Publikationen

Hier finden Sie von Know-Center MitarbeiterInnen verfasste wissenschaftliche Publikationen

2018

Geiger Bernhard

The Global Benefits of Open Research and How It Can Change Scientific Publishing

Martyn Rittman, MDPI, 2018

Buch
This entry for the 2018 MDPI English Writing Prize has been published as a chapter of "The Global Benefits of Open Research", edited by Martyn Rittman.
2018

Geiger Bernhard

A Short Note on the Jensen-Shannon Divergence between Simple Mixture Distributions

2018

Buch
This short note presents results about the symmetric Jensen-Shannon divergence between two discrete mixture distributions p1 and p2. Specifically, for i=1,2, pi is the mixture of a common distribution q and a distribution p̃ i with mixture proportion λi. In general, p̃ 1≠p̃ 2 and λ1≠λ2. We provide experimental and theoretical insight to the behavior of the symmetric Jensen-Shannon divergence between p1 and p2 as the mixture proportions or the divergence between p̃ 1 and p̃ 2 change. We also provide insight into scenarios where the supports of the distributions p̃ 1, p̃ 2, and q do not coincide.
2018

Fessl Angela, Wesiak Gudrun, Pammer-Schindler Viktoria

Transfer of Theoretical Knowledge into Work Practice: A Reflective Quiz for Stroke Nurses.

Knowledge Management in Digital Change, North, K; Maier, R.; Haas. O;, Springer, Cham, 2018

Buch
Managing knowledge in periods of digital change requires not only changes in learning processes but also in knowledge transfer. For this knowledge transfer, we see reflective learning as an important strategy to keep the vast body of theoretical knowledge fresh and up-to-date, and to transfer theoretical knowledge to practical experience. In this work, we present a study situated in a qualification program for stroke nurses in Germany. In the seven-week study, 21 stroke nurses used a quiz on medical knowledge as an additional learning instrument. The quiz contained typical quiz questions (“content questions”) as well as reflective questions that aimed at stimulating nurses to reflect on the practical relevance of the learned knowledge. We particularly looked at how reflective questions can support the transfer of theoretical knowledge into practice. The results show that by playful learning and presenting reflective questions at the right time, participants reflected and related theoretical knowledge to practical experience.
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