title: From event streams to process models and back: Challenges and opportunities

authors: Soffer, Pnina

subjects: Science & Technology

abstract: The domains of complex event processing (CEP) and business process management (BPM) have different origins but for many aspects draw on similar concepts. While specific combinations of BPM and CEP have attracted research attention, resulting in solutions to specific problems, we attempt to take a broad view at the opportunities and challenges involved. We first illustrate these by a detailed example from the logistics domain. We then propose a mapping of this area into four quadrants — - two quadrants drawing from CEP to create or extend process models and two quadrants starting from a process model to address how it can guide CEP. Existing literature is reviewed and specific challenges and opportunities are indicated for each of these quadrants. Based on this mapping, we identify challenges and opportunities that recur across quadrants and can be considered as the core issues of this combination. We suggest that addressing these issues in a generic manner would form a sound basis for future applications and advance this area significantly.

text: From event streams to process models and back: Challenges and opportunities The domains of complex event processing (CEP) and business process management (BPM) have different origins but for many aspects draw on similar concepts. While specific combinations of BPM and CEP have attracted research attention, resulting in solutions to specific problems, we attempt to take a broad view at the opportunities and challenges involved. We first illustrate these by a detailed example from the logistics domain. We then propose a mapping of this area into four quadrants — - two quadrants drawing from CEP to create or extend process models and two quadrants starting from a process model to address how it can guide CEP. Existing literature is reviewed and specific challenges and opportunities are indicated for each of these quadrants. Based on this mapping, we identify challenges and opportunities that recur across quadrants and can be considered as the core issues of this combination. We suggest that addressing these issues in a generic manner would form a sound basis for future applications and advance this area significantly.

year: 2019

title: Cycles of negotiation and reflection: a negotiated intervention to promote online teacher development

authors: Khoo, Elaine G.L.

subjects: online teaching

abstract: This paper reports on the use and impact of a negotiated intervention for teacher development adopted for facilitating the teaching and learning in a semester-long fully online graduate course in a tertiary institution in New Zealand. The negotiated intervention strategy, while it begins by exploring teachers’ current practice, is explicit in acknowledging that teachers can expect to change their practice albeit in negotiation with a researcher. This approach therefore moves beyond that of one-off workshops and technical training sessions, which are of questionable value in promoting deep conceptual and practice change. Cycles of formative negotiation assisted the experienced, face-to-face teacher to develop and teach his existing graduate course as an asynchronous online course through ongoing reflection on curriculum, pedagogical practice and assessment. Data were collected through daily observations of the teaching-learning processes, weekly teacher reflective interviews and student interviews. Reflective conversations with the teacher revealed the complexities of working with an experienced teacher to reconceptualise and transform his pedagogical practice and the intellectual, social and emotional changes he faced. The negotiated intervention strategy is relevant in technologically innovative learning environments where the teacher is concerned with responding to a diversity of student knowledge, interests and needs. Implications for employing a negotiated intervention in guiding online teacher action enquiry as development are presented.

text: Cycles of negotiation and reflection: a negotiated intervention to promote online teacher development This paper reports on the use and impact of a negotiated intervention for teacher development adopted for facilitating the teaching and learning in a semester-long fully online graduate course in a tertiary institution in New Zealand. The negotiated intervention strategy, while it begins by exploring teachers’ current practice, is explicit in acknowledging that teachers can expect to change their practice albeit in negotiation with a researcher. This approach therefore moves beyond that of one-off workshops and technical training sessions, which are of questionable value in promoting deep conceptual and practice change. Cycles of formative negotiation assisted the experienced, face-to-face teacher to develop and teach his existing graduate course as an asynchronous online course through ongoing reflection on curriculum, pedagogical practice and assessment. Data were collected through daily observations of the teaching-learning processes, weekly teacher reflective interviews and student interviews. Reflective conversations with the teacher revealed the complexities of working with an experienced teacher to reconceptualise and transform his pedagogical practice and the intellectual, social and emotional changes he faced. The negotiated intervention strategy is relevant in technologically innovative learning environments where the teacher is concerned with responding to a diversity of student knowledge, interests and needs. Implications for employing a negotiated intervention in guiding online teacher action enquiry as development are presented.

year: 2011

title: An integral rite of passage: embedding the aesthetic in adventure education in the pursuit of wellbeing

authors: Wagstaff, Ruth

subjects: wellbeing

abstract: The context for this study was the implementation of an arts integrated unit examined through the lenses of wellbeing, adventure education, children’s spirituality and aesthetic experience. The author’s personal experiences as a holistic educator, connecting theory and practice in educational settings, informed the devising of the learning experiences incorporated into this contemporary ‘Rites of Passage’, arts integrated unit. They also informed the qualitative methods selected for this research. Students reported on their own and others’ perceived state of “wholeness” and completeness of experience and the New Zealand Maori concepts of “hauora” – mental and emotional, physical, social and spiritual wellbeing were examined. Qualitative analysis of the data revealed that a holistic, integrative approach to learning was valued by the students and contributed significantly to their experience of wellbeing and wholeness. The coded data was considered in terms of a heuristic clustering of responses around the relational categories of Self, Others and the Environment. Connection, Relationship and Belonging emerged as the most important themes and, unexpectedly, Inclusion emerged as an important consideration to the participants in this study. Creative and resilience-building learning activities, as within this ‘Rites of Passage” unit and the integral “Wilderness Camp”, are supportive of the health and wellbeing of young learners. Such learning opportunities provide for intra-personal and inter-personal development, and contribute to their sense of self, place, meaning and purpose.

text: An integral rite of passage: embedding the aesthetic in adventure education in the pursuit of wellbeing The context for this study was the implementation of an arts integrated unit examined through the lenses of wellbeing, adventure education, children’s spirituality and aesthetic experience. The author’s personal experiences as a holistic educator, connecting theory and practice in educational settings, informed the devising of the learning experiences incorporated into this contemporary ‘Rites of Passage’, arts integrated unit. They also informed the qualitative methods selected for this research. Students reported on their own and others’ perceived state of “wholeness” and completeness of experience and the New Zealand Maori concepts of “hauora” – mental and emotional, physical, social and spiritual wellbeing were examined. Qualitative analysis of the data revealed that a holistic, integrative approach to learning was valued by the students and contributed significantly to their experience of wellbeing and wholeness. The coded data was considered in terms of a heuristic clustering of responses around the relational categories of Self, Others and the Environment. Connection, Relationship and Belonging emerged as the most important themes and, unexpectedly, Inclusion emerged as an important consideration to the participants in this study. Creative and resilience-building learning activities, as within this ‘Rites of Passage” unit and the integral “Wilderness Camp”, are supportive of the health and wellbeing of young learners. Such learning opportunities provide for intra-personal and inter-personal development, and contribute to their sense of self, place, meaning and purpose.

year: 2011