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Abstract. Knowledge work is performed in all occupations and across all industries. The level of similarity of knowledge work allows for designing supporting tools that can be widely used. In this paper an activity-based perspective towards knowledge work is taken. Based on findings from a previous ethnographically-informed study, we identified valuable activities to be supported in order to increase knowledge maturing inside companies. The goal of this paper is to contribute to which knowledge maturing activities are deemed important, so that they can be supported by IT services. Quantitative and qualitative data have been collected in 126 organisations of different size, sector and knowledge intensity. Important feedback and issues emerged and need to be managed in order to support success in the knowledge maturing activities that allow improvement of organisational learning through the dissemination and application of the most appropriate knowledge.

Social media and the resulting tidal wave of the available data have changed the ways and methods researchers analyze communities at scale. But the full potential for social scientists (and others) is not yet achieved. Despite the popularity of social media analysis in the past decade, few researchers invest in crossplatform analyses. This is a major oversight as a majority of online social media users have multiple social media accounts. Missing are the models and tools necessary to undertake analysis at scale across multiple platforms. Especially promising in support of cross-platform analysis is the mixed-method approach (e.g., qualitative and quantitative methods) in order to better understand how users and society interact online. This special issue "Following User Pathways" addresses methodological, analytical, conceptual, and technological challenges and opportunities of cross-platform analysis in social media ecosystems. Social media users traverse well-trodden paths across their preferred platforms, even as individual's breadth and depth may vary significantly. Research works concentrating on theories and applications of cross-platform social media are notably absent from the current discourse. This special issue continues the conversation of the "Following User Pathways" workshop introduced at association for computing machinery (ACM) factors in human-computer interaction in 2015 (Hall et al., 2016). In spite of the prevalence and availability of application programming interfaces (APIs) for data extraction, and an almost endless supply of papers and studies that focus on extraction and analysis of specific platforms, cross-platform analyses are lacking in the social media research domain. This is an oversight, in an age where over half of social media users have multiple social media profiles. 1 Chorley and Williams (2017) define social media as the set of applications having three characteristics: (1) The capability to support user-generated content. (2) The provision of a means for users to connect with one another. (3) Support for members to engage with one another. A deeper discussion on what exactly is "social media" can be found in McCay-Peet and Quan-Haase (2017) and Chorley and Williams (2017), as well as in Chorley and Williams (2017). This article discusses the merits and challenges of crossplatform analyses, and introduces four new studies in the cross-platform domain (

Aspects of open science and scholarly practices are often discussed with a focus on research and research dissemination processes. There is currently less discussion on open science and its influence on learning and teaching in higher education, and reversely. This paper discusses open science in relation to educational practices and resources and reports on a study to investigate current educational practices from the perspective of open science. We argue that offering students opportunities via open educational practices raises their awareness of future open science goals and teaches them the skills needed to reach those goals. We present online survey results from 210 participants with teaching responsibility at higher education institutions in Germany. While some of them try to establish more open learning and teaching settings, most respondents apply rather traditional ways of learning and teaching. 60% do not use open educational resources – many have not even heard of them – nor do they make their courses open for an online audience. Participants’ priority lies in resource accuracy and quality and we still see a gap between the benefit of open practices and their practicability and applicability. The paper contributes to the general discussion of open practices in higher education by looking at open science practices and their adaptation to the learning and teaching environment. It formulates recommendations for improvements of open practice support and infrastructure.