bluuebunny/crossref_metadata_2025 huggingface dataset:
Communities as Context Providers for Web-Based Learning
Authors: Afonso Ana P.
Published: May 2011

This chapter addresses the use of communities as a context-creating approach forthe management of learning in virtual settings. It stresses the lack of consensusaround the concept of community, its recent deployment in the educationaldomain, and the extent to which the educational use of virtual settings has neg-lected the construction of appropriate learning contexts. On the other hand, itpoints to the existence of a large body of knowledge from areas such as organiza-tional learning, actor-network theory, sociology, constructivism, and learning com-munities that may help overcome the limitations of Web-based learning as it is cur-rently put into practice. The theory covered will offer a better understanding of therelationships between different concepts and trends and of learning communitiesas entirely new tools for contextual approaches to the management of learning invirtual settings.
Limitations of Having Diversity in Codes of Information Ethics
Authors: Brabston Mary , Dahl Jennifer
Published: May 2011

In this chapter, we examine three frameworks or models that could be used in developing codes of information ethics and then review two codes of information ethics for IST professionals and three codes of ethics or conduct for corporations based on their fit with these three frameworks. Based on our review, we make recommendations that call for a unified code of information ethics based on standardized language and for the possible certification of these codes by professional associations. We also call for stronger language regarding penalties for violations of codes of information ethics.
ICT in Schools
Authors: Mulkeen Aidan
Published: May 2011

This chapter considers how information and communication technology (ICT) can be used to achieve educational value in schools, and encourages teachers to focus on approaches that promote higher-order thinking. It examines the reasons for use of ICT in schools, and argues that clarity of thinking is needed in the face of popular beliefs about ICT. While highlighting the ways that ICT can contribute to important learning objectives, the chapter stresses that many uses of ICT may have little educational value. It argues that the real value of ICT in schools is in enabling more challenging learning activities that develop higher-order thinking, and offers a simple diagram that teachers can use to evaluate their use of ICT. Various ways in which basic technology can be used to promote higher-order thinking are explored. Finally, the chapter considers the factors within a school that are likely to encourage and sustain worthwhile uses of ICT.
A Socio-Technical Analysis of Factors Affecting the Integration of ICT in Primary and Secondary Education
Authors: Angeli Charoula , Valanides Nicos
Published: May 2011

We live in a world that is constantly impacted by information and communication technology (ICT). ICT is considered an important catalyst and tool for inducing educational reforms and progressively extending and modifying the concept of literacy. With the extensive use of ICT in schools and everyday life, the term computer literate has already been established. Schools are open systems that interact with their environment, and the effective use and integration of technology is directly associated with the role of various socio-technical factors that may impact the integration of ICT in schools. In this chapter, we report on an exploratory study undertaken in Cyprus schools to examine the status of using ICT from the perspective of socio-technical systems. Specifically, teachers’ knowledge of ICT, frequency of using ICT for personal purposes, frequency of using ICT for instructional purposes in different subject matters, attitudes toward ICT, self-confidence in using ICT in teaching and learning, and school climate were examined. The findings provide useful guidance to policymakers for planning, implementing, managing, and evaluating the integration of ICT in schools. Implications for the concept of computer literacy are discussed.
Teaching English as a Second Language with Technology
Authors: Reynolds Kate Mastruserio , Schaller Ingrid , Gable Dale O.
Published: May 2011

All U.S. states have standards that require the inclusion of technology into the classroom (Rodriguez & Pelaez, 2002; Abdal-Haqq, 1995; Wright, 1980). Kindergarten-12 teachers face bourgeoning state-mandated curricula that they are required to teach each year. These curricula leave little room for specific computer literacy or technology instruction. Therefore, teachers must achieve both sets of expectations, (i.e., standardized curriculum and technology standards integration), simultaneously and without losing sight of the main content-area focus. This situation is more complex for ESL teachers. ESL instructors’ goals are two-fold: (1) the content or subject of instruction, and (2) language acquisition.This chapter will outline the various constraints and challenges that K-12 teachers face when attempting to include technology into their classrooms. Then, a variety of ways to integrate technology while maintaining a content and language acquisition focus by providing practical, accessible, and user-friendly resources, activities, and tips for inclusion will be proposed. Finally, learner encountered resulting from a productive mixture of content and technology in English as a second language (ESL) classes will be shared.
Continuous Assessment for Improved Student Outcomes
Authors: Volchok Daniel , Caines Maisie , Graf David
Published: May 2011

WebCT views assessment as an activity that is integral to the full scope of the learning process. A variety of methods and strategies are available to course designers and instructors to assess student performance before, during, and after a course has taken place. WebCT provides three major categories of assessment tools (self-tests, quizzes and surveys, and assignments within these tools) and seven types of questions (multiple choice, including true/false; combination multiple choice; matching; calculated; short answer; jumbled sentence; and paragraph). The layout, design, and administration of assessments is flexible through selective release, timed assessments, and the sequencing of questions. Through examples from the WebCT Exemplary Course Project, this chapter reviews the many tools and methods available and describes the assessment, grading, and reporting capabilities of WebCT.
Online Assessment Distribution Models for Testing Programs
Authors: Zara Anthony R.
Published: May 2011

This chapter discusses three distribution models for online assessments and their characteristics. Since 1999, Pearson VUE has been assisting clients in achieving their goals of providing globally distributed computerized assessments for high-stakes certification and licensure purposes. We have identified three major distribution models for the delivery of online assessments: (a) controlled, (b) global, and (c) ubiquitous. Each of these models is appropriate for some types of online assessments but not others. The characteristics of each model interact with the features of the online assessment program in important ways to either advance or impede the goals of the assessment. Operational program experience shows that these strengths and weaknesses must be analyzed and considered with the assessment goals as part of a good decision-making process.
Assessment Elements in Web-Based Training
Authors: Payne Kimberly
Published: May 2011

Web-based training is a field that advances rapidly. Rapid advancement leads to the development of industry standards and best practices. This case study will review some of those practices related to assessment design and evaluation and how each was applied to a U.S. Army Web-based training product. These best practices include adaptive learning, immediate and meaningful feedback, and assessment security. In addition, the problems that the army faced and the solutions that the development company designed will also be discussed. Towards the end of the case study, the results of the validation will be examined. The case study concludes with a look at future trends that may become best practices.
A Multiagent Framework for an Adaptive E-Learning Systems
Authors: Esmahi Larbi , Lin Fuhua
Published: May 2011

This chapter describes a multiagent system for delivering adaptive e-learning. This chapter also provides a discussion of three issues related to personalization in e-learning: technology advancement and the shift in perception of the learning process, one-size-fits-all versus personalized services, and the adaptation process. Finally, the chapter provides an overview of most known implemented systems for adaptive e-learning, as well as a detailed description of the architecture and components of the proposed multiagent framework.
Collaborative Requirements Definition Processes in Open Source Software Development
Authors: Dietze Stefan
Published: May 2011

This chapter discusses typical collaborative requirements definition processes as they are performed in open source software development (OSSD) projects. In the beginning, some important aspects of the entire OSSD approach are introduced in order to enable an understanding of the subsequent description of the feedback-based requirements definition processes. Since the OSSD model seems to represent a successful way of dealing with the significant distribution and heterogeneity of its actors, some opportunities to adapt this approach also in other (software) industries are discussed. Nevertheless the entire OSSD model still exhibits several improvement opportunities that also are addressed in this chapter. In order to overcome possible weaknesses, several approaches to improve the described requirements definition approach are introduced. These improvements help to assure a higher level of efficiency and quality assurance for both processes and the developed artifacts, and furthermore also enable the consideration and acceptance of this approach in other domains and industries.
A Case of an IT-Enabled Organizational Change Intervention
Authors: Wang Bing , Paper David
Published: May 2011

This case study documents an organizational change intervention concerning the implementation of a novel information technology at a university-owned research foundation (URF). It evidences the disparate expectations and reactions by key actors toward the change event, marking a mismatch between a new paradigm required by the new technology and existing information technology practices. Drawing upon change management and management information systems (MIS) literature, we discuss the perceived change management issues hindering the change process at URF. Our discussion is tempered by a theoretical lens that attempts to integrate the literature bases drawn upon in this research. In particular, resistance from in-house IT specialists was observed as the strongest force obstructing the novel IT implementation. This study offers a forum to stimulate both researchers and practitioners to rethink the necessary elements required to enact change, especially with respect to novel IT implementations.
Certifying Software Product and Processes
Authors: Leung Hareton
Published: May 2011

Software certification can not only greatly improve the overall quality of software; it can also help to control the cost of software development. Because software has traditionally been perceived as intangible, it has commonly been certified on the basis of the thoroughness of its development methodology. Certification of the development process is based on the assumption that the development process can assure that the developed product complies with specifications. However, software can also be certified at the product level. In this chapter, we will present a process model that captures the essential aspects of process and product certification (Silva, 2002).
Communication Management for Large Modules
Authors: Coakes Elayne , Willis Dianne
Published: May 2011

This article addresses issues concerning the suitability of particular media as mass communication tools in an UK higher education setting. It looks firstly at the use of e-mail as a communication method whilst managing large modules. The article then goes on to examine the use of a Virtual Learning Environment (VLE) to provide a mass communication method more suited to the needs of both the staff and the students.
Component-Oriented Approach for Designing Enterprise Architecture
Authors: Stojanovic Zoran , Dahanayake Ajantha
Published: May 2011

One of the main challenges enterprises face today is how to manage complexity of systems being developed, effectively utilize the power of the Internet, and be able to rapidly adapt to changes in both technology and business. The new paradigm of component-based development (CBD) has been introduced as an excellent solution for building complex Internet-enabled enterprise information systems (Brown, 2000; Szyperski, 2002). The basic idea of CBD originates from the strategy successfully applied in other engineering disciplines that a system developed from components is more flexible and easier to develop. CBD provides higher productivity in system development through reusability, more effective system maintenance, higher quality of solutions and the possibility for parallel work. Moreover, it provides better system adaptability through replaceability of parts, localization and better control of changes, system scalability, and the possibility of using legacy assets.
Composition in Object-Relational Database
Authors: Taniar David , Pardede Eric , Rahayu J. Wenny
Published: May 2011

Object-Relational Database (ORDB) is increasingly popular as the database storage. Its popularity is based on its ability to capture the object-oriented modeling semantic and the maturity of relational implementation.
Content-Based Image Retrieval Query Paradigms
Authors: Venters Colin C. , Hartley Richard J. , Hewitt William T.
Published: May 2011

The proliferation in volume of digital image data has exacerbated the general image retrieval problem, creating a need for efficient storage and flexible retrieval of vast amounts of image data (Chang, 1989). Whilst there have been significant technological advances with image data capture and storage, developments in effective image retrieval have not kept pace. Research in image retrieval has been divided into two areas: concept-based image retrieval and content-based image retrieval. The former focuses on the use of classification schemes or indexing terms to retrieve images while the latter focuses on the visual features of the image, such as colour, shape, texture, and spatial relationships.
Critical Success Factors for Distance Education Programs
Authors: Martz Ben , Reddy Venkat
Published: May 2011

Distance education is playing an ever-growing role in the education industry. As such, it is prudent to explore and understand driving conditions that underlie this growth. Understanding these drivers and their corresponding concerns (Table 1) can help educators in the distance education field better prepare for the industry.
Decision-Making Support Systems
Authors: Forgionne Guisseppi , Mora Manuel , Gupta Jatinder N.D. , Gelman Ovsei
Published: May 2011

Decision-making support systems (DMSS) are specialized computer-based information systems designed to support some, several or all phases of the decision-making process (Forgionne et al., 2000). They have the stand-alone or integrated capabilities of decision support systems (DSS), executive information systems (EIS) and expert systems/knowledge based systems (ES/KBS). Individual EIS, DSS, and ES/KBS, or pair-integrated combinations of these systems, have yielded substantial benefits for decision makers in real applications.
Efficient Multirate Filtering
Authors: Milic Ljiljana D.
Published: May 2011

Efficient multirate filters have been developed during the past three decades for implementation of digital filters with stringent spectral constraints (Crochiere & Rabiner, 1981, 1983; Ansari & Liu, 1993; Bellanger, 1984, 1989; DeFata, Lucas & Hodgkiss, 1988; Vaidyanathan, 1990, 1993; Fliege, 1994; Zelniker & Taylor, 1994; Proakis & Manolakis, 1996; Mitra, 2001; Mili & Lutovac, 2002; Hentschel, 2002).
Fault Tolerance for Distributed and Networked Systems
Authors: Zhao Wenbing , Moser Louise E. , Melliar-Smith P. Michael
Published: May 2011

The services provided by computers and communication networks are becoming more critical to our society. Such services increase the need for computers and their applications to operate reliably, even in the presence of faults. Fault tolerance is particularly important for distributed and networked systems (Mullender, 1993), including telecommunication, power distribution, transportation, manufacturing, and financial systems.
Functional Dependency and Other Related Dependencies
Authors: Schultz Robert A.
Published: May 2011

The invention and rise of the relational database starting in the 1960s was accompanied by the remarkable development of canonical design techniques, making it possible to avoid many database designs with unintended bad consequences (Codd, 1970, 1971). These techniques, called “normal forms,” prevent the occurrence of what are called “anomalies.” If a database design contains an anomaly, the implemented database will behave in unintended ways. If there is a deletion anomaly, data will unexpectedly disappear; an insertion anomaly will produce difficulties in adding data; and a modification anomaly will result in extra and unexpected operations in the course of changing data in the database (Kroenke, 2002).
Generic Framework for Defining Domain-Specific Models
Authors: Solberg Arnor , Oldevik John , Jensvoll Audun
Published: May 2011

As a result of the widespread popularity of the Unified Modeling Language (UML) (OMG, 2003-1), many companies have invested in introducing a UML-based methodology. There are many general purpose UML-based methodologies on the market today; among the most popular are UP (Jacobson, Booch & Rumbaugh, 1999), RUP (Kruchten, 2000), Catalysis (D’Souza & Wills, 1998), Select Perspective (Allen & Frost, 1998), and KOBRA (Atkinson et al., 2001). Typically, these general purpose software system development methodologies do not immediately fulfill a company’s need. Aiming to provide methodologies that may be applied in many domains and for many purposes, these general purpose methodologies typically become extensive and are perceived as overwhelming. At the same time they typically lack support for the more exclusive needs that the companies and domains encounter. Thereby, introducing a general purpose methodology in an organization commonly implies two particular challenges that at first sight seems to be contradictory. On one hand there is a problem that the general purpose methodology provides/prescribes far too much and encounters too many situations. On the other hand the general purpose methodology does not support specific modeling concepts, mechanisms, and techniques wanted by the particular company or development group. Thus, in that respect the general purpose methodology actually covers too little. This state of affairs is why lots of consultants, researchers, and others are in the business of helping companies to introduce these methodologies, as well as customizing general purpose methodologies to be appropriate for the actual company and purpose. The customization is typically tuned based on different criteria such as domain, kind of customers, quality demands, size of the company, and size of the software development teams. A common way of customizing a general purpose methodology is by removing, adding, and/or merging prescribed tasks, phases, roles, and models/artifacts of the methodology. However, even if introduction of a general purpose methodology almost always requires a customization effort, there does not seem to be any standard and formalized way of doing it.
GIS-Based Accessibility Measures and Application
Authors: Wang Fahui , Lou Wei
Published: May 2011

Accessibility refers to the relative ease by which the locations of activities, such as work, shopping and healthcare, can be reached from a given location. Access varies across space because of uneven distributions of supply and demand (spatial factors), and also varies among population groups because of their different socioeconomic and demographic characteristics (nonspatial factors). Taking healthcare access for example, spatial access emphasizes the importance of geographic barrier (distance or time) between consumer and provider, whereas nonspatial access stresses non-geographic barriers or facilitators such as social class, income, ethnicity, age, sex, and so forth. Since the 1960s, health policymakers in the United States have attempted to improve health care for the citizenry by considering aspects of both spatial and nonspatial factors. Such efforts are exemplified in designations of Health Professional Shortage Areas (HPSA) and Medically Underserved Areas or Populations (MUA/P) by the U.S. Department of Health and Human Services (DHHS), for the purpose of determining eligibility for certain federal health care resources. The DHHS is considering consolidating the HPSA and MUA/P designations into one system because of their overlapping criteria (U.S. DHHS, 1998). See guidelines at http://bphc.hrsa.gov/dsd (last accessed April 1, 2004).
Implementing the Shared Event Paradigm
Authors: Trossen Dirk , Molenaar Erik
Published: May 2011

For collaboration among users, sharing audio-visual, textual, graphical, or even interface-related information is the essence of computer-supported collaborative work (CSCW). Since most applications that are being used in private and work life these days are merely usable on the computer on which they are executed, collaboratively working with a single application is the most challenging part of CSCW. This is not only true because these applications are unaware that they are executed in a distributed environment, but, in particular, because of the numerous possibilities of data to be shared among the distributed users. Thus, the distribution of the application’s functionality over the network must be added transparently and, more important, subsequently without changing the application’s semantic. The effect has to be created at each remote site that the application is running locally and, therefore, can also be controlled by any remote user with a more or less immediate effect to the application. This problem is referred to as application sharing in the remainder of this article.
Information Technology Strategic Alignment
Authors: Barbin Laurindo Fernando José , de Carvalho Marly Monteiro , Shimizu Tamio
Published: May 2011

Information technology (IT) has assumed an important position in the strategic functioning of leading companies in competitive markets (Porter, 2001). Particularly, e-commerce and e-business have been highlighted among IT applications (Porter, 2001). Two basic points of view can be used for understanding the role of IT: the acquisition of a competitive advantage at the value chain and the creation and enhancement of core competencies (Porter & Millar, 1985; Duhan et al., 2001).
IS Project Management Contemporary Research Challenges
Authors: McPherson Maggie
Published: May 2011

Although project management is often said to have its roots in other traditional fields, such as construction, Morris (2002) asserts that modern project management practices have their origins in the 1950s US aerospace agencies. Much has been written about Information System (IS) / Information Technology (IT) project initiatives in both the public and private sectors. In fact, many information systems frequently fall short of their requirements, and are, more often than not, costlier and arrive later than anticipated, if indeed they are completed at all. For instance, according to a report for the Organization for Economic Co-operation and Development (2001), failures of major IT investments and key systems development projects have raised concerns for the achievement of service improvement through information technology. Additionally, it has been argued that failures in IT projects are more common than failures in any other aspect of modern business (Nulden, 1996).
Mobile Telecommunications and M-Commerce Applications
Authors: Tan Clarence N.W. , Teo Tiok-Woo
Published: May 2011

This article presents an overview of prevailing trends and developments shaping mobile commerce (m-commerce) and the wireless economy. A review of wireless telecommunications infrastructure attempts to demystify the evolving technology landscape. Mobile Internet deployment and adoption demographics are highlighted, as are innovative wireless applications and current m-commerce issues.
Obstacles for SMEs for E-Adoption in the Asia Pacific Region
Authors: Sharma Sushil K. , Wickramasinghe Nilmini
Published: May 2011

The e-commerce revolution has affected all organizations. Of particular interest is its effect on small and medium-sized enterprises (SMEs), because we can observe an interesting duality, where these companies are most likely to benefit from the opportunities afforded by e-commerce (because through e-commerce, it is possible to level the playing field), and yet they appear to be slowest in embracing many of these e-commerce possibilities. On several social and economic grounds, SMEs are of overwhelming importance in most of the Asia Pacific/Pacific region. In fact, they comprise well over 90% of all enterprises in this region and provide employment for over half of the region’s workforce (Wattanapruttipaisan, 2002; APEC, 2001). Typically, the SME sector accounts for upwards of 90% of all firms outside the agricultural sector of East and Southeast Asia, and of Japan as well (Alphonso, 2001; Regnier, 2000; Tambunan, 2000; Wattanapruttipaisan, 2002; A Report Prepared for Asia Pacific Foundation, 2002).
Quality Assurance Issues for Online Universities
Authors: Grasso Floriana , Leng Paul
Published: May 2011

Online delivery of degree-level programmes is an attractive option, especially for working professionals and others who are unable to contemplate full-time residential university attendance. If such programmes are to be accepted, however, it is essential that they attain the same standards and quality as conventionally delivered degrees. The key challenge is to find ways to ensure that the qualities that make university education attractive are preserved in the context of a new and quite different model of delivery.
Querying Multidimensional Data
Authors: Tininini Leonardo
Published: May 2011

A powerful, easy-to-use querying environment is without doubt one of the most important components in a multidimensional database. Its effectiveness is influenced by many aspects, both logical (data model, integration, policy of view materialization, etc.) and physical (multidimensional or relational storage, indexes, etc.). Multidimensional querying is often based on the core concepts of multidimensional data modeling, namely the metaphor of the data cube and the concepts of facts, measures and dimensions (Agrawal, Gupta, & Sarawagi, 1997; Gyssens & Lakshmanan, 1997). In contrast to conventional transactional environments, multidimensional querying is often an exploratory process, performed by navigating along dimensions and measures, increasing/decreasing the level of detail and focusing on specific subparts of the cube that appear “promising” for the required information.
Technology and Work in the Virtual Organization
Authors: Leonardi Paul M.
Published: May 2011

With the proliferation of industrial manufacturing plants in the United States during the first half of the 20th century, work was traditionally understood not only as something you did to earn a living, but someplace you went. The industrial revolution fundamentally changed the nature of work as it tied the practices of manual laborers to specific technologies such as the assembly line and the printing press, which were located in specific factories, plants, and offices. Today when we talk about work as a place we go rather than a thing we do, our rhetoric is a remnant of an image of manual work that dominated the 20th century.
Trust Placement Process in Metateam Projects
Authors: Fernandez Walter D.
Published: May 2011

Metateams are temporary confederations of dislocated teams from different firms working on a single Information Systems (IS) development project. These teams (or groups) are linked by interdependencies and commercial agreements and use information and telecommunication technologies as the main media for their communication activities. Within these socio-technical systems, teams are members of virtual teams of teams, where key teams belong to different firms, each performing well-defined functions in accordance with its contractual role, with the objective of executing a single overarching project.
Administrative Concerns for Distance Learning
Authors: Marcinkiewicz Henryk , McLean Jennifer
Published: May 2011

The establishment of a distance learning program is a significant effort. The prepossessing condition for such an undertaking is that distance learning be consistent with the mission and vision of the institution. Institutional endorsement is critical.
Automobile Traffic Impact of Distance Learning
Authors: Mundorf Norbert , Dholakia Nikhilesh , Dholakia Ruby Roy , Xiao Jing J.
Published: May 2011

In industrial societies, and also in developing countries, automobile travel is increasingly associated with pollution, congestion and urban sprawl, entailing social and economic costs for both drivers as well as communities. Increasing travel volume and longer average commute, much of it spent stuck in traffic, are taxing community and private resources. Experts from various disciplines agree that it is desirable to manage this increase and at the same time slow the rate of growth. Building additional highways is not considered a desirable alternative in terms of both ecological and monetary costs.
The Changing Role of Faculty
Authors: Shaw Graham
Published: May 2011

The role of faculty within traditional teaching institutions worldwide has always been multidimensional, involving administrative duties, research responsibilities, and a commitment to community service in addition to teaching. In the majority of institutions, this teaching role of faculty has remained unchanged for decades; in fact, most faculty teach the way they themselves were taught using the tried and trusted transmission paradigm in which sections of academic content are divided into 50-minute lectures and delivered to often large groups of passive recipients. There is simply very little incentive to make alterations to a teaching model that has been in place for hundreds of years (Buckley, 2002). Present-day faculty culture often values research productivity and quality over high-quality teaching, and student evaluations tend not to reward faculty prepared to experiment and take risks with models of learning that differ from the students’ previous learning experiences.
Conceiving a Learning Organization Model for Online Education
Authors: Vat Kam Hou
Published: May 2011

As online technologies and information resources rise in salience, experience has shown (Vat, 2000, 2001, 2002a, 2002b) that online education must be based on theories of learning and instructional design principles to guide usage of the tools and resources for mediating collaboration and social exchanges within communities of learners (CoL). Relatively recent discussions in the literature (Cobb & Yackel, 1996; Marshall, 1996; O’Connor, 1998; Vygotsky, 1978) suggest that learning is increasingly viewed as a constructive process occurring during one’s participation in and contribution to the practices of the community. This is supported by a current shift (Brown et al., 1993) from the cognitive focus on knowledge structures presumed in the mind of the individual learner, to a constructivist focus on the learner as an active participant in a social context. Indeed, we have been witnessing classroom culture being enriched with tools such as the Web-based search engines that mediate knowledge building and social exchanges among peers as participants in discourse communities (Bonk, Medury, & Reynolds, 1994; Bonk & Reynolds, 1997; Fabos & Young, 1999). These communities open opportunities for learners to interact with multiple perspectives, which challenge their existing knowledge constructions and impose cognitive conflicts (Piaget, 1952) requiring negotiations. The theme of this article is to investigate strategies to enhance learning and knowledge sharing in the learners’ communities through the idea of a learning organization model. Its aim is to develop the collective intellect of the CoL through appropriate design of information system (IS) support so as to expand its capacity to adapt to future challenges.
Evaluating Online Programs Using a BSC Approach
Authors: Keinath Barbara J.
Published: May 2011

Accountability pressures on higher education have increased in recent decades (Dill, 1999; Garvin, 2000; Jacob & Hellström, 2003). Pressure for financial accountability stacks up alongside pressures to assess student learning outcomes. Student satisfaction has always been a factor in institutional success, but added mobility and growth in the for-profit educational market have increased the impact of student satisfaction. Further, citizens, parents of students, alumni, taxpayers, and, for the for-profit institutions, shareholders constitute powerful external forces.
Implementing Learning Support Systems
Authors: Bernardes J. , O’Donoghue J.
Published: May 2011

Kearsley (1998) writes that “technology is often seen as a quick fix, a siren song,” and warns that “educational technology is a distraction … from what matters most—effective learning and good teaching.” The approach taken often seems more in the vein of entertainment than education, with television-type material creating an expectation of how information will be presented; the linkup of the Internet and television through streamed video may just exacerbate this.
Informal Communication in Virtual Learning Environments
Authors: Beuschel Werner , Gaiser Birgit , Draheim Susanne
Published: May 2011

Learning environments increasingly become more diverse by the use of information technology. Thereby, the share of face-to-face situations between students as well as between students and mentors becomes smaller, while the share of encounters in virtual space is growing larger. Thus, computer mediated communication (CMC) is growing in importance in all learning environments.
Market vs. Academic Models
Authors: Berg Gary A.
Published: May 2011

In recent years much has been written on the link between distance learning and the commercialization of higher education (Berg, 2002). Particularly in the United States, this debate has been described as a conflict between open and traditional academic-market models. As various government, nonprofit, and for-profit ownership of these nontraditional universities are present worldwide, it is important to understand the market-model issues and how they influence university mission and implementation of educational programs.
Mega-Planning for Online Learning and Technology Change
Authors: Kaufman Roger , Lick Dale W.
Published: May 2011

If online learning and technology are going to add value to learners, institutions and our shared society, we should first ask “if these are the solution, what’s the problem?” Success is best achieved by linking everything an educational agency uses (including online learning and technology), does (such as distance learning), produces and delivers to adding value to all internal and external partners. We define and provide a Mega-level planning approach—that we suggest as a useful North Star—that focuses on society as the primary client and beneficiary.
Student Support Services
Authors: Howell Scott L. , Wilcken Wendi
Published: May 2011

Success secret number one for a successful online learning program, according to Jeffrey Feldberg, chairman and CEO of Embanet Corp. and who has launched several successful online programs, is “live technical support” (Feldberg, 2001, p. 1). Many student support services, like technical support, are critical to the successful learning experience of all students, but especially for students who are engaged in online learning at a distance. One director of student support services for an online learning program said it this way: “If they’re having trouble with the technology, it’s like showing up at class and the door’s locked and they can’t get in” (Kelly, 2001, p.5). And, just as trouble with technology may keep the class door locked for one student, so can any other unmet student need for another student.
Technology-Based Learning in Open Universities in India
Authors: Sharma Ramesh C.
Published: May 2011

In this paper, technology-based learning has been described as adopted in the open-university system in India. Since open and distance education (DE) in India is offered at secondary, senior secondary, and higher levels, a current state for them has been spelt out. Since the main objective of this paper is to highlight various means of technology-based learning in the open-university system only, focus has been put on national and state open universities. This paper gives an overview of different technology-based learning components as are being used in various Indian open universities. Since Indira Gandhi National Open University (IGNOU) is the apex body in the field of distance education in India, it has been explained in greater detail, followed by what is adopted by state open universities because they follow the IGNOU model in most of their learning operations.
The Two Most Important Competencies for Millennium Teachers
Authors: Lapping Thomas
Published: May 2011

Of all of the levers for educational reform and improvement in this new technologically rich millennium, clearly the two most powerful are students, whose needs and talents should be at the center of any and all new K-16 reforms in teaching and learning, and the Internet, which will enable every student to touch and feel and know and master this new world. In the process, these two dynamos will become the teachers’ and schools’ most vital resources and energize the reinvention of schooling as we know it. Further, students will become better prepared to excel in our technology-centered society, and add dramatically to the nation’s already impressive pool of innovators and entrepreneurs.
Vicarious Learning
Authors: Lee John
Published: May 2011

In computer-based learning, we often find ourselves addressing our technology to an unexpectedly complex Web of issues in learning and instruction. Understanding what is going on may require us to take a step back and look at some more fundamental theoretical issues. This is the position we find ourselves in with the application of “vicarious learning”. On the face of it, this is the simple concept of accumulating a collection of records of learning experiences, which other learners can also use to learn from. Such a concept is apparently similar to observational learning, or to various notions of re-usable learning knowledge-bases. However, the specific suggestion we address here is that vicarious learning is a distinct idea that may have its own implications, particularly for distance learners and others whose access to normal learning dialogue is limited. In this article, then, we begin with a discussion of the general concept of vicarious learning, and its close relationship to the role of dialogue in learning. We use this understanding to motivate the application of vicarious learning in computer-based learning systems, and argue, against specific objections, that these systems show benefits that will be especially relevant for the groups mentioned above.
Workplace Learning on the Internet
Authors: Berg Gary A.
Published: May 2011

In most white-collar workplaces today, it is common for employees to have their own computer at their desk. Employees complete much of their work on the computer, and usually also have access to fast connections to the Internet for internal and external communication. This remarkable change in the tools of the workplace represents an important opportunity for the integration of learning with work. While the technology of the workplace has advanced at extraordinary speed, new theoretical approaches to work have led to notions of knowledge workers and learning organizations. The convergence of an increased emphasis on learning in organizations and the evolution of computer/telecommunications technology are leading to important changes in workplace learning.
Communities of Practice and Other Organizational Groups
Authors: Hustad Eli , Munkvold Bjørn Erik
Published: May 2011

A general challenge in communities of practice (CoP) research and practice is how this concept can be distinguished from related terms such as project teams, workgroups, and knowledge networks. What criteria determine whether a group qualifies as a CoP? While these different concepts share several common characteristics, there are also important distinguishing features. Acknowledging these differences is important when assessing which former knowledge and research streams to build upon, and for increasing the level of precision in CoP research. In this article we provide a brief comparison of related terms, based on a set of distinguishing dimensions.
Facilitating and Improving Organisational Community Life
Authors: Nobre Angela Lacerda
Published: May 2011

The growth in importance of communities within organisational settings is a sign of a change in paradigm. When management and organisational theory introduce the critical notion of communities, in parallel to the concepts of collaborative work and of knowledge sharing, there is an internal revolution going on. Therefore, communities of practice theory (Lave & Wenger, 1991; Wenger, 1999; Wenger, McDermott & Snyder, 2002; Brown & Duguid, 1991) has a critical role to play in today’s development of management and organisation theory. At a broader level, there is an ongoing metamorphosis that is highly visible through the vertiginous development of technology, the globalisation of markets, and the acceleration of the increase in complexity. Equally important are the less visible, and thus harder to acknowledge, changes in the way we think, reason, communicate, and construct our image of ourselves and of the world. The changes brought by the knowledge society of the information age (Kearmally, 1999) triggered the development of theoretical approaches to management. Among these, knowledge management and organisational learning have developed. These theories have acknowledged the importance of information and communication technology within organisations, and have explored alternative insights into mainstream management approaches. The knowledge management and organisational learning sub-disciplines represent an innovation effort that affect areas of organisational life which had been marginalised or ignored under traditional management theory. Communities of practice is the single most important example. Therefore, communities of practice represent a critical aspect of the present understanding of the complexity of organisational life. Within the broad and varied development of organisational theories, semiotic learning emerges as a particular approach to organisational learning. Semiotic learning may be described as a dynamic practice. It incorporates theoretical contributions from social philosophy and adapts them to a specific approach to facilitate learning at the organisational level. It is a learning and development tool for action at the organisational level. The central aspect of the semiotic learning approach is the focus on the quality of community life at the organisational level. Through a semiotic learning approach to organisational learning and development, it is possible to intensify and to unleash the true potential of current challenges at personal, organisational, and societal levels. By focusing on the social practices, structures, and processes which underlay human interaction, and by calling attention to the way we construct ourselves and our image of the world through those interactions, it enables the development of a rationale that supports collaborative as well as transformative forms of work and learning.
Market of Resources as a Knowledge Management Enabler in VE
Authors: Cunha Maria Manuela , Putnik Goran D.
Published: May 2011

Knowledge is, undoubtedly, an indispensable asset for organizations to compete effectively (Alavi & Leidner, 2001; Murray, 2002). New organizational models, such as the virtual enterprise (VE) model, characterized as dynamically reconfigurable information-based global networked structures, are emerging. New technological environments and solutions are being developed to support them, and the importance of knowledge and the capability of managing it by creating the organizational conditions that facilitate the generation, sharing, and application of knowledge are more and more critical. In a global organization, as defended by Kluge, Stein, and Licht (2001), face-to-face relationships are not possible, giving rise to difficulties in accepting knowledge from outside. This applies more deeply in virtual enterprises (or in virtual organizations) in the interactions among the independent partners who tend more and more to fear the leakage of private knowledge. This situation promotes competition and rivalry and, as suggested by Prahalad and Hamel (1990), impedes collaboration and knowledge sharing, precisely two of the main underlying issues of this organizational model. A supporting environment, such as the market of resources proposed by the authors, is the way to assure effective knowledge management between the members of a virtual enterprise and business strategic alignment enabling the performance improvement of the VE. In an environment to support VE integration, knowledge management is simultaneously a tool and an object. As a tool, knowledge management can be used by the market of resources to reduce transaction costs in VE integration and VE reconfiguration; as an object, knowledge must be protected and knowledge leakage prevented to assure trust and protection of VE participants. The broker (an integrating element of the market of resources) is, besides other attributions, responsible for advising the VE owner in identifying and communicating the role of knowledge management within the VE business plan and for ensuring the permanent alignment between business strategy and knowledge strategy within the network of independent enterprises that constitute the VE. The broker must ensure that the global knowledge sharing is not threatened by deficient knowledge management procedures and, simultaneously, that any instance of the VE (as a reconfigurable network) at a given time, is able to respond to the market requirements with its maximum performance, that is, is business aligned. In this article, we introduce the VE disabling factors and the functionalities for VE integration, briefly present the market of resources as an environment to support VE integration, assuring business alignment and knowledge management, identify the main strengths and problems associated with the implementation of knowledge management functions, and, finally, discuss the main opportunities associated to the implementation and exploitation of the market of resources.
Artificial Neural Networks for Prediction
Authors: Marti Rafael
Published: May 2011

The design and implementation of intelligent systems with human capabilities is the starting point to design Artificial Neural Networks (ANNs). The original idea takes after neuroscience theory on how neurons in the human brain cooperate to learn from a set of input signals to produce an answer. Because the power of the brain comes from the number of neurons and the multiple connections between them, the basic idea is that connecting a large number of simple elements in a specific way can form an intelligent system.