This paper proposes a typology of knowledge workers and their respective knowledge actions. The extant literature on the definition of knowledge work actions is examined and evaluated. The existing classifications of roles of knowledge workers are evaluated and extended with additional literature and empirical findings on the definition of a typology of knowledge worker roles. The empirical data in this paper comes from two studies. In the Task Execution Study 20, a knowledge worker had to carry out a selection of prepared tasks. The computer system that the participants were using was equipped with sensors, so that the execution steps of the tasks could be traced and analyzed. The data from the second study comes from a questionnaire survey of knowledge workers, which yielded 43 responses. The paper shows that the sampled users take on all identified knowledge worker roles, and that the knowledge work actions can be recognized in the sensor data from the first study. This paper contributes to the literature by proposing a new way of classifying the roles of knowledge workers and the knowledge actions they perform during their daily work. Furthermore, the paper provides a preliminary understanding of the relation between knowledge-intense work tasks, the roles they are executed in, and the tools that are used to accomplish the respective tasks.

The powerful inhibition of CA3 pyramidal neurons evoked in rats (under urethane) by stimulating the fimbria or the perforant path from the entorhinal area is associated with a large increase in input conductance. Microiontophoretic applications of GABA produce a very similar large conductance increase, which is characterized by rapid fading, and causes a marked depression of the inhibitory postsynaptic potential (IPSP) conductance change. During repetitive stimulation at frequencies as low as 3–5/s, the IPSP conductance change can be much reduced, and it vanishes when electrical seizures begin. Since the effect of GABA is also reduced or abolished, a loss of efficacy of GABA (caused by desensitization or some other process) may be responsible for the failure of inhibition observed during tetanic stimulation, as well as for the subsequent seizures.

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In this paper, we make the case for an open science in technology enhanced learning (TEL). Open science means opening up the research process by making all of its outcomes, and the way in which these outcomes were achieved, publicly available on the World Wide Web. In our vision, the adoption of open science instruments provides a set of solid and sustainable ways to connect the disjoint communities in TEL. Furthermore, we envision that researchers in TEL would be able to reproduce the results from any paper using the instruments of open science. Therefore, we introduce the concept of open methodology, which stands for sharing the methodological details of the evaluation provided, and the tools used for data collection and analysis. We discuss the potential benefits, but also the issues of an open science, and conclude with a set of recommendations for implementing open science in TEL.

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