We propose a new approach to visualize social networks. Most common network visualizations rely on graph drawing. While without doubt useful, graphs suffer from limitations like cluttering and important patterns may not be realized especially when networks change over time. Our approach adapts pixel-oriented visualization techniques to social networks as an addition to traditional graph visualizations. The visualization is exemplified using social networks based on corporate wikis.

Despite their didactical potential many Virtual Learning Communities (VLCs) fail in enhancing learning outcomes. Therefore, we synthesise factors most critical for establishing a successful VLC. Applying a structured literature review, we searched for studies dealing with VLCs in the well known databases Business Source Premier, Science Direct and ERIC. We identified, classified and synthesised 64 relevant papers. Results indicate that critical success factors include a strong instructor that acts in different facilitation roles, face-to-face meetings that help establishing social ties and well structured small-group assignments that scaffold the learning process. Main challenges are a lack of common goals, feelings of inhibition and technical problems. Based on the review, we offer concrete advice for instructors building up VLCs. We suggest that future research should focus on the design of methods and tools for instructors to facilitate the learning process in a less resource demanding way.

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Universities in Germany face increasing numbers of students, while resources are stagnating or shrinking. Especially large scale lectures suffer from a lack of individualization and interaction, often leading to inefficient learning outcomes and low student satisfaction. We present the concept of instructors co-creating eLearning modules and even parts of the exam with students for improving learning outcomes and student satisfaction. Following an action research approach, we developed, applied, and refined the concept in a mass lecture course setting over four semesters 1 . Evaluation of questionnaires and exam results show that our concept leads to a significant increase in perceived learning satisfaction and learning outcomes. This paper outlines and tests new ways of enhanced learner integration into learning service delivery. It shows the actual impact of student integration into learning content creation, both on service quality and learning outcomes while taking resource efficiency into account.

Universities in Germany face increasing numbers of students, while resources are stagnating or shrinking. Especially large scale lectures suffer from a lack of individualization and interaction, often leading to inefficient learning outcomes and low student satisfaction. We present the concept of instructors co-creating eLearning modules and even parts of the exam with students for improving learning outcomes and student satisfaction. Following an action research approach, we developed, applied, and refined the concept in a mass lecture course setting over four semesters 1. Evaluation of questionnaires and exam results show that our concept leads to a significant increase in perceived learning satisfaction and learning outcomes. This paper outlines and tests new ways of enhanced learner integration into learning service delivery. It shows the actual impact of student integration into learning content creation, both on service quality and learning outcomes while taking resource efficiency into account.