2018, Pimmer, Christoph, Gütersloh, Christoph, Linxen, Sebastian, Rohner, Roland

2014, Brysiewicz, Petra, Pimmer, Christoph, Chipps, Jennifer, Walters, Fiona, Linxen, Sebastian, Gröhbiel, Urs

2015, Sturm, Christian, Oh, Alice, Linxen, Sebastian, Abdelnour Nocera, Jose, Dray, Susan, Reinecke, Katharina

A large majority of articles published at prominent HCI venues such as CHI and CSCW reports on studies with WEIRD (Western, Educated, Industrialized, Rich, and Democratic) participants, ignoring that the results might not apply to other subject populations. This workshop aims to have the following two main outcomes: (1) A list of major principles that HCI researchers often build on and that are unlikely to apply to users in other countries and cultures. (2) An action plan that describes how we can extend these previous findings, such as by collaborating across countries and cultures, conducting large-scale online experiments, or creating a culture of replications and extensions with more diverse subject populations. Furthermore, the workshop aims to establish an interest group with the goal to improve the external validity of HCI research and to inform the design of further research studies in this area.

2013-06-29T00:00:00Z, Pimmer, Christoph, Gröhbiel, Urs, Walters, Fiona, Linxen, Sebastian, Chipps, Jennifer

Background/rationale: Many mhealth and mlearning interventions fail, because they adopt a techno-centric view and ignore the local context. To address this, the present study investigated the 'organic' adoption and educational usage of mobile phones by health workers in rural health settings. Methods: A qualitative study was conducted interviewing nursing/advanced midwifery students, facilitators and nursing managers from rural, resource-constrained regions in the province of KwaZulu-Natal, South Africa. Content analysis used the concepts of Community of Inquiry theory as 'a priori-constructs'. Results: The research revealed a number of unexpected learning and teaching practices - based on the grass-root adoption of mobile phone functions and in particular social apps. These practices involved cognitive, teaching and social presence as well as reflective practice and enabled rich educational experiences - according to the Community of Inquiry Theory.

2014, Pimmer, Christoph, Linxen, Sebastian, Chipps, Jennifer, Brysiewicz, Petra, Gröhbiel, Urs, Walters, Fiona

This paper outlines the findings of a research project intended to facilitate the learning of health professionals across work-based and formal learning contexts by means of mobile technology. The focus of the educational approach was on the use of digital mobile media, and particularly mobile networking technologies to support social learning practices of professionals, i.e., nurses, in marginalized settings in rural South Africa. The overall project was informed by previous studies from marginalized contexts that pointed to the potential of mobile phones and mobile social networking technologies as a means to facilitate the learners engagement with explicit forms of educational content as well as to allow for their extended participation in professional, work-based communities (Kolko, Rose, & Johnson, 2007; Pimmer, Linxen, & Gröhbiel, 2012; Pimmer, Linxen, Gröhbiel, Jha, & Burg, 2013).

2011-12-14T00:00:00Z, Pimmer, Christoph, Linxen, Sebastian, Pachler, Norbert