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Die Dissertation untersucht, welche individuellen Einflussfaktoren Wissenschaftler zur Wissensteilung mittels Social Software motivieren. Dazu werden universitäre Wissenschaftler, ihre Stakeholder und typische Karrierewege sowie die Bereiche Open Science und Open Educational Resources beleuchtet. Im Anschluss wird die Anwendbarkeit existierender Theorien der Technologieakzeptanz und der Wissensteilung (insbesondere in virtuellen Communities) auf die Wissensteilung von Wissenschaftlern mittels Social Software untersucht. Darauf aufbauend werden potentielle Einflussfaktoren identifiziert und ein spezifisches Erklärungsmodell abgeleitet. Dieses wird mittels Online-Umfragen empirisch überprüft und verfeinert.

Social software technology has gained considerable popularity over the last decade and has had a great impact on hundreds of millions of people across the globe. Businesses have also expressed their interest in leveraging its use in business contexts. As a result, software vendors and business consumers have invested billions of dollars to use social software to improve business and employee productivity. The purpose of this study was to provide insights to business leaders and decision makers as they shaped their enterprise social software (ESS) delivery plans. A vast body of information exists on the benefits of ESS and its technical implementation, but little empirical research is available on employees' perceptions of ESS expectancy factors (i.e. usefulness and ease of use). This study focused on IT managers' perceptions of ESS expectancy factors to understand their behavioral intent to adopt ESS technology. Additional research was performed to uncover relationships and differences between IT Managers' adoption intentions and employee age, gender, and generational groups. Survey results were analyzed using a correlation research design and demonstrated significant relationships were found between IT managers' expectancy factors and their behavioral intent to adopt ESS technology. Differences were also demonstrated between IT managers' age, gender, and generational cohort groups. The results of this research should help business leaders gain insights into technology adoption factors among IT managers. Lastly, the practical applicability and opportunities for future research are discussed.

Social Software is potentially a disruptive technology in Higher Education, because it proposes changing the instructional paradigm from a formal, structured curriculum based model to a more open, informal, borderless learning model. The purpose of this study was to explore this potential in the context of participating Net Generation students in a technology oriented, laptop based university located in southern Ontario. Net Generation students, are broadly characterized as the first digitally native generation who grew up with information and communication technologies, and that they demand more technology in all aspects of their lives. The study was interested in the efficacy and pedagogical impact of social software technologies to support students’ learning experience. The review of the literature highlighted the paucity of empirical studies examining the utility and value of these software in the higher education environment. This dissertation explored the participating students’ views and attitudes regarding SSW, their behaviours regarding the adoption of these tools in the learning environment, and the effects of SSW in their performance as measured by information literacy test scores and students’ perceptions of their learning. The study used a quantitative method, employing questionnaires and a quasi-experimental design to answer the research questions. A total of eighty students participated, 24 in the treatment group using SSW during the instruction phase, and 56 in the control group, using a Learning Management System (LMS). A pre-test showed a relatively moderate use of SSW technologies among the participants, with the exception of social networking technologies – whose adoption was almost universal. Academic use of these tools was even less pronounced in the pre-test phase. Students showed moderate willingness to employ SSW for the support of their learning. Barriers to the adoption of these technologies were discussed. Study findings could not demonstrate that the use of SSW would lead to different information literacy scores, compared with more established technologies such as the LMS. However, SSW use also formed an undercurrent of student behaviour, and in the aggregate SSW use was associated with different outcomes. The role of factors contributing to these differences, and recommendations for future research are discussed.

Social Software is potentially a disruptive technology in Higher Education, because it proposes changing the instructional paradigm from a formal, structured curriculum based model to a more open, informal, borderless learning model. The purpose of this study was to explore this potential in the context of participating Net Generation students in a technology oriented, laptop based university located in southern Ontario. Net Generation students, are broadly characterized as the first digitally native generation who grew up with information and communication technologies, and that they demand more technology in all aspects of their lives. The study was interested in the efficacy and pedagogical impact of social software technologies to support students’ learning experience. The review of the literature highlighted the paucity of empirical studies examining the utility and value of these software in the higher education environment. This dissertation explored the participating students’ views and attitudes regarding SSW, their behaviours regarding the adoption of these tools in the learning environment, and the effects of SSW in their performance as measured by information literacy test scores and students’ perceptions of their learning. The study used a quantitative method, employing questionnaires and a quasi-experimental design to answer the research questions. A total of eighty students participated, 24 in the treatment group using SSW during the instruction phase, and 56 in the control group, using a Learning Management System (LMS). A pre-test showed a relatively moderate use of SSW technologies among the participants, with the exception of social networking technologies – whose adoption was almost universal. Academic use of these tools was even less pronounced in the pre-test phase. Students showed moderate willingness to employ SSW for the support of their learning. Barriers to the adoption of these technologies were discussed. Study findings could not demonstrate that the use of SSW would lead to different information literacy scores, compared with more established technologies such as the LMS. However, SSW use also formed an undercurrent of student behaviour, and in the aggregate SSW use was associated with different outcomes. The role of factors contributing to these differences, and recommendations for future research are discussed.

Zugl.: Diplomarbeit.

Mobile technologies are the latest technologies in the realm of communication media. They have the potential to flatten the world by making it a place where gender, age, class, race and nationality can no longer hold us back from being heard and being informed. We have learned that these technologies can help to liberate and empower us, and they can lead to a collective cognition as much as they can distract us from what we need to know about the world we live in. In Greece thousands of years ago, a selected number of Greeks had a public space called the Agora to discuss the issues that concerned the public, meaning each and every citizen. They were the first to be able to create the space and place were the word “democracy” could be brought into language; the very word that was used to start a new war in the era of a communication revolution in the 2003 invasion of Iraq. There are still issues that concern the public today such as wars, global warming, homelessness or human rights which are all matters of our collective cognition. However, today in an age of information revolution the public life of people and their collective cognition is being exercised mostly in the virtual spaces of the Internet. Simultaneously, some physical spaces are being abandoned by people. This thesis investigates the possibility of having physical public spaces that are enriched with communication media and not weakened by it. If architects rethink their designs based on a new understanding of the networked society it might be possible to turn this “networked individualism” into a networked collectivism. However, most designed public spaces fail to offer new possibilities that can transform space for the new generation of users. Here, the aim is to understand a new generation of users. Who have they become as a result of new communication media? And how can architects design in a way that responds to this new subject in architecture?

This mixed-methods single case study explored how outcome-based instructional design can be used to incorporate social software into an existing e-learning course. Pre-service teachers enrolled in a teacher education program at a Canadian university volunteered to participate in a study where social software was incorporated into a foundations course to facilitate digital literacy development, social objects production, and reflection on how these experiences connect to future teaching practice. The instructional design process was guided by a conceptual framework and informed by W(e)Learn, a well-tested e-learning design and evaluation framework. The quantitative and qualitative data were collected from the instructional designer’s journal, participant surveys, course records and interviews. Findings provided a comprehensive view of the effectiveness of outcome-based instructional design. In general, participants achieved the expected learning outcomes for this study. There were also unexpected outcomes. For example, some learners created a virtual community of practice. Some learners had an influence on their in-service teacher’s use of social software in teaching and learning. The findings supported the literature that states an outcome-based instructional design approach can facilitate learning. The findings also revealed why participants used social software in their teaching (e.g. awareness, usefulness, and school environment). In addition, these findings can inform school board policy with regard to supporting the use of social software in teaching and learning. The integration of qualitative and quantitative findings revealed convergence and divergence between the two types of data. In addition the findings informed directions for further research, including the relationship between learners’ satisfaction and learning experiences as well as the achievement of learning outcomes. The corroboration of data also identified specific effective and iii imperfect areas of the instructional design strategies, which, in turn, informed the revision of the conceptual framework for outcome-based instructional design. This study found W(e)learn to be effective in guiding outcome-based instructional design and analyzing the achievement of expected learning outcomes. The study also contributes to theory by recommending the inclusion of two new elements into W(e)learn. Painstakingly recording the instructional design process in a journal resulted in documented practical information and lessons learned that may guide and benefit instructional designers and educators who want to incorporate software into their learning activities.

Mobile technologies are the latest technologies in the realm of communication media. They have the potential to flatten the world by making it a place where gender, age, class, race and nationality can no longer hold us back from being heard and being informed. We have learned that these technologies can help to liberate and empower us, and they can lead to a collective cognition as much as they can distract us from what we need to know about the world we live in. In Greece thousands of years ago, a selected number of Greeks had a public space called the Agora to discuss the issues that concerned the public, meaning each and every citizen. They were the first to be able to create the space and place were the word “democracy” could be brought into language; the very word that was used to start a new war in the era of a communication revolution in the 2003 invasion of Iraq. There are still issues that concern the public today such as wars, global warming, homelessness or human rights which are all matters of our collective cognition. However, today in an age of information revolution the public life of people and their collective cognition is being exercised mostly in the virtual spaces of the Internet. Simultaneously, some physical spaces are being abandoned by people. This thesis investigates the possibility of having physical public spaces that are enriched with communication media and not weakened by it. If architects rethink their designs based on a new understanding of the networked society it might be possible to turn this “networked individualism” into a networked collectivism. However, most designed public spaces fail to offer new possibilities that can transform space for the new generation of users. Here, the aim is to understand a new generation of users. Who have they become as a result of new communication media? And how can architects design in a way that responds to this new subject in architecture?

Zugl.: Bamberg, Universiẗat, Dipl.-Arb., 2008.