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Stefan Thalmann

Stefan Thalmann.jpg
Organization: University of Innsbruck
User Profile stefan.thalmann
Phone+43 (0)512 507-7652
Homepage: http://www.uibk.ac.at/iwi/stefanthalmann.html

Since 2007 research assistant, Ph.D. student at University of Innsbruck, Austria

2006-2007 research assistant at University of Halle-Wittenberg, Germany

internship INA-Schaeffler KG and Terra Media, Herzogenaurach and Geyer, Germany

2006 Diploma in Management Information Systems from University of Halle-Wittenberg, Germany

Activities

Publications

2010

Maier, Ronald, Thalmann, Stefan
Using Personas for Designing Knowledge and Learning Services - Results of an Ethnographically Informed Study
International Journal of Technology Enhanced Learning (IJTEL), vol. 2, no. 1/2, 2010, pp. 58-74

2009

Maier, Ronald, Retzer, S., Thalmann, Stefan
Collaborative Tagging of Knowledge and Learning Resources
In: Mills, Annette and Huff, Sid (eds.): Proceedings of the 19th Australasian Conference on Information Systems (ACIS 2008), Christchurch, New Zealand, 3-5 December 2008, 2009, pp. 607-616

Kohlegger, Michael, Maier, Ronald, Thalmann, Stefan
Understanding maturity models. Results of a Structured Content Analysis
In: 9th International Conference on Knowledge Management (I-KNOW '09), Graz, Austria, 2009

Abstract Maturity models are popular instruments used, e.g., to rate capabilities of maturing elements and select appropriate actions to take the elements to a higher level of maturity. Their application areas are wide spread and range from cognitive science to business applications and engineering. Although there are many maturity models reported in scientific and non-scientific literature, the act of how to develop a maturity model is for the most part unexplored. Many maturity models simply – and vaguely – build on their, often well-known, predecessors without critical discourse about how appropriate the assumptions are that form the basis of these models. This research sheds some light on the construction of maturity models by analysing 16 representative maturity models with the help of a structured content analysis. The results are transformed into a set of questions which can be used for the (re-)creation of maturity models and are answered with the help of the case example of a knowledge maturity model. Furthermore, a definition of the term maturity model is developed from the study’s results.

Barnes, Sally-Anne, Bimrose, Jenny, Brown, Alan, Feldkamp, Daniela, Kaschig, Andreas, Kunzmann, Christine, Maier, Ronald, Nelkner, Tobias, Sandow, Alexander, Thalmann, Stefan
Knowledge Maturing at Workplaces of Knowledge Workers: Results of an Ethnographically Informed Study
In: 9th International Conference on Knowledge Management (I-KNOW '09), Graz, Austria, 2009, pp. 51-61

Abstract Maturity models are popular instruments used, e.g., to rate capabilities of maturing elements and select appropriate actions to take the elements to a higher level of maturity. Their application areas are wide spread and range from cognitive science to business applications and engineering. Although there are many maturity models reported in scientific and non-scientific literature, the act of how to develop a maturity model is for the most part unexplored. Many maturity models simply – and vaguely – build on their, often well-known, predecessors without critical discourse about how appropriate the assumptions are that form the basis of these models. This research sheds some light on the construction of maturity models by analysing 16 representative maturity models with the help of a structured content analysis. The results are transformed into a set of questions which can be used for the (re-)creation of maturity models and are answered with the help of the case example of a knowledge maturity model. Furthermore, a definition of the term maturity model is developed from the study’s results.

2008

Maier, Ronald, Thalmann, Stefan
Informal learner styles: Individuation, interaction, in-form-ation
In: Schmidt, Andreas and Attwell, Graham and Braun, Simone and Lindstaedt, Stefanie and Maier, Ronald and Ras, Eric (eds.): 1st International Workshop on Learning in Enterprise 2.0 and Beyond, CEUR Workshop Proceedings vol. 383, 2008

Abstract Web 2.0 has sparked tremendously increased interest in IT-supported knowledge management and technology-enhanced learning in organizations. Although there have been abundant activities of how to benefit from Web 2.0 technologies, information on how to go about deploying these in organizational settings in a coordinated manner are scarce. Based on the findings of an ethnographically informed study, this paper presents three idealized, richly described scenarios of informal learner styles which are used in order to develop theses on the relationship of Web 2.0 and workplace learning.

Lohmann, Steffen, Thalmann, Stefan, Harrer, Andreas, Maier, Ronald
Learner-Generated Annotation of Learning Resources – Lessons from Experiments on Tagging
In: Tochtermann, Klaus and Maurer, Hermann (eds.): Proceedings of I-KNOW ´08, 8th International Conference on Knowledge Management, Graz, Austria, September 3-5, 2008, pp. 304-312

Lohmann, Steffen, Thalmann, Stefan, Harrer, Andreas, Maier, Ronald
Learner-Generated Annotation of Learning Resources - Lessons from Experiments on Tagging
In: International Conference on Knowledge Management (I-KNOW 08), Graz, Austria, September 2008, 2008

Maier, Ronald, Thalmann, Stefan
Institutionalised collaborative tagging as an instrument for managing the maturing learning and knowledge resources
International Journal for Technology Enhanced Learning (IJTEL), vol. 1, no. 1, 2008, pp. 70-84

Abstract Recently, social software and collaborative tagging have received high levels of attention in Internet communities and have also been discussed as interesting approaches to annotate resources and distribute the cumbersome task of designing ontologies from few domain experts to large numbers of users of digital resources. This paper discusses the suitability of collaborative tagging for annotating knowledge and learning resources in the institutionalised setting of businesses and organisations. Specifically, the paper discusses commitment, convergence and coordination issues and presents the results of a multi-round experiment involving 174 Bachelor students at the Innsbruck University School of Management.

2007

Maier, Ronald, Thalmann, Stefan
Kollaboratives Tagging zur inhaltlichen Beschreibung von Lern- und Wissensressourcen
In: XML-Tage 2007, Berlin, 2007

Abstract Für die effektive Verwaltung von Lern- und Wissens-Ressourcen in unternehmensweiten Wissensinfrastrukturen sowie deren Verwendung in fortgeschrittenen Lern- und Wissensdiensten werden aussagekräftige Metadaten benötigt. Mit der starken Zunahme von Lern- und Wissensressourcen unterschiedlicher Qualität, Reife und Granularität in Unternehmen und Organisationen wird deren inhaltliche Beschreibung zunehmend herausfordernd, da einerseits die vollautomatische Extraktion keine befriedigenden Ergebnisse liefert und professionelle Metadatenautoren überlastet sind. In diesem Beitrag wird der Einsatz des kollaborativen Tagging zur inhaltlichen Beschreibung von Ressourcen im organisatorischen Umfeld diskutiert. Dazu werden Lern- und Wissensressourcen, Metadaten und der Ansatz des kollaborativen Taggings reflektiert. Im Rahmen eines Mehrrunden-Laborexperiments werden Fragen der Handhabung dieses Ansatzes in Organisationen untersucht. Dies betrifft insbesondere die gemeinschaftliche Anerkennung von Schlagworten (commitment), die Dynamik zugeordneter Schlagworte (convergence) und die Beeinflussbarkeit des Verschlagwortungsprozesses (coordination).