bluuebunny/crossref_metadata_2025 huggingface dataset:
Learning Activities Model
Authors: Caladine Richard
Published: May 2011

The design of learning is probably more accurately described as the design of learning activities as it is the activities that are designable compared to learning which is the desired outcome of the activities. While the term “instruction” may be out of favor with some commentators, as it implies a teacher-directed approach, “instructional design” has been used for some years to describe the design of the things learners and teachers or trainers do to facilitate learning.
What Factors Make a Multimedia Learning Environment Engaging
Authors: Liu Min , Toprac Paul , Yuen Timothy T.
Published: May 2011

The purpose of this study is to investigate students’ engagement with a multimedia enhanced problem-based learning (PBL) environment, Alien Rescue, and to find out in what ways students consider Alien Rescue motivating. Alien Rescue is a PBL environment for students to learn science. Fifty-seven sixth-grade students were interviewed. Analysis of the interviews using the constant comparative method showed that students were intrinsically motivated and that there were 11 key elements of the PBL environment that helped evoke students’ motivation: authenticity, challenge, cognitive engagement, competence, choice, fantasy, identity, interactivity, novelty, sensory engagement, and social relations. These elements can be grouped into 5 perspectives of the sources of intrinsic motivation for students using Alien Rescue: problem solving, playing, socializing, information processing, and voluntary acting, with problem solving and playing contributing the highest level of intrinsic motivation. The findings are discussed with respect to designing multimedia learning environments.
Contemporary Instructional Design
Authors: Owen Robert S. , Aworuwa Bosede
Published: May 2011

This article discusses the principles of two qualitatively different and somewhat competing instructional designs from the 1950s and 1960s, linear programmed instruction and programmed branching. Our hope is that an understanding of these ideas could have a positive influence on current and future instructional designers who might adapt these techniques to new technologies and want to use these techniques effectively. Although these older ideas do still see occasional mention and study (e.g., Brosvic, Epstein, Cook, & Dihoff, 2005; Dihoff, Brosvic, & Epstein, & Cook, 2004), many contemporary instructional designers are probably unaware of the learning principles associated with these (cf., Fernald & Jordan, 1991; Kritch & Bostow, 1998; McDonald, Yanchar, & Osguthorpe, 2005).
Developing Prescriptive Taxonomies for Distance Learing Instructional Design
Authors: Lasnik Vincent Elliott
Published: May 2011

One of the central problems and corresponding challenges facing the multidisciplinary fields of distance learning and instructional design has been in the construction of theory-grounded, research-based taxonomies for prescribing what particular strategies and approaches should be employed when, how, and in what combination to be most effective and efficient for teaching specific knowledge domains and performance outcomes. While numerous scholars and practioners across a wide range of associated instructional design fields have created a rich variety of effective, efficient, and very current prescriptions for obtaining specific learning outcomes in specific situations (Anderson & Elloumi, 2004; Marzano, 2000; Merrill, 2002a; Nelson & Stolterman, 2003; Reigeluth, 1999a; Shedroff, 1999; Wiley, 2002), to date, no single theory-grounded and research-verified unifying taxonomic scheme has successfully emerged to address all existing and potential educational problems across the phenomena of human learning and performance.
Individualized Web-Based Instructional Design
Authors: Inan Fethi , Grant Michael
Published: May 2011

Adaptive (Individualized) Web-based instruction provides mechanisms to individualize instruction for learners based on their individual needs. This chapter will discuss adaptive Web-based instruction, paying particular attention to (a) the implications of individual differences to Web-based instruction, (b) the adaptive methods that are available to designers and developers, and (c) the considerations for instruction design and development with adaptive Web-based instruction. The primary purpose of this chapter is to provide a framework to shape the development of future individualized Web-based instruction.
LDL for Collaborative Activities
Authors: Ferraris Christine , Martel Christian , Vignollet Laurence
Published: May 2011

LDL (learning design language) is an educational modeling language which was conceived to model collaborative activities. It has roots in social sciences, mainly linguistics, sociology and ethnomethodology. It proposes seven concepts that allow instructional designers to build the model of a collaborative learning activity. It has both a visual and a textual notation, the latter being computer-readable. This means that the produced models can be easily operationalized and executed in an existing virtual learning environment. This chapter introduces LDL, its concepts and the graphical notations associated with each of them. The methodology proposed to facilitate the modeling is also presented. Its use is illustrated by the example of the planet game, which was practically tested with other research teams as a benchmark/competition during the ICALT 2006 conference.
Using Learning Objects for Rapid Deployment to Mobile Learning Devices for the U.S. Coast Guard
Authors: Northrup Pamela T. , Harrison Jr. William T.
Published: May 2011

This chapter introduces the use of a learning objects content development tool, the eLearning Objects Navigator, (eLONTM) as a strategy for creating, classifying, and retrieving reusable learning objects and reusable information objects. The use of eLONTM provides a context for rapid deployment of these SCORM-conformant packages to mobile learning devices as well as to learning management systems for a beta test with the U.S. Coast Guard Institute. Presented in this chapter is the underlying theoretical framework for the development of eLONTM as well as the specific design decisions made regarding the deployment of PDA mobile learning devices to military personnel. Furthermore, initial results from the beta test yield positive results as well as a series of lessons learned.
E-Learning with Wikis, Weblogs and Discussion Forums
Authors: Bernsteiner Reinhard , Ostermann Herwig , Staudinger Roland
Published: May 2011

This chapter explores how social software tools can offer support for innovative learning methods and instructional design in general and those related to self-organized learning in an academic context in particular. In the first section the theoretical basis for the integration of wikis, discussion forums and weblogs in the context of learning are discussed. The second part presents the results of an empirical survey conducted by the authors and explores the usage of typical social software tools which support learning from a student’s perspective. The chapter concludes that social software tools have the potential to be a fitting technology in a teaching and learning environment.
Integrating Blogs in Teacher Education
Authors: Hao Yungwei
Published: May 2011

This chapter demonstrates some of the educational merits of blogs; including how blogs can be integrated in teacher education and proposing a methodology for evaluating blogs to meet the goals of reflection and technology literacy in teacher education. An undergraduate-level course was integrated with blog technology to help readers better understand the inquiry-oriented nature of the blog medium. This exemplar course modeled Web 2.0 technology to teacher educators and pre-service teachers who intend to integrate the technology into their future teaching. Surveys and interviews were used to investigate participant attitude toward blogs. The researcher proposes Zeichner and Liston’s (1987) Reflective Index as a potential framework for evaluating the quality of reflection in blogs. It is expected that this instructional model of blogs will help educators, in particular teacher educators and instructional designers, to design courses to more effectively meet the goals of higher-order thinking required in 21st century teacher education.
iPods as Mobile Multimedia Learning Environments
Authors: Doolittle Peter E.
Published: May 2011

In recent years, educators across the globe have begun to employ portable, digital media players, especially iPods, as educational platforms. Unfortunately, while the iPod grows in favor as a mobile multimedia learning environment, relatively little is empirically known about its educational impact. This chapter explores the use of the iPod as an educational platform and reports on a study designed to examine individual differences in iPod use as a mobile multimedia learning environment. This exploration into applied and basic research involving the iPod reveals that iPods are being used across a variety of content areas, educational levels and geographic locations, involving a variety of pedagogies. However, very little research has been conducted to establish the efficacy of the iPod for fostering learning. To address this need, the authors conducted a study that examined the effects of working memory capacity (WMC) on learning within an iPod-based mobile multimedia learning environment.
The Real World Buffalo
Authors: Barnett Marion
Published: May 2011

Videoconferencing is one form of distance learning that can enhance teacher education programs by linking students in higher education with Pre-K–12 schools. As part of a Preparing Tomorrow’s Teachers to use Technology grant (PT3), a teacher education program utilized distance learning to link college classes with an urban school. Mediated observations of specific literacy practices were integrated into a traditional introductory literacy course. Preservice teachers observed urban teachers teaching literacy. Immediately following these observations, the preservice teachers were granted the opportunity to reflect on the lesson by conversing with the teachers via distance learning. Initial findings suggest students acquired positive attitudes toward teaching in urban classrooms and preferred this virtual field experience to a traditional in-school placement.
Research on the Effects of Media and Pedagogy in Distance Education
Authors: Yiping Lou
Published: May 2011

Do media influence learning? This is a historical debate in the field of educational technology, which started when Clark (1983, 1994) argued that media are “mere vehicles” and it is the content and pedagogical methods that are the “active ingredients” influencing student learning. Others (e.g., Kozma, 1994; Cobb, 1997) disagreed and argued that special media attributes can make certain types of learning more effective or cognitively efficient. In this chapter, I will first review the key arguments for and against media effects in distance education (DE). I will then review several meta-analyses that attempted to analyze the effects of media and pedagogy based on quantitative syntheses of the empirical research in DE. Finally, I will discuss directions for future research.
Application of E-Learning in Teaching, Learning and Research in East African Universities
Authors: Walimbwa Michael
Published: May 2011

The challenges of an increasingly borderless world, as seen in the advancements in information technology, have brought reform in universities and re-conceptualized what constitutes learning, teaching, and research. E-learning is often implemented as a response to increasing educational demand and an increasingly networked community. E-learning is considered as an interactive means to provide an alternative environment that stimulates practical learning and equips learners with the skills to manage technological change and innovations. This chapter evaluates the initial phase of e-learning, the importance of a rightful attitude, context, and instructional design in digital learning environments in Makerere University, Uganda, University of Nairobi, Kenya and University of Dar es Salaam, Tanzania. The increase in enrollment in these universities brings in many challenges in service provision, negatively affecting instruction, learning, assessment and research services. A crisis-solving approach is presented as stimulating a creative context for the meaningful introduction of e-learning. It is also discussed whether the environment created so far through computer-mediated learning motivates institutions to integrate e-learning further. The sample involved instructors and learners from three universities in three different countries of Eastern Africa. Findings conclude that an e-learning environment must be introduced by creating relevant awareness to change attitude and empower users with an authentic approach without too much technological complexity. Review of curriculum, assessment and training around e-learning environments are also imperative as these interrelated factors form part of the e-learning process.
The Application of Sound and Auditory Responses in E-Learning
Authors: Kidd Terry T.
Published: May 2011

Prior to computer technology, several studies have concluded that multiple senses engage the learner to the extent that a person remembers 20% of what they see, 40% of that they see and hear, and 70% of what they see, hear and do. In general, the participant engages what is seen and what is heard. With this implication, instructional designer or developers try to use design guidelines to identify the main uses of sound in elearning as multimedia agents to enhance and reinforce concepts and training from e-learning solutions. Even with such understanding, instructional designers often make little use of auditory information in developing effective multimedia agents for e-learning solutions and applications. Thus, in order to provide the learner with a realistic context for learning, the designer must strive to incorporate the use of sound for instructional transactions. By sharing knowledge on this issue, designer can create a more realistic vision of how sound technology can be used in e-learning to enhance instruction for quality teaching and participant learning.
Modeling for Instructional Engineering
Authors: Hotte Richard , Lundgren-Cayrol Karin , Ruelland Diane , Paquette Gilbert
Published: May 2011

Instructional Engineering has been presented in chapter 8 and in (Paquette 2004) as a method integrating principles and processes from Instructional Design, Software Engineering and Knowledge Engineering. As such, Visual Knowledge Modelling is at the heart of the instructional engineering where it serves to represent the knowledge, the learning scenarios, the structure of educational material and the delivery processes that support learning. But as we will see in this chapter, Visual Modelling can also be used to model the very processes of the learning design activity.
Technology Integration Practices within a Socioeconomic Context
Authors: Song Holim , Owens Emiel , Kidd Terry T.
Published: May 2011

With the call for curricular and instructional reform, educational institutions have embarked on the process to reform their educational practices to aid the lower SES student in their quest to obtain quality education with the integration of technology. The study performed was to examine the socioeconomic disparities of teachers’ technology integration in the classroom as it relates to implementing technology interventions to support quality teaching and active student learning. This chapter provides empirical evidence of whether these disparities continue to exist, and their effects on student achievement in the classroom.
Assistive Technology for Individuals with Disabilities
Authors: Inoue Yukiko
Published: May 2011

Census 2000 figures indicate that more than 19% of the U.S. population aged five and older are people with disabilities (Goddard, 2004). Technology has the great potential for improving the education and quality of life of individuals with special needs. Blackhurst (2005) identifies six distinct types of technology impacting education: (1) technology of teaching (instructional approaches designed and applied in very precise ways); (2) instructional technology (videotapes and hypermedia); (3) assistive technology (AT) (devices designed to help people with disabilities); (4) medical technology (devices which provide respiratory assistance through mechanical ventilation); (5) technology productivity tools (computer software and hardware); and (6) information technology (access to knowledge and resources).
Cognitive-Adaptive Instructional Systems for Special Needs Learners
Authors: Diamond  , Diamond  , Bruce J.  , Bruce J.
Published: May 2011

This chapter provides a perspective on the problems, challenges, and unique opportunities faced by instructors and designers of information technology in helping students who are differently-abled learn more effectively in online environments. The proposed solution is provided in the form of a cognitive-adaptive instructional system. This system provides menu-driven adaptive options or online assessments that evaluate a student’s cognitive and sensory needs. These needs are translated into cognitive-sensory profiles which are in turn linked to compensatory and remedial actions. These actions render content automatically and dynamically in ways that provide adaptations that compensate for a student’s special needs while complementing their strengths.
Social Psychology and Instructional Technology
Authors: Bartsch Robert A.
Published: May 2011

This chapter examines how principles in social psychology can be applied to instructional technology. Two areas are discussed to explain why individuals would have a positive attitude towards instructional technology but not engage in consistent behaviors. Social psychological research demonstrates attitudes do not necessarily correlate with behaviors. Factors that moderate this relationship include attitude extremity, attitude importance, attitude accessibility, direct experience, attitude specificity, habits, and social norms. Additionally, if individuals cannot comprehend messages, they cannot develop their knowledge of instructional technology even if they wanted. To comprehend messages, individuals have to have the ability (i.e., both knowledge and time) to thoroughly process them. Examples are provided illustrating each of these concepts. The author hopes by examining the field of social psychology, new ideas, new understanding, and new areas of research can emerge in the field of instructional technology.
Harnessing the Emotional Potential of Video Games
Authors: Felicia Patrick , Pitt Ian
Published: May 2011

This chapter explains the importance of acknowledging users’ personalities, learning styles, and emotions in the design of educational games. It argues that the application of educational theories combined with knowledge of subjects’ personality traits and an increased emotional depth offer a substantive approach to understand and improve the nature of learning in educational games. The authors hope that understanding the underlying motivation and behaviors of learners through the use of personality profiles will not only inform researchers of a better design of educational games, but also assist in understanding the intricate relationship between game design, instructional design, and users’ personality at both cognitive and emotional levels.
Students’ Attitudes toward Process and Product Oriented Online Collaborative Learning
Authors: Wang Xinchun
Published: May 2011

Although the pedagogical advantages of online interactive learning are well known, much needs to be done in instructional design of applicable collaborative learning tasks that motivate sustained student participation and interaction. In a previous study based on a Web-based course offered in 2004, Wang (2007) investigated the factors that promote sustained online collaboration for knowledge building. By providing new data from the same Web-based course offered in 2006 and 2007, this study investigates students’ attitudes toward process- and product-oriented online collaborative learning. The analysis of 93 post course survey questionnaire data show that the overwhelming majority of students have positive experience with online collaborative learning. Data also suggest that students are more enthusiastic about process-oriented tasks and their attitudes toward product-oriented collaborative learning tasks are mixed.
Prevention is Better than Cure
Authors: Dick Martin , Sheard Judithe , Hasen Maurie
Published: May 2011

This chapter adopts a four aspect model to address cheating and plagiarism in universities – education, prevention, detection and consequence. The research focussed on the two aspects of education and prevention as the authors feel that this area has not been considered in detail by the research. Building on past research, a series of eight focus groups (72 students) were conducted with students from information technology degrees at an Australian university. The students were asked to comment and discuss the phenomenon of cheating from their perspective. The chapter presents in detail the responses of the students as analysed by the researchers and then builds a set of guidelines for educators to use in the areas of education and prevention in relation to student cheating.
Making E-Training Cost Effective through Quality Assurance
Authors: Yiu Lichia , Saner Raymond
Published: May 2011

Since the 1990s, more and more corporate learning has been moved online to allow for flexibility, just-in-time learning, and cost saving in delivering training. This trend has been evolved along with the introduction of Web-based applications for HRM purposes, known as electronic Human Resource Management (e-HRM). By 2005, 39.67% of the corporate learning, among the ASTD (American Society for Training and Development) benchmarking forum companies, was delivered online in comparison to 10.5% in 2001. E-learning has now reached “a high level of (technical) sophistication, both in terms of instructional development and the effective management of resources” in companies with high performance learning function (ASTD, 2006, p.4). The cost per unit, reported by ASTD in its 2006 State of Industry Report, has been declining since 2000 despite the higher training hours received per employee thanks to the use of technology based training delivery and its scalability. However, the overall quality of e-learning either public available in the market or implemented at the workplace remains unstable.
Synergy
Authors: Mumford Jacqueline M. , Juelich-Velotta Elizabeth
Published: May 2011

Synergy describes a situation where the combined efforts are greater than individual parts. Service learning ties together academic content, in this case instructional technology, while providing service. This chapter offers an orientation to an exceptionally rewarding service learning activity in an instructional technology course. Based upon a case study and extensive literature review, this chapter provides best practices for fostering the synergy between service learning and instructional technology courses. This approach increased teacher candidates’ exposure to diversity, served community needs, and facilitated candidate practice of skills from instructional technology class.
Humanistic Theories that Guide Online Course Design
Authors: Cicciarelli Mary Sue
Published: May 2011

Humanism comes from one of three schools of psychology in which theories are categorized. The other two schools are the schools of behaviorism and cognitivism. It is believed that one school of theory is not better than the other, and individuals are encouraged to apply the theory that is the most appropriate for the student. Theories from the school of humanism focus on students’ affective needs which means that the theorists center their attention on feelings, emotions, values, and attitudes (Tomei, 2007). Colonel Parker, once deemed the Father of Progressivism of the nineteenth century by John Dewey, promoted creating curriculum with the child at its center. He wanted the school to be a replica of home, an inclusive community, and a budding democracy for the students. Parker’s work and thought on curriculum would eventually be an apparent part of John Dewey’s progressive work (Pinar, Reynolds, Slattery, & Taubman, 1996).
Can Cognitive Style Predict How Individuals Use Web-Based Learning Environments?
Authors: Graff Martin
Published: May 2011

This chapter considers the question of whether Web-based learning environments can be employed to effectively facilitative learning. Several questions are considered around this issue, principally whether variations in hypertext architecture, and individual differences in information processing are salient factors for consideration. Furthermore, whether the effectiveness of learning depends precisely upon how learning is defined. Finally, differences in hypertext navigational strategies are assessed in terms of whether these can be predicted by individual differences in cognitive style. The chapter ends by concluding that the research on Web-based instructional systems is to some extent promising, although the field of cognitive style is diverse, and realistic predictions regarding the use of this construct in instructional design is, as yet, tenuous.
Conversation Design in the Electronic Discussion Age
Authors: MacKinnon Gregory
Published: May 2011

The goal of the chapter to examine a way in which Pask’ s conversation theory (CT) can be used as a theoretical framework for designing blended courses using a collaborative inquiry approach for teaching and learning in campus-based university. This chapter comprises three parts that explains a) the constructs of CT, and their relations in regard to online collaborative inquiry, b) the four principles derived from the constructs of CT and the possible use of these principles to design a blended course, and c) how the effects of these constructs can be used to assess the effectiveness of this CT based blended course design. This chapter is concluded with the discussion and implications for course design, and future research on CT.
Pask and Ma Join Forces in an Elementary Mathematics Methods Course
Authors: Morrow Jean , Holland Janet
Published: May 2011

This chapter introduces conversation theory as a means of creating an active learning environment in an elementary mathematics methods course. It argues that such an environment, designed for undergraduate candidates in teacher education, will engage the learners in the task of developing deep conceptual understanding to support and give rationale to the procedural knowledge most of them already have. Furthermore, the authors hope that an understanding of conversation theory as applied to teaching mathematics will help instructors and instructional designers to facilitate preservice teachers’ engagement in reaching a deep conceptual understanding of the mathematics they are preparing to teach.
Analysis of the Forces Reshaping the Mobile Internet Business
Authors: Verkasalo Hannu
Published: May 2011

This article studies the emergence of the mobile Internet business from six strategic perspectives, highlighting the ongoing transformations of the mobile industry. The article suggests that companies of the mobile industry can reconstruct their business models with six different kinds of choices: 1. Positioning differently in the value network, involving both vertical and horizontal movements. 2. Acquiring and developing critical assets and competencies to build sustaining and dynamic competitive strategies. 3. Inventing new mobile business models by utilizing the lessons from the Internet. 4. Integrating end-users in making and redefining services, optimizing pricing logic, introducing new business models with end-user originated content creation in mind, and making services easy to adopt by end-users. 5. Leveraging and focusing on disruptive, winning technologies that are changing the rules of the business. 6. Adapting to relevant policy schemes, and proactively planning and reconsidering business decisions under a dynamic regulatory environment.
Next-Generation Strategic Business Model for the U.S. Internet Service Providers
Authors: Willow Charles C.
Published: May 2011

The (information digital) network bandwidth and its usage through Internet subscription, by far, is perhaps the only uni-modal commodity provided to today’s consumers at a flat rate. Regardless of his/her actual bandwidth usage, a consumer is charged a uniform subscription fee by the Internet Service Providers (ISP). Meanwhile, the ISPs have a considerable stake in the overall infrastructure which supports the local perimeters of the Internet. This article presents a rigorous statistical analysis with the objective of determining the optimal billing or pricing policy for the ISPs of the U.S. on the basis of the proposed ‘variable subscription-rate’ business model. Two leading global consumer profiles were selected for data comparison on a cardinal scale; NYC, NY, U.S.A. and Seoul, South Korea. [Article copies are available for purchase from InfoSci-on-Demand.com]
Performance and Complexity Evaluation of OTR-UWB Receiver
Authors: Gharaee Hossein , Nabavi Abdolreza , Etminan Jalil ("Joe")
Published: May 2011

This article presents a new transmitted reference UWB receiver, which utilizes the orthogonal property of even and odd order derivatives of Gaussian pulses in neighboring chips for synchronization. This system, referred to as orthogonal TR-UWB (OTR-UWB), employs only a single spreading code, which results in much lower mean detection time compared to DS-UWB systems. The hardware complexity for OTR-UWB receiver is significantly reduced against conventional TR-UWB systems. In addition, simulation results show that BER performance is improved, while the new system is capable of supporting higher data rates. Also, this article presents the FPGA implementation of OTR-UWB, with a bit-rate of 25Mb/s without using equalizer. In addition, we present the DSP algorithm of baseband. Hardware of this system is implemented on two different FPGAs from ALTERA and XILINX, CycloneII (EP2C35F672C6) and Spartan 3 (3s4000fg676-5). Gate estimation and power analysis are performed by Quartus II 7.2 (ALTERA) and ISE 8.1 (XILINX) softwares. [Article copies are available for purchase from InfoSci-on-Demand.com]
On the Internationalization of the Wireless Telecommunications Industry
Authors: Powell Steven R.
Published: May 2011

Companies can benefit from diversifying internationally. This paper analyzes the internationalization efforts of six major European wireless telecommunications service providers: Telefonica, Deutsche Telekom, France Telecom, Vodafone, Telenor and TeliaSonera. Although all six companies have invested heavily in foreign markets, their internationalization paths have not been the same, resulting in foreign market portfolios with different characteristics. Utilizing a proportionate customer weighting scheme based on the number of subscribers controlled by a company in each market, the paper examines how the companies compared in 2007 versus 2002 in their extent and scope of internationalization and in the attractiveness of their foreign market portfolios with respect to some key growth, profitability, and risk market characteristics.
A Meta-Analysis of the Direction and State of Sociotechnical Research in a Range of Disciplines
Authors: Coakes Elayne , Coakes Jim
Published: May 2011

This is the first in a series of articles providing a meta-analysis of journal articles using sociotechnical approaches as a dominant theme. In this article we look at the article repository Business Source Complete and two specific search terms: sociotechnology and sociotechnical, to extract relevant papers from 1968 onwards. We identify trends in publishing relevant articles which appear to show a revival of interest from the 1990s to date. It appears that this revival has been prompted by the expansion of large work systems and their frequent partial or complete failures which limit their usability in organisations. Using Content Analysis we have analysed 42 papers that discuss sociotechnical theory and its development and have found that the fields of application of the theory have shifted from human resources; to work design and operations management; to most recently, knowledge management and philosophy.
Leadership can bridge the User-Developer gap
Authors: Tuffley David
Published: May 2011

The application of Socio-Technical theory seeks to improve the alignment between the technical and social sub-systems that comprise organisations. The developers who create the technical systems and the people who use the systems are manifestations of the socio-technical dynamic. Yet a gap exists between these two groups that create a sometimes strong dynamic tension that is a worthy subject for research. Despite many years of study, practical solutions to the User-Developer gap still seem elusive. This chapter explores the nature of the gap, and proposes a leadership model that improves the capabilities of project managers and team members to bridge the gap.
Research on a Case of Technology Transfer Between France and China
Authors: Ruffier Clément
Published: May 2011

Traditional technology transfer projects are based on the assumption that they can provide direct economic and social development for the receiving countries. In social sciences, this approach is called “technology determinism”: it states that technologies have a decisive effect on societies and that their innovation and use are independent from any social influences. This belief underestimates the weight of society with regards to technologies, its social shaping (Bijker and Law, 1992), and has been the cause of the failure of many technology transfer projects. To what extent, transferred technologies have to be modified to be adopted in a specific developing country? What are their effects on local cultures? The aim of this article is to build an analytical model to understand the role of technological objects in the process of transfers related to development issues, with a special focus on information and communication technologies (ICT). To answer these questions, we studied a case of technology transfer: the sale of a truck engine patent between a French manufacturer (Renault Trucks) and its Chinese partner Dongfeng Limited.
Modern Approaches to Software Engineering in the Compositional Era
Authors: Dogru Ali , Senkul Pinar , Kaya Ozgur
Published: May 2011

The amazing evolution fuelled by the introduction of the computational element has already changed our lives and continues to do so. Initially, the fast advancement in hardware partially enabled an appreciation for software potency. This meant that engineers had to have a better command over this field that was crucial in the solution of current and future problems and requirements. However, software development has been reported as not adequate, or mature enough. Intelligence can help closing this gap. This chapter introduces the historical and modern aspects of software engineering within the artificial intelligence perspective. Also an illustrative example is included that demonstrates a rule-based approach for the development of fault management systems.
Managing Requirements Elicitation Knowledge using a Spatial Hypertext Wiki
Authors: Solis Carlos , Ali Nour
Published: May 2011

Wikis have been widely used as knowledge management tools. However, most of them do not support the conversion process of knowledge in an appropriate way. Specifically, they do not support brainstorming and creativity techniques, which are needed to convert tacit knowledge into explicit. This chapter presents how a wiki tool called the Spatial Hypertext Wiki (ShyWiki) can be used for supporting collaborative requirements elicitation following the knowledge creation spiral of Nonaka. The knowledge conversions in the spiral (socialization, externalization, combination, and internalization) and the knowledge types in each conversion are related to different activities in requirements elicitation, which can be performed through ShyWiki. ShyWiki allows stakeholders to collaborate by creating, brainstorming, structuring and reorganizing requirements contained in notes. In this way, the requirements negotiation and prioritization process can be done through the wiki pages which are seen as virtual boards that hold hypertext notes.
Empowering Web Service Search with Business Know-How
Authors: Mirbel Isabelle , Crescenzo Pierre , Cerezo Nadia
Published: May 2011

Scientists who are not proficient in computer science and yet wish to perform in-silico experiments and harness the power of Service Oriented Architecture are presented with dozens of daunting technical solutions: scientific workflow frameworks. While these systems do take care of complex technical aspects such as Grid technologies, little is done to support transfer of service composition knowledge and know-how. The authors of this chapter believe the problem lies in the scientific workflow models which are too low-level and too anchored in the underlying technologies to allow efficient reuse and sharing. This chapter’s approach, called SATIS, relies on a goal-driven model, that has proven its worth in requirement engineering, and the Semantic Web technologies to leverage the collective knowledge and know-how in order to bridge the gap between service providers and end-users.
An Analysis of Mobile Learning in Education, Business, and Medicine
Authors: Stevens Dawn , Kitchenham Andrew
Published: May 2011

This chapter examines m-learning within education, business, and medicine. Specifically, three types of mobile devices were examined within the three subcategories of m-learning: the mobile phone or smartphone, the iPod, and the PDA. A mixed method design was used to review 40 m-learning articles and to synthesize the literature to explore m-learning projects around the world. The literature revealed that m-learning was used in many parts of the world, and most in North America, within all three fields. There were also numerous projects in Europe, Asia, the United Kingdom, and in Oceania. Mobile phones, smartphones, iPods, and PDAs were used in all three fields.
Mobile Learning in Action
Authors: Kitchenham Andrew
Published: May 2011

This chapter presents three m-learning case studies. The first is a school district in Northern Canada that uses one-to-one computing from intermediate to high school. The second case study is an autoethnographic approach to using m-learning in post-secondary education. The last deals with a United States school district that is planning to implement m-learning technologies across three schools in an attempt to address the needs of the Net Generation. The chapter concludes with a synopsis of the findings across the three case studies.
Integrating Projects from Multiple Open Source Code Forges
Authors: Squire Megan
Published: May 2011

Much of the data about free, libre, and open source (FLOSS) software development comes from studies of code forges or code repositories used for managing projects. This paper presents a method for integrating data about open source projects by way of matching projects (entities) across multiple code forges. After a review of the relevant literature, a few of the methods are chosen and applied to the FLOSS domain, including a comparison of some simple scoring systems for pairwise project matches. Finally, the paper describes limitations of this approach and recommendations for future work.
Simulation-Based Study of Community Governance and Conflict Management in Emerging Global Participatory Science Communities
Authors: Yilmaz Levent
Published: May 2011

Despite significant research in open innovation, much less is known about why and how collective creativity emerges in open source scientific communities, as relatively little is known about organizing processes in such cyber-enabled Global Participatory Science (GPS) communities. One of the significant problems in understanding emergence of innovation involves how GPS communities govern and coordinate to maximize innovation output. We conduct an agent simulation study to examine the impact of culture and conflict management styles on collective creativity. Findings suggest that decentralized coordination schemes such as emergent selection such as found in utility communities and moderate degrees of assertiveness and cooperation for conflict management result in higher incidence of innovation.
A Model Based Approach to Timestamp Evidence Interpretation
Authors: Willassen Svein Yngvar
Published: May 2011

Timestamps play an important role in digital investigations, since they are necessary for the correlation of evidence from different sources. Use of timestamps as evidence can be questionable due to the reference to a clock with unknown adjustment. This work addresses this problem by taking a hypothesis based approach to timestamp investigation. Historical clock settings can be formulated as a clock hypothesis. This hypothesis can be tested for consistency with timestamp evidence by constructing a model of actions affecting timestamps in the investigated system. Acceptance of a clock hypothesis with timestamp evidence can justify the hypothesis, and thereby establish when events occurred in civil time. The results can be used to correlate timestamp evidence from different sources, including identifying correct originators during network trace.
Medical Images Authentication through Repetitive Index Modulation Based Watermarking
Authors: Li Chang-Tsun , Li Yue
Published: May 2011

In this work we propose a Repetitive Index Modulation (RIM) based digital watermarking scheme for authentication and integrity verification of medical images. Exploiting the fact that many types of medical images have significant background areas and medically meaningful Regions of Interest (ROI), which represent the actual contents of the images, the scheme uses the contents of the ROI to create a content-dependent watermark and embeds the watermark in the background areas. Therefore when any pixel of the ROI is attacked, the watermark embedded in the background areas will be different from the watermark calculated according to the attacked contents, thus raising alarm that the image in question is inauthentic. Because the creation of the watermark is content-dependent and the watermark is only embedded in the background areas, the proposed scheme can actually protect the content/ROI without distorting it.
Analyzing the Design of Telecollaboration in Second Life using Activity Theory
Authors: Deutschmann Mats , Molka-Danielsen Judith , Panichi Luisa
Published: May 2011

Internationally, Second Life (SL) has in recent years become accepted as a platform for innovative educational activities at many universities. One such activity includes ways of enabling students coming in contact with other students in so-called telecollaboration. Using an Activity Theoretical model, the present case study describes the design and initial implementation of a telecollaborative learning activity between four universities in Second Life. The four student groups were all attending quite different programs and the main challenges encountered were that of accommodating the different needs taking the diverse motivational objectives of each group into account, and making use of affordances the tool (SL) in this pursuit.
The Introduction of a Problem-Based Learning Approach to the Implementation of a Virtual Reality Context
Authors: Williams Anthony , Gu Ning , Gul Leman
Published: May 2011

Problem-Based Learning has provided a strategy for curriculum development and delivery for decades. The focus of Problem-Based Learning on a central problem which drives the learning as well as the need for a “real world” context which engages and challenges the student to take ownership of their learning is a strategy that lends itself to the adoption of Virtual Reality. The implementation of Virtual Reality into a Problem-Based Learning environment provides student with challenges with confronting design management but also forecasts what environments they will work in as graduates and professionals. The following chapter reports on the implementation of Virtual Reality into a Problem-Based Learning initiative.
Sustainable Blended-Learning in HEI
Authors: Peres Paula , Ribeiro Sandra , Tavares Célia , Oliveira Luciana , Silva Manuel
Published: May 2011

This chapter aims to demonstrate how PAOL - Unit for Innovation in Education, a project from ISCAP - School of Accounting and Administration of Oporto - Institute Polytechnic of Oporto, Portugal - prompted new educational initiatives and new learning scenarios at a Higher Education Institution. Furthermore, it will demonstrate PAOL’s lines of intervention through an extensive analysis based on the 6 years of experience that this unit has in the educational technology field; a project that began small but that, due to the force of innovation, has progressively conquered new adepts. Therefore the unit described in this chapter relates all these factors, as a whole, capable of attaining changes that influence mentalities and methodologies, overcoming cultural and technical barriers. This case study can serve as a catalyst, potentiating the creation of new multi-faceted projects in the scope of web technologies in higher education teaching-learning processes.
Ontology Based Object-Oriented Domain Modeling
Authors: Evermann Joerg , Wand Yair
Published: May 2011

An important step in developing the requirements for an information system is analyzing the application domain. In this step, conceptual models are used for representing an application domain. However, while languages for software design are available and widely used, no generally accepted language exists for conceptual modeling. This work suggests the use of object-oriented software modeling languages also for conceptual modeling. Such use can support a more accurate transition from domain modes to software models. As software-modeling languages were not intended for modeling application domains, their constructs lack the required semantics. While previous papers addressed the representation of structural elements of domains using object concepts, this paper addresses behavioral aspects, related to change and interaction. The proposed semantics are based on a mapping between ontological concepts that describe behavior and object-oriented constructs related to dynamics. Based on these mappings, modeling rules are proposed to guide the modeler in creating ontologically well-formed models. The mappings and rules are exemplified using UML and are demonstrated using a case study.
General Strategy for Querying Web Sources in a Data Federation Environment
Authors: Firat Aykut , Wu Lynn , Madnick Stuart
Published: May 2011

Modern database management systems are supporting the inclusion and querying of non-relational sources within a data federation environment via wrappers. Wrapper development for Web sources, however, is a convolution of code with extraction and query planning knowledge and becomes a daunting task. We use IBM DB2 federation engine to demonstrate the challenges of incorporating web sources into a data federation. We, then, present a practical and general strategy for the inclusion and querying of web sources without requiring any changes in the underlying data federation technology. This strategy separates the code and knowledge in wrapper development by introducing a general-purpose capabilities-aware mini query-planner and a data extraction engine. As a result, Web sources can be included in a data federation system faster, and maintained easier.