Recent Key Publications

I have posted here some recent publications I consider to be key in my work. For a list of all publications, visit my Mendeley Library.

Technologies in Informal Workplace Learning

Ley, T., Cook, J., Dennerlein, S., Kravcik, M., Kunzmann, C., Pata, K., et al. (2014). Scaling informal learning at the workplace: A model and four designs from a large-scale design-based research effort. British Journal of Educational Technology, 45(6), 1036–1048. doi:10.1111/bjet.12197

Lindstaedt, S., Kump, B., Beham, G., Pammer, V., Ley, T., Dotan, A., & de Hoog, R. (2010). Providing Varying Degrees of Guidance for Work-Integrated Learning. Proceedings of the 5th European Conference on Technology Enhanced Learning, ECTEL 2010 (Vol. LNCS, pp. 213-228). Heidelberg: Springer.

Adaptive Technologies and Learning Analytics

Ruiz-Calleja, A., Dennerlein, S., Tomberg, V., Pata, K., Ley, T., Theiler, D., & Lex, E. (2015). Supporting Learning Analytics for Informal Workplace Learning with a Social Semantic Infrastructure. In G. Conole, T. Klobučar, C. Rensing, J. Konert, & É. Lavoué (Eds.), Design for Teaching and Learning in a Networked World (Vol. 9307, pp. 634–637). Heidelberg: Springer. doi:10.1007/978-3-319-24258-3

Ley, T., & Kump, B. (2013). Which User Interactions Predict Levels of Expertise in Work-integrated Learning? In D. Hernández-Leo, T. Ley, R. Klamma, & A. Harrer (Eds.), Proceedings of the 8th European Conference on Technology-enhanced Learning (pp. 178–190). Heidelberg: Springer.

Kump, B., Seifert, C., Beham, G., Lindstaedt, S., & Ley, T. (2012). Seeing What the System Thinks You Know – Visualizing Evidence in an Open Learner Model. LAK  ’12 Proceedings of the 2nd International Conference on Learning Analytics and Knowledge, Vancouver/Canada, 29 April – 2 May 2012 (pp. 153-157). New York: ACM.

Ley, T., Kump, B., & Gerdenitsch, C. (2010). Scaffolding Self-directed Learning with Personalized Learning Goal Recommendations. In P. de Bra, A. Kobsa, & D. Chin (Eds.), User Modeling, Adaptation, and Personalization, 18th International Conference, UMAP 2010, Big Island, HI, USA, June 2010 (Vol. LNCS, pp. 75-86). Heidelberg: Springer.

Ley, T., Kump, B., & Albert, D. (2010). A methodology for eliciting, modelling, and evaluating expert knowledge for an adaptive work-integrated learning system. International Journal of Human-Computer Studies, 68(4), 185-208.

Modeling Cognitive Processes in Social Information Systems

ACM DL Author-ize servicePaul Seitlinger, Tobias Ley (2016). Reconceptualizing imitation in social tagging: a reflective search model of human web interaction. In Proceedings of the 8th ACM Conference on Web Science (WebSci ’16)

Ley, T., & Seitlinger, P. (2015). Dynamics of Human Categorization in a Collaborative Tagging System: How Social Processes of Semantic Stabilization Shape Individual Sensemaking. Computers in Human Behavior, 51, 140–151. doi:10.1016/j.chb.2015.04.053 (OPEN ACCESS)

Seitlinger, P., Ley, T., & Albert, D. (2015). Verbatim and semantic imitation in indexing resources on the Web: A fuzzy-trace account of social tagging. Applied Cognitive Psychology, 29(1), 32–48. doi:10.1002/acp.3067

Seitlinger, P., Kowald, D., Trattner, C., & Ley, T. (2013). Recommending Tags with a Model of Human Categorization. In Conference on Information and Knowledge Management, CIKM’13, Oct. 27–Nov. 1, 2013, San Francisco, CA, USA. (p. 2381-2386). New York: ACM Press.

Seitlinger, P., & Ley, T. (2012). Implicit Imitation in Social Tagging: Familiarity and Semantic Reconstruction. Proceedings of ACM SIGCHI Conference on Human Factors in Computing Systems (CHI 2012), Mai 02-05, Austin, Texas (1631-1640). New York: ACM Press.

Teaching, Learning and Knowledge Building with Social Software

Tomberg, V., Laanpere, M., Ley, T., & Normak, P. (2013). Sustaining Teacher Control in a Blog-Based Personal Learning Environment (OPEN ACCESS). The International Review of Research in Open and Distance Learning, 14(3), 109–133.

Kump, B., Moskaliuk, J., Dennerlein, S., & Ley, T. (2013). Tracing knowledge co-evolution in a realistic course setting: A wiki-based field experiment. Computers & Education, in press.

Ley, T., Schweiger, S., & Seitlinger, P. (2011). Implicit and Explicit Memory in Learning from Social Software: A dual-process account. In C. Delgado-Kloos, D. Gillet, R. M. Crespo-Garcia, F. Wild, & M. Wolpers (Eds.), Towards Ubiquitous Learning: 6th European Conference on Technology Enhanced Learning, ECTEL 2011 (pp. 449-454). Heidelberg: Springer.

Collaborative, Community and Organizational Learning

Ley, T., Tammets, K., & Lindstaedt, S. (2014). Orchestrating collaboration and community technologies for individual and organisational learning. In A. Littlejohn & A. Margaryan (Eds.), Technology-Enhanced Professional Learning: Processes, Practices, and Tools (p. 117-131). London/UK: Routledge.

Kaschig, A., Maier, R., Sandow, A., Brown, A., Ley, T., Magenheim, J., et al. (2012). Technological and Organizational Arrangements Sparking Effects on Individual, Community and Organizational Learning. In A. Ravenscroft, S. Lindstaedt, C. Delgado Kloos, & D. Hernández-Leo (Eds.), Proceedings of the 7th European Conference on Technology-enhanced Learning (pp. 180–193). Heidelberg: Springer. Retrieved from

Ley, T., Seitlinger, P., Schöfegger, K., & Lindstaedt, S. N. (2012). Community-orientiertes Lernen. In J. Haake, G. Schwabe, & M. Wessner (Eds.), CSCL-Kompendium 2.0 – Lehr- und Handbuch zum computerunterstützten kooperativen Lernen (pp. 261-273). München: Oldenbourg.

Schmidt, A., Hinkelmann, K., Ley, T., Lindstaedt, S., Maier, R., & Riss, U. (2009). Conceptual Foundations for a Service-oriented Knowledge and Learning Architecture: Supporting Content, Process and Ontology Maturing. In S. Schaffert, K. Tochtermann, & T. Pellegrini (Eds.), Networked Knowledge – Networked Media: Integrating Knowledge Management, New Media Technologies and Semantic Systems. Springer.

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