disease or injury of workers and environmental damages. Due to variety of settings in which work safety specialists are involved, they are obliged to continuous further education and permanent adoption to changing circumstances of occupational context. To do so, Sifa’s need access to tools which provide the following three key features: - possibility to share knowledge with experienced specialists on industrial safety (Sifa-Community), - ability to promptly recognize critical topics in the field of their activities (Trend- Monitoring), - opportunity to create track of records of further education on current topics, including the validation and certification of work-related informal learning (Sifa-Portfolio). Sifa-Portfolio and Trend-Monitoring are based on Sifa-Community, an exchange platform (www.sifa-community.de) with currently 5.000 members established in the context of a longitudinal study on Sifas. This paper will focuses on the concept of Sifa-Portfolio that was developed as a prototype of further education application based on the concept of EPortfolios. It allows Sifa’s to share their knowledge, recognize critical topics and create track of records of their informal further education to showcase their competencies and eventually receive certification. Design/methodology/approach – In the paper authors present the approach of Sifa- Portfolio - an application for further education, based on Sifa long-term study (Sifa- Langzeitstudie), data mining (text mining), and user centred design. It starts with the description of results of an online study and specific requirements that have to be considered when designing applications for specialists on industrial safety. It then presents the trend monitor based on Sifa-Community posts, which provides up to date information about most important topics that are being discussed within the community. It finally introduces Sifa-Portfolio, a high fidelity prototype of an expansion module for Sifa-Community. Originality/value – Until now, there are no dedicated solutions for further education of professional group of Sifas, which comply to the specific requirements of this group and which enable to react promptly to changing demands of the safety issues in dynamicly growing companies. Practical implications – The presented approach delivers a concept of a softwaremodule that could be implemented into Sifa-Community Forum. Due to evaluation with users, we could identify requirements and specifications of Sifa-Portfolio. Furthermore this concept can be transferred to variety of professional-groups, which are working in dynamic professions to support their work-related informal further education.