Das stetige Wachstum von Datenmengen, besonders in Unternehmen, setzt die Neu- und Weiterentwicklung geeigneter datengetriebener Analysemethoden voraus, die die gesammelten Informationen in einen Kontext setzen und einen operativen Mehrwert für die Unternehmen erzeugen. Insbesondere die echtzeitnahe Analyse von Geschäftsprozessdaten, die in den Unternehmensinformationssystemen gespeichert werden, lassen sich mit Hilfe von Analysewerkzeugen, wie es das Process Mining zur Verfügung stellt, auswerten und generieren Einblicke in die Prozesse der Unternehmen. Für vertrauenswürdige Ergebnisse wird jedoch eine hohe Qualität der zu analysierenden Daten vorausgesetzt. Die vorliegende Arbeit befasst sich mit der Entwicklung eines Monitoring- und Klassifikationsverfahrens für Business Process Event-Streams zur Verwertung im Kontext des Online Process Mining. Zu den erarbeiteten Artefakten dieser Arbeit zählen ein auf den Bedarfen abzielender Anforderungskatalog, ein Konzept, das eine Streaming-Architektur, ein Klassifikationsmodell, eine rekonstruktionsbasierte Anomalieerkennung, einen Online Learning Workflow und Erklärungskomponenten umfasst sowie eine prototypische Umsetzung der Konzepte. Über technische Experimente auf Basis unterschiedlicher Datengrundlagen und optimierten Umgebungsparametern werden die Funktionsweise und Güte des erarbeiteten Monitoring- und Filterverfahrens überprüft. Durch die Einbettung des Event-Filters in eine Streaming-Architektur, die Kombination verschiedener Strukturen des maschinellen Lernens und der damit einhergehenden Generalisierungsfähigkeit des Modells sowie der Fähigkeit des Modells kontinuierlich zu Lernen gelingt es existierende Ansätze um Aspekte der echtzeitnahen Verarbeitung und dem Monitoring von Event-Streams zu erweitern und die Genauigkeit der Anomalieerkennung auf Event-Ebene zu verbessern. Durch Monitoring, Klassifikation und Filterung der eingehenden Event-Daten kann die Datenqualität für die Anwendung nachgelagerter Process Mining Aktivitäten erhöht werden.

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The subject of this licentiate thesis is experience feedback from accidents and incidents. The thesis aims to contribute to an understanding of how the learning processes within organizations, companies and authorities could be improved. Essay I (written together with Sven Ove Hansson) reports on an evaluation carried out in 2004 by the Swedish Work Environment Authority’s Accident Investigation Board, called HAKO (Haverikommissionen). An important outcome of this evaluation shows that HAKO have not been able to manage the dissemination of their written reports, which is unfortunate, since the reports are thoroughly written. Essay II (written with Sven Ove Hansson and Carl Rollenhagen) is an overview of the literature on learning from accidents and incidents. The focus in this essay is on literature that evaluates the effectiveness and usefulness of different methods in accident investigations. The conclusions drawn from this literature review are that the dissemination of results and knowledge from accident investigations must be improved, and experience feedback systems should be integrated into overall systems of risk management. The starting point for Essay III was an empirical study conducted in 2005/2006. Twenty-eight supervision cases from eleven local Environment and Health Administrations in Sweden were examined. The overall goal of the study was to find out how, and to what extent, experience feedback occurs between different municipal authorities. Two major problems affecting experience feedback have been found; namely, that the inspectors do not have enough guidance on how to interpret the law, and that they would like more information on what happens to legal cases they have reported to public prosecutors and police. / QC 20101118

Collaborative group learning is a popular method of instruction that is used in a variety of academic disciplines but little is known about how it is perceived as an instructional approach. The purpose of this study was to discover how college-level learners and instructors perceive collaborative group learning in regard to value and benefit, role of the instructor, and factors that contribute to positive and negative collaborative experiences. A non-experimental study provided information about participants in the form of descriptive data, correlational statistics, and qualitative analysis. Findings indicated that collaborative group learning was valued because it supported the achievement of learning goals, was an effective method of learning, and held professional benefit. However, value and benefit were reported to be affected by a variety of factors, such as work and reward inequities, the social context of collaboration, and the appropriateness of the activity to the learning situation and objectives. Findings related to the instructor's role showed that students acknowledged and accepted ownership of group processes; however, they also indicated that they would like the instructor to play an active role in the collaborative activity to support the learning process. This and other instructor role findings indicate the complexity of balancing instructor functions, as highlighted in results that showed some learners and instructors preferred a hands-off approach on the part of the instructor, while other learners and instructors felt that instructor involvement was a necessity. Suggestions provided by learners and instructors regarding instructor functions that supported effective collaboration included such activities as mentoring collaborative behavior, monitoring group and individual progress, and providing clear expectations and guidance. Findings from this study may be useful for informing the design, development, and implementation of collaborative group learning activities by providing insight into the factors that contribute to effective collaborative experiences, as well as perceptual differences and similarities between the learners and instructors. / Ph. D.

Syftet med denna studie är att få en större inblick i, och förståelse av, min egen instuderings- och interpretationsprocess, samt att utveckla densamma för att bli friare i mitt musikaliska uttryck. Jag hämtar inspiration från litteratur som beskriver Konstantin Stanislavskijs metoder samt annan litteratur som bland annat behandlar ämnena instudering, interpretation, inlevelse och kroppens kommunikation. Därefter utforskar jag de metoderna och verktygen i mitt eget arbete med repertoar. Processen dokumenteras genom loggbok samt videodokumentation av mina övningstillfällen. Resultatet visar att en detaljerad inre scenografi ökar min förmåga att vara närvarande i musiken och därmed sjunga mer uttrycksfullt. Jag upplever även att sångtekniken kommer mer naturligt och det blir lättare att sjunga. / The purpose of this independent project is to get a greater insight in, and understanding of, my own process of learning and interpret songs, as well as develop it towards greater freedom in my musical expression. I examine literature on subjects such as Konstantin Stanislavskij’s methods as well as literature regarding learning process, interpretation, ability to imagine and physical communication. After reading, I explore the methods and tools when working with my own repertoire. The process is documented through a diary and video recordings from practicing. The results show that a detailed inner scenography increases my ability to stay present in the music and sing with more expression. I also experience that the singing technique comes to me more naturally and it becomes easier to sing.

Die psychische Belastung im Arbeitsprozess wurde international und national zu einem Kernproblem für den Arbeitsmarkt. Das deutsche Arbeitsschutzgesetz fordert nunmehr ausdrücklich auch das Vermeiden von Gefährdungen durch psychische Belastung. Diese Checkliste hilft als Orientierungsverfahren zu ermitteln, ob in Betrieben und Einrichtungen eine eingehendere Untersuchung psychischer Belastung erforderlich ist und welche Schwerpunkte gegebenenfalls vorliegen. Für eingehendere Untersuchungen existieren zahlreiche Verfahren. Die Checkliste ist branchenübergreifend einsetzbar, nicht zutreffende Sachverhalte sind gegebenenfalls zu überspringen.

Dieser Aufsatz ist auf der Grundlage des Vortrags auf der GeNeMe Tagung des Medienzentrums an der Fakultät für Informatik der TUD am 01.10.2014 entstanden, welcher unter anderem als Wissenstransfer im Rahmen des Projektes „Arbeitslebensbegleitendes Lernen im Betrieb und mitarbeiterorientierte Förderung der Arbeitsfähigkeit“ (ALBAf) stattfand.

Dieser Aufsatz ist auf der Grundlage des Vortrags entstanden, der auf der Auftaktveranstalung des Projektes "Arbeitslebensbegleitendes Lernen im Betrieb und mitarbeiterorientierte Förderung der Arbeitsfähigkeit" (ALBAf) am 01.04.2015 vom Autor gehalten wurde.

Syftet med arbetet är att studera min egen läroprocess och hur mitt spel påverkas då jag fokuserar på teknikövningar för elgitarr. Med hjälp av videofilmning dokumenterade jag ett övningspass i veckan under den bestämda övningsperioden. Jag förde även loggbok som komplement för att dokumentera vad som hände under läroprocessen. Ett designteoretiskt perspektiv låg till grund för studien. I resultatet beskrivs hur jag designade min övning samt vilka konsekvenser detta hade för mitt spel. Användandet av många olika teckenskapande resurser visade sig ge positiva resultat. Med tiden utvecklade jag struktur och noggrannhet kring min övning. I diskussionsdelen diskuteras hur min orkestrering av olika resurser skapade möjligheter till instrumentaltekniskt övande och hur denna orkestrering förändrades med tiden. Jag diskuterar också betydelsen av att starta all övning i ett behagligt tempo samt vikten av struktur och noggrannhet vid övning. / The purpose of this study is to examine my own learning process and how my playing is affected when practicing guitar technique. I documented one practice session every week during the appointed practice period, using the help of video documentation. I also used a logbook as a compliment to document what happened during the learning process. A design theoretical perspective was used as a basis for the study. In the result section, I describe how I designed my practicing and what consequences this had for my playing. The use of many different types of resources for learning turned out to provide positive results. Over time I developed structure and accuracy in my practice. In the last section I discuss how my orchestration of resources created opportunities to practice guitar technique, and how this orchestration changed over time. I also discuss the importance to begin all practice in a pleasant tempo as well as the importance to practice with structure and accuracy.

Online learning courses are taken by nearly 31% of college students (Allen & Seaman, 2011). The majority of those enrolled in online learning are graduate and non-traditional undergraduate students. Survey data from multiple sources show a growing number of traditional students enrolling in online courses or online only universities. There is a lack of information about younger college students enrolling in online courses and those attending online only institutions. Without more research on the perceptions of this population, it is difficult to design an effective online learning environment. The Community of Inquiry (CoI) framework has been used as a process model that defines, describes and measures the tasks supporting online learning. The core elements are the three overlapping presences of teaching, social and cognitive and the interrelationships among those presences. Through more than a decade of work on the framework, a methodology and survey instrument emerged for studying the potential and effectiveness of online learning. Will younger college students enrolling today perceive the CoI framework and the presences from the model, the same way that non-traditional students have in the last decade? Most CoI studies sample non-traditional adults aged 25 and older. American Public University System (APUS) is a for-profit online only institution which publishes research studies that contribute to the growing number of CoI studies available. In the last four years APUS has provided large samples to validate the CoI model and investigate how CoI relates to retention and course design. The limited purpose of the research is to determine whether the CoI framework and its current results, is applicable to a select group of traditional students aged 21 and under who enroll in only online courses APUS. Through an exploratory study using statistical tests including a factorial analysis, the first sample population (n=2,019) consisted of students', 21 and under, responses to the CoI questionnaire and the second sample (n=125,039) was the responses of students older than 21. The samples were compared to determine if there was any significant difference between the perceptions of non-traditional and younger college students on the CoI model. Results indicated that the comparative means of the two populations are highly correlated at .924 but the p value is .000 at the 95% confidence interval. The two populations are different. A factor analysis showed that both samples perceived a three factor solution. The total variance explained was very similar for both samples. For the students who were 21 and under, the three factors accounted for 77.16% of the total and for the older students, three factors accounted for 74.17% of the total. The factor analysis results from the younger students also show that each item from the questionnaire is associated with the appropriate factor. The factor analysis results correspond to previous validated research conducted on the CoI model. The results continue to support the validity of the CoI model, but the differences in the populations are significant. The significance tests are useful but may not be as meaningful as the factor analysis due to the size of the samples. This research adds to the body of knowledge on the CoI model, a dominant theory that describes what learners perceive in an online environment. The results inform the understanding of the CoI model as it applies to younger college learners' perceptions of an effective online learning environment.