bluuebunny/crossref_metadata_2025 huggingface dataset:
Exploring the Nardoo
Authors: Bennett Sue
Published: May 2011

This chapter examines how instructional designers work together in teams to solve problems. It examines the advantages and disadvantages of a team approach to instructional design. This case will explore how a team of instructional designers worked together to create Exploring the Nardoo, a multi-award winning CD-ROM developed by the University of Wollongong’s Educational Media Laboratory (emLab). The case describes key issues related to the design and development of the package from the perspective of a faculty-based multimedia unit, which was established with a strong emphasis on advancing research through innovations in design.
ActiveHealth
Authors: Lockyer Lori , Patterson John , Rowland Gregg , Hearne Doug
Published: May 2011

This chapter explores the perspectives of an instructional design team that designed and developed an online environment to facilitate the Australian physical and health educators’ community of practice. The objective of the multidisciplinary design team was to determine what activities and supporting technologies would help invigorate senior members and initiate novice members to this well-established community. The chapter describes the community and the particular challenges it faces; details the design, development and implementation processes for the online environment and activities; identifies the issues addressed during the design and implementation process; and, analyses the experiences of the initial implementation. The authors hope that the instructional design principles derived from examining the challenges and successes for this particular community of practice will support designers and researchers working with other communities to address similar issues.
Creating CoPs During the Development of an Online Classroom-Based Simulation
Authors: Ferry Brian , Kervin Lisa
Published: May 2011

The purpose of this chapter is two fold. First it reports on the research associated with the development and implementation of prototype versions of an online classroom simulation. It looks at how the use of these simulations helped to develop a community of practice among pre-service teacher users. Second, it reports on how a team of researchers, an instructional designer, programmers and graphic artists worked within a community of practice as the simulation software was created.
Flexible Learning in an Open and Distributed Environment
Authors: Khan Badrul H.
Published: May 2011

Advances in information technology, coupled with changes in society, have had a tremendous impact on our educational and training systems. Participants in this educational and training paradigm require rich learning environments supported by well designed resources. They expect on-demand, anytime/anywhere high-quality learning environments with good support services. In other words, they want increased flexibility in learning—they want to have more say in what they learn, when they learn, and where and how they learn. They may choose a mix of traditional and new learning approaches and technology; they may want to study at their chosen time and location and at their own pace. Therefore, flexible learning can be defined as an innovative approach for delivering well-designed, learner-centered, and interactive learning environments to anyone, anyplace, anytime by utilizing the attributes and resources of the Internet, digital technologies, and other modes of learning in concert with instructional design principles. Can we do what learners want? Nunan (1996) stated:
We'll Leave the Light on for You
Authors: Dennen Vanessa Paz , Bonk Curtis J.
Published: May 2011

Motivating online learners is a key challenge facing instructors in both higher education and corporate settings. Attrition rates and low participation levels in course activities are frequent instructor complaints about online learning environments. Part of the problem is a lack of sophistication in online tools and courseware (Bonk & Dennen, 1999). Added to this problem is that, even when tools exist for engaging and motivating students, instructors lack training in how to effectively use them. Instructors not only need to know the types of online and collaborative tools for engaging students, but also how to embed effective pedagogy when the technologies are weak.
Storytelling as a Web-Based Workplace Learning Pedagogy
Authors: Nissley Nick
Published: May 2011

This chapter describes the evolution of storytelling in the workplace—from a face-to-face learning pedagogy to the use of storytelling as a Web-based learning pedagogy. The chapter is organized around an improvised version of Koppett’s (2001, p. 71) “story spine.” The story spine is a tool that Koppett offers to aid people in building stories. Simply, the structure is: (1) “once upon a time,” (2) “then one day,” (3) “and so,” and (4) “and in the end.” In this chapter, the story spine structure will help explain or describe the story of storytelling as a Web-based learning pedagogy, as well as aid in the description of its evolution. In addition, this chapter will ask “and so?”—or, what is the significance of this emergent phenomenon of storytelling as a Web-based learning pedagogy?
Evaluation Strategies for Open and Distributed Learning Environments
Authors: Reeves Thomas C. , Hedberg John G.
Published: May 2011

Evaluation falls into the category of those often neglected human practices such as exercise and eating right. All of us involved in education or training know that we should engage in systematic evaluation when designing or implementing any type of learning environment, but we rarely get around to it. Perhaps this lapse stems from the fact that most instructional design models such as the ubiquitous ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model (Molenda, 2003) appear to suggest that we can postpone evaluation until the end of the process. Whatever the reason, evaluation often remains in the realm of promises made, but not kept, such as “I’ll eat better tomorrow.”
Obstacles Encountered by Learners, Instructors, Technical Support, and Librarians
Authors: Khan Badrul H. , Cataldo Laura J. , Bennet Ruth , Paratore Salvatore
Published: May 2011

To create a successful flexible learning system, one with a flexible learning environment where learning is actively fostered and supported, a systematic process of planning, design, development, evaluation, and implementation is needed. A flexible learning system should be meaningful not only to learners, but also to all stakeholder groups, including instructors and support services staff. For example, a flexible learning system is meaningful to learners when it is easily accessible, well designed, learner centered, affordable, and efficient and has a facilitated learning environment. When learners display a high level of participation and success in meeting a course’s goals and objectives, this can make learning meaningful to instructors. In turn, when learners enjoy all available technical and library support services provided in the course without any interruptions, it makes technical and library support services staff happy as they strive to provide easy-to-use, reliable services.
Visualizing ICT Change in the Academy
Authors: Parchoma G.
Published: May 2011

This chapter introduces complexity theory as a theoretical framework for analyzing the influences of information and computer technologies (ICTs) on the structures, cultures, economies (reward systems), and pedagogical praxes within the Academy. An argument is made that the strategic adaptation of the academy’s structures, cultures, economies, and pedagogical praxes to the knowledge economy can help build a future where Academy-based distributed learning networks will transmit ICT-mediated learning opportunities around the world, thus providing flexible access for a wide range of learners to fully participate in the global learning society. The author posits attunements to policies and practices to support institution-wide involvement in ICT initiatives.
Facilitating Social Learning in Virtual Communities of Practice
Authors: Tarsiero R.
Published: May 2011

This chapter introduces communities of practice as a means to explore human computer interaction in online collaborative environments. Through a wide review of the literature on communities of practice and their virtual counterparts, it argues that the focus for successful interaction design in these communities lies on those sociability and usability aspects that allow greater participation in social learning. It also argues that the facilitator assumes a fundamental role in guiding a virtual community of practice to accomplish work-related informal learning activities in a climate of trust and collaboration. The author hopes that understanding the special opportunities provided by virtual communities of practice will advocate for their widespread routine use.
The Journey into Distance Learning
Authors: Warner Fawn
Published: May 2011

This chapter presents an overview of videoconferencing technology in K-12 instruction from the perspective of a program (content) provider. The chapter provides an overview of the development process, issues and challenges, and future goals of a distance learning program which provides lessons to K-12 classrooms across the country. Specific topic areas include technology and equipment, establishing partnerships, working with K-12 school districts and educators, expanding a program, and staffing needs. Using the analogy of a road trip, the author takes us on a journey through the development, piloting, and use of a distance education videoconferencing program and how it is now being sustained and enhanced.
Videoconferencing and the K-12 Classroom
Authors: Newman Dianna L.
Published: May 2011

This chapter introduces the concept of videoconferencing in K-12 education by providing an overview of what it is and why it should be used. Key terms are defined and an over view of benefits to uses presented. When discussing “What is videoconferencing?” six types of videoconferences frequently found in K-12 educational settings are described and the key roles of stakeholders introduced. These six types include point-to-point or provider-classroom videoconferencing, collaborative classroom videoconferencing, multipoint videoconferencing, mass audience or electronic fieldtrips videoconferencing, homebound videoconferencing, and one-to-one videoconferencing. Potential benefits of each type also are presented. Following this discussion, the author discusses “Why do it?” by addressed in lay language the results of multiple studies that have documented the benefits of K-12 videoconferencing from the points of view of teachers, students, and providers.
Designing, Assessing and Scaffolding Student Learning in Videoconferences
Authors: Tuttle Harry Grover
Published: May 2011

This chapter provides a three-step framework for improving student learning in videoconferencing. Using the Understanding by Design Model, educators can design videoconferencing instruction that focus on specific student learning. As they pre-assess their curriculum and instruction goals and shape the videoconference plan, as they assess students’ learning pre, during and after the videoconference, and scaffold the learning to meet these goals and assessment needs, they will automatically build in structured, successful learning experience. While discussing the transfer of the Understanding by Design Model to videoconferencing settings, the author provides specific examples of each step of this process that will help other educators use the system in their own instructional practices.
Leading the Art of the Conference
Authors: Falco John
Published: May 2011

The purpose of this chapter is to examine the role of leadership in interactive videoconferencing. Interactive videoconferencing provides the opportunity for schools to bring content area experts from anywhere in the world into the classroom to engage students in real time learning. The effective integration of interactive videoconferencing into classroom practice requires leadership. This leadership is rooted in a belief in providing world-class student-centered learning through interactive videoconferencing. It is a vision that is results driven in terms of measuring student learning and realized through instructional leadership that is committed to collaboration, professional development, appropriate technical support and infrastructure, and the use of research to support practice.
Enhancing Teacher Preparation Through Videoconferencing Types and Engagement
Authors: Tuttle Harry Grover
Published: May 2011

This chapter focuses on the enhancement of teacher preparation through various types of videoconferences and through various types of engagement within a videoconference. These can include. expert; university to school; peer-to-peer and meetings; multiple sessions; mentoring/observation; learning about videoconferencing; and interviewing/job searching Both pre-service students and their professors can benefit from involvement in videoconferencing.. Teacher preparation students become more engaged in the content through interactive activities, streaming video, blogs, discussion areas of programs, webinars, shared applications, tele-education aspects of videoconferencing, and follow-up discussion boards. Instructors can improve the quality of their instruction to maximize learning by transforming their teacher preparation classes into ones in which students have more in-depth and comprehensive experiences to prepare them for future teaching.
Engineering Reusable Learning Objects
Authors: Morris Ed
Published: May 2011

We adapt the object-oriented software engineering design methodology for software objects to engineering reusable learning objects. Our approach extends design principles for reusable learning objects. The resulting learning object class is a template from which individualised learning objects can be dynamically created for, or by, students. The properties of these classes refine learning object definitions and design guidelines. We adapt software object levels of cohesion to learning object classes. We demonstrate reusability increases when learning object lessons are built from learning objects, like maintainable software systems are built from software objects. We identify facilities for learning management systems to support object-oriented learning object lessons that are less predetermined in sequencing activities for each student. Our overall approach to the design of learning object lessons is independent of, and complementary to, instructional design theory underlying the learning object design process, and metadata standards adopted by the IEEE for learning object packaging.
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.
Learning Objects for Employee Training and Competency Development
Authors: Armstrong Anne-Marie
Published: May 2011

Learning objects are being used more and more by the corporate training world. Their acceptance by corporate training can be attributed in part to the fact that they provided those departments with a system and tools that they could present to their decision makers—a system that aligned with corporate goals. Some of those goals included the need to train a global workforce and the need to do it in an effective, competitive, and efficient manner. The examples provided demonstrate how and why learning object systems have found success in different corporations. First content was chosen that could be developed, parsed, stored, and retrieved. The content was both reusable and migratory. Next robust systems that allow the various learning audiences to access the content and use it for various purposes were built. And finally, the benefits to the various stakeholders were successfully marketed and accepted.
Creating a Patchwork Quilt for Teaching and Learning
Authors: Hill Janette R. , Hannafin Michael J. , Recesso Arthur
Published: May 2011

This chapter explores the use of learning objects within the context of teacher education. The authors argue that learning objects can be useful in teacher education if we both create and code learning objects appropriately to the needs of the teacher education community. The chapter begins with framing the teaching and learning issues associated with the use of learning objects in higher education. Next, the chapter introduces a method for generating and marking up learning objects; examples are described where learning objects are created and coded to address the teaching and learning needs of teacher educators and teachers. The authors conclude with a discussion of the issues and prospects for the use of learning objects in teacher education.
Delivery of a Social Science Online Program in India
Authors: Jain Shobhita
Published: May 2011

This narrative of an engagement with the open and distance learning system and its highpoint of launching an online learning package in 2001 reveals an attempt to integrate various components of multi-media format of course development. The uneasy task of meeting the various needs of diverse learners became possible by using the information technology tools to communicate and interact more effectively. Well-structured architecture of the website of the program, including its peer-evaluated threaded discussion board has been well accepted by he learners. Rudimentary in its overall design, this first ever social science on-line program in India may be, it has generated in the institution a live interest in encouraging further attempts at launching on-line programs of study
Experimentation and Challenge
Authors: Sette Raffaella
Published: May 2011

The on-line course on criminological topics carried out in an undergraduate course for “Security and Social Control Operators” (Faculty of Political Science “Ruffilli”, University of Bologna) represented a real challenge for three different reasons: 1) it was inserted in the syllabus of a three year undergraduate course which was the first university course in Italy intended for the training of operators to carry out an activity which calls for being able to manage modern investigative, security and control strategies; 2) it dealt with the teaching of criminology and it is useful to emphasise that, in Italy, criminology has a difficult time freeing itself from similar disciplines (legal medicine, criminal law, sociology, psychology), even while knowing that it has to maintain a good relationship with them; and 3) it dealt with one of the first on-line courses activated at the Faculty “Ruffilli”. The case study describes and critically analyses the implementation of the online criminology course.
An Organizational Memory Tool for E-Learning
Authors: Abel Marie-Hélène
Published: May 2011

Learning can be considered as an outcome associated to acquire new competencies (Sicilia, 2005) and we can add new knowledge. A competence is a way to put into practice some knowledge in a specific context. The process of competency acquisition starts from a need in this specific context. It may induce the search and the selection of relevant resources. Numerous resources may be used during e-learning, their access is a real problem. Different approaches may be adopted to exploit them. This chapter describes the tool E-MEMORAe which supports an organizational goal driven approach based on the concept of learning organizational memory. In such a memory, ontologies are used to define knowledge that index resources; The capitalization and the organization of knowledge, information, resources relating to a specific context can be realized. End-users have a direct access to the memory. The organizational environment E-MEMORAe was evaluated in the context of two courses taught at university (algorithms, mathematics).
An Ontology-Based Competence Management Model to Support Collaborative Working and Organisational Learning
Authors: Braga de Vasconcelos José , Kimble Chris
Published: May 2011

This chapter describes an ontology based competence management model that can be used to support distributed collaborative working and facilitate organisational leaning. The chapter begins by examining the concepts of collaborative working and organisational learning in the context of knowledge management and competence management systems. It describes the different forms of knowledge that can be represented in such systems and uses this to describe an ontology-driven approach to competence management. An outline design for an ontology-driven competence management system and the related content management approach is then outlined using material from earlier work on a group memory system; the competence ontology and expert annotation technique used in group memory system is described in detail. The chapter concludes with some discussion concerning the role of such systems in Knowledge intensive industries and some directions for future research.
ERP Education
Authors: Stein Andrew , Hawking Paul , McCarthy Brendan
Published: May 2011

In recent times, there have been discussions by computing professionals about how to best respond to developments in the information technology and communications industry. At the same time, there has been a downturn in employment opportunities in this industry (ICT Skills Snapshot, 2004). Recent research also indicates that many of the entry-level positions that graduates traditionally entered have diminished due to the economic downturn and to companies outsourcing positions to off shore companies. This chapter presents the path that the Victoria University (Australia) school of Information Systems took in introducing multiple programs in an endeavour to compliment traditional course delivery and to better connect a University School with ICT industry requirements. The programs included the use of SAP hosting centres for access to ERP systems, conducting an ERP visiting expert teaching delivery model for SAP content and multiple SAP certi?cation programs. The re-sults of these programs as described in this paper show that ?exibility in delivery mode and effective merging of ERP curriculum and ERP certi?cation content is crucial to achieving successful programs.
Supporting Enterprise Systems Across the Business Curriculum
Authors: Daugherty Janelle , Richtermeyer Sandra B.
Published: May 2011

This chapter discusses how enterprise systems supported by the Microsoft Dynamics™ Academic Alliance can be used by higher educational institutions in their business courses. The content is designed to be useful for both business educators and administrators as they plan and implement technology into their curricula. The chapter discusses the history and development of the Microsoft Dynamics Academic Alliance, a pro?le of its members, and key issues and challenges related to enterprise solutions use in the classroom.
A Comparative Analysis of Computer-Suported Learning Models and Guidelines
Authors: Inan Fethi Ahmet , Lowther Deborah
Published: May 2011

This chapter presents a comprehensive analytical review of computer-supported learning (CSL) design models and guidelines according to the level of emphasis regarding key elements and dimensions of effective teaching and learning within an online environment. The key elements encompass learning activities, learning environment, and/or assessment of student learning. Ultimately our purpose was to identify components that experts considered as critical to achieving effective CSL environments in order to use this information as a framework to design, develop, and implement CSL. The results indicate that the trend in CSL design and development models and guidelines is to create online environments that support constructivist learning that is student-centered, presents resources in varied formats, supports discussions and/or collaborative and/or problem-based learning as well as independent student research and use of resources.
Towards the Educational Semantic Web
Authors: Adan-Coello Juan Manuel , Tobar Carlos Miguel , Garcia Rosa João Luís , de Freitas Ricardo Luís
Published: May 2011

The objective of this chapter is to discuss relevant applications of Semantic Web technologies in the field of education, emphasizing experiences that point out trends and paths that can make the educational Semantic Web a reality. The Semantic Web, through metadata, comes to make it possible that resources of every type could be localized, retrieved and processed without human intervention, helping to reduce the information overload of the current Web. The possibility of describing resources using metadata that can be processed by computers simplifies the creation of self-organizing networks of learners, information, authors, teachers, and educational institutions. The adoption of Semantic Web technologies in the e-learning field contributes to the construction of flexible and intelligent educational systems, allowing reuse, integration, and interoperation of educational and noneducational resources (content and services) distributed over the Web.
Using Semantis Web Technologies within E-Learning Applications
Authors: Branco Neto Wilson Castello
Published: May 2011

This chapter reveals how the Web has improved e-learning as well as some of the problems that came along with it. It argues that the main problem is the gap between two groups involved on Web-based learning. The first group spent its energy studying learning processes, although they are not concerned with reducing the costs and the work necessary for the development and management of such systems. On the other hand, the second group aims at facilitating the construction and management of the courses, without turning its efforts toward learning subject. In this chapter, the union of technologies developed by both groups, such as intelligent tutoring systems, adaptive hypermedia, learning management systems, and learning objects, is discussed. The proposal to put together the four technologies is based on Semantic Web technologies, aiming to solve problems faced by developers, teachers, and learners of Web-based learning.
User-Centered Design of Online Learning Communities
Authors: Lambropoulos Niki
Published: May 2011

This chapter aims to introduce User-Centred Design and its basic concepts associated with online learning communities. Another aim is to search for guidelines to ensure Quality in online learning. Human Computer Interaction for Education provides the missing holistic approach for online learning. Functioning in a socio-technical framework, online learning communities combine information and knowledge stores situated in shared social spaces using social learning software. In recent years, educational technologists linked the theory and systems design in education. However, several disciplines combine in online learning. User-Centred Design provides the cross-disciplinary approach that appears to be essential for Quality in online learning. Thus, seven guidelines for experts’ evaluation are proposed as signposts: intention, information, interactivity, real time evaluation, visibility, control and support.
Evaluation of Attitudes Towards Thinking and Learning in a CALL Web Site through CMC Participation
Authors: Laghos Andrew , Zaphiris Panayiotis
Published: May 2011

Computer-Mediated-Communication (CMC) is fast becoming a big part of our daily lives. More and more people are increasingly using the computer to communicate and interact with each other. The internet and its advantages of connectivity, enable CMC to be used from a plethora of applications. Most common uses of CMC include email communication, discussion forums as well as real time chat rooms and audio/video conferencing. By communicating through computers and over the internet, online communities emerge. Discussion boards and other CMC applications offer a huge amount of information and the analysis of this data assists in understanding these online communities and the social networks that form around them. There have been various frameworks by different researchers aimed at analyzing CMC. This chapter’s main objective is to provide an overview of the models and frameworks available that are being used for analyzing CMC in e-Learning environments. The significance of the proposed presentation is that it aims to provide the reader with up-to-date information regarding these methods. Advantages and disadvantages of each of the CMC analysis methods are presented and suggestions for future research directions are made. Finally, these suggestions are applied to a characteristic scenario in e-Learning.
Interactive Television as a Vehicle for Language Learning
Authors: Pemberton Lyn , Fallahkhair Sanaz
Published: May 2011

Designers of technological support for learning have an ever-increasing selection of platforms and devices at their disposal, as desktop computers are joined by mobile phones, personal digital assistants (PDAs), laptops, games consoles, and wearable devices. Digital television is a recent addition to this panoply of platforms and devices. Television has always had educational aims and effects, and it is natural for digital television to continue this tendency. In this chapter we examine the potential application of interactive digital television to the learning of languages. We explore the “fit” between the capabilities of the medium and the requirements of language learners. We then describe an application that combines the strengths of interactive digital television with those of the mobile phone to create a cross-platform learning application for informal language learners.
An Approach for Delivering Personalized Advertisements in Interactive TV Customized to Both Users and Advertisers
Authors: Kastidou Georgia K. , Cohen Robin
Published: May 2011

n this chapter, we present a model for delivering personalized ads to users while they are watching TV shows. Our approach is to model user preferences, based on characterizing not only the keywords of primary interest but also the relative weighting of those keywords. We combine the results of two separate agents: TV Monitoring Agent (TMA) tracks the kind of shows being watched by the user, for how long, and on what days; Internet Monitoring Agent (IMA) captures the keywords of interest to the user, based on browsing activity. The conclusions reached by these two agents are merged into one representation, compared to a characterization of possible ads to be delivered, and adjusted to fit into required time slots. We consider as well the case of providing ads for an entire household of users, making use of the collection of individual profiles. We discuss how our approach results not only benefit users but also the benefit to advertisers.
Present and Future of Software Graphics Architectures for Interactive Digital Television
Authors: Cesar Pablo , Baker Ke Th , Bulterman Dick , Soares Luiz , Cruz-Lara Samuel , Kaptein Annelies
Published: May 2011

This chapter aims to define a research agenda regarding the software graphics architecture for interactive digital television (iDTV). It is important to note that by iDTV we do not refer to the provision of a return path, but rather to the potential impact the user has over the television (both video stream and applications) content. We can differentiate three major topics to be included in the agenda: (1) to define a suitable declarative environment for television receivers, (2) to research television input (as multiple input devices) and output (multiple display devices) capabilities, and (3) to rethink the models of television distribution and post-distribution (e.g., peer-to-peer [P2P] networks and optical storage technologies). This chapter elaborates on these topics.
An Activity-Oriented Approach to Designing a User Interface for Digital Television
Authors: Hsu Shang , Weng Ming-Hu
Published: May 2011

This chapter proposes an activity-oriented approach to digital television (DTV) user interface design. Our approach addresses DTV usefulness and usability issues and entails two phases. A user activity analysis is conducted in phase one, and activities and their social/cultural context are identified. DTV service functions are then conceived to support user activities and their context. DTV service usefulness can be ensured as a result. The user interface design considers both activity requirements and user requirements such as user’s related product experience, mental model, and preferences in phase two. Consequently, DTV usability is achieved. A DTV user interface concept is thus proposed. The interface design concept contains the following design features: activity-oriented user interface flow, remote control for universal access, shallow menu hierarchy, display management, adaptive information presentation, and context sensitive functions. Usability evaluation results indicate that the user interface is easy to use to all participants.
Business Models with the Development of Digital iTV Services
Authors: Pagani Margherita
Published: May 2011

The advent of digitalization is providing big opportunities, which are changing the shape of the broadcasting industry. New business models and revenue opportunities based on digital capabilities are emerging. The purpose of this chapter is to outline the different business models adopted in Europe in terms of contents offered and related revenue opportunities. After reviewing the business model literature and analyzing the value curve of interactive television (iTV) services the chapter addresses the following research questions: (1) How to cross the chasm of knowledge? (2) How to explore the opportunities opened by new technologies? (3) Which trends will influence the launch of new ITV services? The chapter describes revenue flows among the value chain elements, critical success factors for achieving competitive position, the role of content, and customer gate keeping in the new competitive environment.
Deriving Taxonomy from Documents at Sentence Level
Authors: Liu Ying , Loh Han Tong , Lu Wen Feng
Published: May 2011

This chapter introduces an approach of deriving taxonomy from documents using a novel document profile model that enables document representations with the semantic information systematically generated at the document sentence level. A frequent word sequence method is proposed to search for the salient semantic information and has been integrated into the document profile model. The experimental study of taxonomy generation using hierarchical agglomerative clustering has shown a significant improvement in terms of Fscore based on the document profile model. A close examination reveals that the integration of semantic information has a clear contribution compared to the classic bag-of-words approach. This study encourages us to further investigate the possibility of applying document profile model over a wide range of text based mining tasks.
An XML-Based Approach to Multimedia Engineering for Distance Learning
Authors: Arndt T. , Chang S. K. , Guerico A. , Maresca P.
Published: May 2011

Multimedia software engineering (MSE) is a new frontier for both software engineering (SE) and visual languages (VL). In fact, multimedia software engineering can be considered as the discipline for systematic specification, design, substitution, and verification of visual patterns. Visual languages contribute to MSE such concepts as: Visual notation for software specification, design, and verification flow charts, ER diagrams, Petri nets, UML visualization, visual programming languages, etc. Multimedia software engineering and software engineering are like two sides of the same coin. On the one hand, we can apply software engineering principles to the design of multimedia systems. On the other hand, we can apply multimedia technologies to the software engineering practice. In this chapter, we concentrate on the first of these possibilities. One of the promising application areas for multimedia software engineering is distance learning. One aim of this chapter is to demonstrate how it is possible to design and to implement complex multimedia software systems for distance learning using a tele-action object transformer based on XML technology applying a component-based multimedia software engineering approach. The chapter shows a complete process of dataflow transformation that represents TAO in different ways (text, TAOML, etc.) and at different levels of abstraction. The transformation process is a reversible one. A component-based tool architecture is also discussed. We also show the first experiments conducted jointly using the TAOML_T tool. The use of an XML-based approach in the distance learning field has other advantages as well. It facilitates reuse of the teaching resources produced in preceding decades by universities, schools, research institutions, and companies by using metadata. The evolution of the technologies and methodologies underlying the Internet has provided the means to transport this material. On the other hand, standards for representing multimedia distance learning materials are currently evolving. Such standards are necessary in order to allow a representation which is independent of hardware and software platforms so that this material can be examined, for example, in a Web browser or so that it may be reused in whole or in part in other chapters of a book or sections of a course distinct from that for which it was originally developed. Initial experiments in reuse of distance learning carried out at the University of Naples, Kent State University, and Cleveland State University are described. The authors have also developed a collaboration environment through which the resources can be visualized and exchanged.
Software Standards, Reliability, Safety, and Risk
Authors: Kizza Joseph , Migga Kizza Florence
Published: May 2011

Software, more than anything else, is at the heart of the information communication infrastructure. It is in fact one of the three main components of the infrastructure, together with hardware and humanware, as we discussed before. Being at the core of this infrastructure we all depend on implies the importance we must put on the software component. In this chapter, we are going to focus on this role and how we can keep software safe, dependable, and secure, as we struggle to make the information communication infrastructure secure. For the remainder of this chapter, we are going to focus on the quality of the service of software products, causes of software failures, developer and buyer protection, and techniques for improving software quality.
Security Policies and Risk Analysis
Authors: Kizza Joseph , Migga Kizza Florence
Published: May 2011

In the last chapter, we discussed the basics of network security. Among the issues that we briefly touched on are the techniques and best practices that are currently being used by many security personnel in a variety of networks that make up the communication infrastructure. In this chapter, we are going to start with what is considered to be the most basic of all security techniques—security.policy. We will discuss several issues about security policy, like what constitutes a good policy and how to formulate, develop, write implement, and maintain a security policy.
Access Control, Authentication, and Authorization
Authors: Kizza Joseph , Migga Kizza Florence
Published: May 2011

If we were not to allow users into the system, then we would have no problems of security. However, the system would not be utilized, hence, useless. The system must be used, and there must be security. This means we must find a way to access and authenticate users. This way we improve on the security of the system. In this chapter, we focus on three major security mechanisms from our pool of security mechanisms. We cover access control, authentication, and authorization. Before we continue, however, let us define the working terms.
Integrated Tools and Environments
Authors: Dron Jon
Published: May 2011

This book offers an exploration of the ways that a learning trajectory is determined, and, in particular, how an online learning environment can affect that trajectory. It provides suggestions about how, primarily through technologies that underlie what is vulgarly known as “Web 2.0,” networked learning environments should be constructed to give control to learners if they need it, as they need it, and when they need it.
A Discussion of Key Conceptual Elements of E-Collaboration
Authors: Kock Ned
Published: May 2011

This chapter defines e-collaboration, and provides a historical glimpse at how and when e-collaboration emerged. The discussion suggests that the emergence of ecollaboration had more to do with military considerations than with the solution of either organizational or broad societal problems. It is also argued that e-collaboration, as an area of research and industrial development, is broader than what is often referred to as computer-mediated communication. The chapter concludes with a discussion of six key conceptual elements of e-collaboration: (1) the collaborative task, (2) the e-collaboration technology, (3) the individuals involved in the collaborative task, (4) the mental schemas possessed by the individuals, (5) the physical environment surrounding the individuals, and (6) the social environment surrounding the individuals.
E-Collaboration in Distributed Requirements Determination
Authors: Evaristo Roberto , Watson-Manheim Mary Beth , Audy Jorge
Published: May 2011

It is widely agreed that the trend toward distributed software development is growing. Although there are difficulties involved, this trend is here to stay, as organizations will continue to search for ways to develop software at lower cost but with same quality. Current research has focused primarily on the later stages of the software development life cycle, especially coding of software requirements. However, as organizations become more virtual, distributed development will become more apparent throughout the entire life cycle. In this study, we investigate distributed e collaboration in requirements determination in software development. We report on results from a field experiment with two graduate level Information Systems classes, one located in Porto Alegre, Brazil and one in Chicago, U.S. The students in Brazil played the role of users whereas the students in Chicago role-played analysts. The Chicago-based students developed a requirements document for an information system by interviewing the Brazil students using an electronic discussion board. Our findings provide insight into the distributed analysis process and identify sources of potential problems.
Are We Genetical Maladapted for E-Collaboration?
Authors: Kock Ned , Hantula Donald
Published: May 2011

Do we have e-collaboration genes, that is, genes that code for biological adaptations that are well aligned with the demands posed by e-collaboration? A look at our ancestral past through an evolutionary psychology lens generally suggests a negative answer to this question. It seems that our biological communication apparatus, which includes several brain modules, is in fact designed to excel in co-located communication involving face-to-face interaction. Our biological apparatus appears to be ill adapted for e-collaboration, especially in situations where text-intensive and asynchronous interaction technologies (e.g., e-mail) are used for communication. Implications for research and practice of these conclusions are discussed, particularly as they refer to the explanatory and predictive power of the conclusions.
Information Technology in the Practice of Law Enforcement
Authors: Williams Susan Rebstock , Aasheim Cheryl
Published: May 2011

In February 2001, the Charlotte-Mecklenburg Police Department began the rollout of a “mobile” information system that will eventually enable all information relating to incident reports, arrests, and investigations to be collected, distributed, and managed in a paperless, wireless environment. The system, dubbed Knowledge-Based Community Oriented Policing System (KBCOPS), began as a “grass roots” project within the police department to reduce paperwork, increase data accuracy, share knowledge and information, and promote a problem solving analytical framework. The system has been under development for seven years, from concept to implementation. The strategies and approaches used to develop this system, the technologies employed, and, most importantly, the challenges faced in merging wireless, wired, database, and applications technologies while satisfying the user requirements of the police department are detailed in this report.
Implementing Relational Database Systems
Authors: Serban Andreea M. , Malone Gregory A.
Published: May 2011

Traditionally, administrative computing has been the main, or often only, unit in a campus developing and maintaining the basic operating systems of an institution (McKinney et al., 1987). Information resources have been confined to an infrastructure, such as a mainframe computer or minicomputers, which processes registration, financial aid, and other services (Van Dusen, 1997). The advent of increasingly sophisticated software and hardware tools has challenged the centralization of the control and manipulation of information resources. Crow and Rariden (1993) describe an ideal information resource management model as follows: Powerful software tools are available that can essentially eliminate the technical expertise necessary to process either university-wide data or off-campus research databases. … Students, faculty, and administrators will be able to ask and answer their own data-related questions from their desks without the assistance or intervention of a computer center’s staff. (p. 467) To date, no institution has achieved this ideal (Van Dusen, 1997). However, colleges and universities are making progress toward it. This chapter describes the experiences of two institutions, University of Redlands and Cabrillo College, as they implement similar relational database systems. It describes the effects of the implementation process on the institutional administrative cultures, and the implications for information resource management.
Long-Term Evolution of a Conceptual Schema at a Life Insurance Company
Authors: Wedemeijer Lex
Published: May 2011

Enterprises need data resources that are stable and at the same time flexible to support current and new ways of doing business. However, there is a lack of understanding how flexibility of a Conceptual Schema design is demonstrated in its evolution over time. This case study outlines the evolution of a highly integrated Conceptual Schema in its business environment. A gradual decline in schema quality is observed: size and complexity of the schema increase, understandability and consistency decrease. Contrary to popular belief, it is found that changes aren’t driven only by “accepted” causes like new legislation or product innovation. Other change drivers are identified like error correction, changing perceptions of what the information need of the business is and elimination of derived data. The case shows that a real Conceptual Schema is the result of “objective” design practices as well as the product of negotiation and compromise with the user community.