The 2011 IEEE/WIC/ACM International Conference on Web Intelligence Âť industry...Francois Pouilloux
Â
The industry day of the conference aims to bring together people from both academia and industry in a venue that highlights application and practical impact.
I'm pleased to present there on August 22nd 2011.
Stay tuned for the prez file after the event !
Supporting The Initial Stages of The Product Design Process: Towards Knowledg...CSCJournals
Â
The creation of new products and services is an everyday activity for many industries, often assisted by professional design studios. It is evident that extensive knowledge is required by designers during the conceptual product design process, matching the complexity of design problems. Techniques based on association, analogy and metaphors are often used to facilitate the process of creative thinking and inspiration leading to new product designs. This paper presents a novel semantic tool, which has been developed to seamlessly assist product designers with knowledge management tasks during information discovery and support the formulation of new product concepts. The technology can be used in combination with a sketching application to support the generation of relevant visual content, helping to stimulate associative thinking, and thus assist creativity at the initial stage of the product design process.
EU Project TAU's Seminar 2 material - Part 3
Contemporary methods and forms of work with adult learner: e-Skills & e-Literacy: using digital tools to learn
fsdfgList of Course Work Subjects
S.NO SEM SUBJECT CODE SUBJECT TITLE ELECTIVE/CORE CREDIT
1 1 22MC202 MACHINE LEARNING
TECHNIQUES CORE 3
2 1 22PRM01
RESEARCH METHODOLOGY AND
IPR CORE 3
3 1 22MC302
ADVANCED ARTIFICIAL
INTELLIGENCE ELECTIVE 3
4 3 22MC209 ADVANCED INTERNET OF THINGS CORE 3
5 3
22PVD30 SYSTEM LEVEL HARDWARE SOFTWARE CODESIGN ELECTIVE 3
6 3 22MC324
INFORMATION RETRIEVAL
TECHNIQUES ELECTIVE 3
22MC202 MACHINE LEARNING TECHNIQUES
Course Objective 1. To introduce students to the basic concepts and techniques of Machine Learning.
2. To have a thorough understanding of the Supervised and Unsupervised learning techniques
3. To implement linear and non-linear learning models
4. To implement distance-based clustering techniques
5. To understand graphical models of machine learning algorithms
Unit I FUNDAMENTALS OF MACHINE LEARNING 9
Learning â Types of Machine Learning â Supervised Learning â The Brain and the Neuron â Design a Learning System â Perspectives and Issues in Machine Learning â Concept Learning Task â Concept Learning as Search â Finding a Maximally Specific Hypothesis â Version Spaces and the Candidate Elimination Algorithm â Linear Discriminants â Perceptron â Linear Separability â Linear regression.
Unit II LINEAR MODELS 9
Multi-layer Perceptron â Going Forwards â Going Backwards: Back Propagation Error â Multi-layer Perceptron in Practice â Examples of using the MLP â Overview â Deriving Back-Propagation â Radial Basis Functions and Splines â Concepts â RBF Network â Curse of Dimensionality â Interpolations and Basis Functions â Support Vector Machines
Unit III DISTANCE-BASED MODELS 9
Nearest neighbor models â K-means â clustering around medoids â silhouettes â hierarchical clustering
â Density based methods- Grid based methods- Advanced cluster analysis- k-d trees â locality sensitive hashing â non-parametric regression â bagging and random forests â boosting â meta learning
Unit IV
TREE AND RULE MODELS
9
Decision trees â learning decision trees â ranking and probability estimation trees â regression trees
â clustering trees â learning ordered rule lists â learning unordered rule lists â descriptive rule
learning â Mining Frequent patterns, Association and Correlations, advanced association rule techniques-first order rule learning
Unit V
REINFORCEMENT LEARNING AND GRAPHICAL MODELS
9
Reinforcement Learning â Overview â Getting Lost Example â Markov Decision Process, Markov Chain Monte Carlo Methods â Sampling â Proposal Distribution â Markov Chain Monte Carlo â Graphical Models â Bayesian Networks â Markov Random Fields â Hidden Markov Models â
Tracking Methods.
TOTAL HOURS: 45 PERIODS
CO1 Understanding distinguish between, supervised, unsupervised and semi- supervised learning
CO2 Apply the appropriate machine learning strategy for any given problem
Course Outcome
CO3 Suggestion of using supervised, unsupervised or semi-superv
The 2011 IEEE/WIC/ACM International Conference on Web Intelligence Âť industry...Francois Pouilloux
Â
The industry day of the conference aims to bring together people from both academia and industry in a venue that highlights application and practical impact.
I'm pleased to present there on August 22nd 2011.
Stay tuned for the prez file after the event !
Supporting The Initial Stages of The Product Design Process: Towards Knowledg...CSCJournals
Â
The creation of new products and services is an everyday activity for many industries, often assisted by professional design studios. It is evident that extensive knowledge is required by designers during the conceptual product design process, matching the complexity of design problems. Techniques based on association, analogy and metaphors are often used to facilitate the process of creative thinking and inspiration leading to new product designs. This paper presents a novel semantic tool, which has been developed to seamlessly assist product designers with knowledge management tasks during information discovery and support the formulation of new product concepts. The technology can be used in combination with a sketching application to support the generation of relevant visual content, helping to stimulate associative thinking, and thus assist creativity at the initial stage of the product design process.
EU Project TAU's Seminar 2 material - Part 3
Contemporary methods and forms of work with adult learner: e-Skills & e-Literacy: using digital tools to learn
fsdfgList of Course Work Subjects
S.NO SEM SUBJECT CODE SUBJECT TITLE ELECTIVE/CORE CREDIT
1 1 22MC202 MACHINE LEARNING
TECHNIQUES CORE 3
2 1 22PRM01
RESEARCH METHODOLOGY AND
IPR CORE 3
3 1 22MC302
ADVANCED ARTIFICIAL
INTELLIGENCE ELECTIVE 3
4 3 22MC209 ADVANCED INTERNET OF THINGS CORE 3
5 3
22PVD30 SYSTEM LEVEL HARDWARE SOFTWARE CODESIGN ELECTIVE 3
6 3 22MC324
INFORMATION RETRIEVAL
TECHNIQUES ELECTIVE 3
22MC202 MACHINE LEARNING TECHNIQUES
Course Objective 1. To introduce students to the basic concepts and techniques of Machine Learning.
2. To have a thorough understanding of the Supervised and Unsupervised learning techniques
3. To implement linear and non-linear learning models
4. To implement distance-based clustering techniques
5. To understand graphical models of machine learning algorithms
Unit I FUNDAMENTALS OF MACHINE LEARNING 9
Learning â Types of Machine Learning â Supervised Learning â The Brain and the Neuron â Design a Learning System â Perspectives and Issues in Machine Learning â Concept Learning Task â Concept Learning as Search â Finding a Maximally Specific Hypothesis â Version Spaces and the Candidate Elimination Algorithm â Linear Discriminants â Perceptron â Linear Separability â Linear regression.
Unit II LINEAR MODELS 9
Multi-layer Perceptron â Going Forwards â Going Backwards: Back Propagation Error â Multi-layer Perceptron in Practice â Examples of using the MLP â Overview â Deriving Back-Propagation â Radial Basis Functions and Splines â Concepts â RBF Network â Curse of Dimensionality â Interpolations and Basis Functions â Support Vector Machines
Unit III DISTANCE-BASED MODELS 9
Nearest neighbor models â K-means â clustering around medoids â silhouettes â hierarchical clustering
â Density based methods- Grid based methods- Advanced cluster analysis- k-d trees â locality sensitive hashing â non-parametric regression â bagging and random forests â boosting â meta learning
Unit IV
TREE AND RULE MODELS
9
Decision trees â learning decision trees â ranking and probability estimation trees â regression trees
â clustering trees â learning ordered rule lists â learning unordered rule lists â descriptive rule
learning â Mining Frequent patterns, Association and Correlations, advanced association rule techniques-first order rule learning
Unit V
REINFORCEMENT LEARNING AND GRAPHICAL MODELS
9
Reinforcement Learning â Overview â Getting Lost Example â Markov Decision Process, Markov Chain Monte Carlo Methods â Sampling â Proposal Distribution â Markov Chain Monte Carlo â Graphical Models â Bayesian Networks â Markov Random Fields â Hidden Markov Models â
Tracking Methods.
TOTAL HOURS: 45 PERIODS
CO1 Understanding distinguish between, supervised, unsupervised and semi- supervised learning
CO2 Apply the appropriate machine learning strategy for any given problem
Course Outcome
CO3 Suggestion of using supervised, unsupervised or semi-superv
Digital Inclusion: Best practices from eLearningeLearning Papers
Â
Author: David Casacuberta Sevilla.
E-learning 4 E-inclusion (EL4EI) is an EU-funded project seeking to build a community for those with valuable expertise regarding the use of eLearning for digital inclusion. The project seeks to gather and catalogue relevant best practice cases and, ultimately, to compose an eLearning charter which will be a reference tool for professionals working towards social inclusion.
Designing for knowledge maturing: from knowledge driven software to supportin...Andreas Schmidt
Â
Software engineering has been transformed in recent years by understanding the interaction with customers and the target context as an ongoing learning process. Responsiveness to change and user-centered design have been the consequences. In a similar way, knowledge and ontology engineering are undergoing fundamental changes to acknowledge the fact that they are part of a collective knowledge maturing process. We explore three examples: (i) social media based competence management in career guidance, (ii) ontology-centered reflection in multi-professional environments in palliative care, and (iii) aligning individual mindlines in pratice networks of General Practitioners. Based on these, we extract four levels of designing for knowledge maturing and associated technical implementations. This shows that future technology support should especially target facilitation of self-organized, but tool-mediated knowledge development processes, where, e.g., workplace learning analytics can play a prominent role
Information Technology for ManagementThis book is li.docxdirkrplav
Â
Information Technology for
Management
This book is licensed under a Creative Commons Attribution 3.0 License
Information Technology for
Management
Henry C. Lucas, Jr.
Copyright Š 2009 by Henry C. Lucas, Jr.
For any questions about this text, please email: [email protected]
The Global Text Project is funded by the Jacobs Foundation, Zurich, Switzerland
This book is licensed under a Creative Commons Attribution 3.0 License
This edition was scanned and converted to text using Optical Character Recognition. We are in the process of
converting this edition into the Global Text Project standard format. When this is complete, a new edition will be
posted on the Global Text Project website and will be available in a variety of formats upon request.
Information Technology for Management 2 A Global Text
http://creativecommons.org/licenses/by/3.0/
http://creativecommons.org/licenses/by/3.0/
mailto:[email protected]?subject=Information%20Technology%20for%20Managment
mailto:[email protected]?subject=Information%20Technology%20for%20Managment
mailto:[email protected]?subject=Information%20Technology%20for%20Managment
http://creativecommons.org/licenses/by/3.0/
http://creativecommons.org/licenses/by/3.0/
To Scott and Jonathan
TO THE STUDENT
Information technology surrounds you-on your campus and in local businesses.
When you order merchandise over the telephone, chances are your sales represenÂ
tative is using an information system to check inventory and to trigger the shipÂ
ment of your goods. Increasingly you will order products using the Internet, disÂ
pensing with the telephone and becoming a participant in electronic commerce.
When you use an automatic teller machine, make an airline reservation, or rent a
car, information technology (IT) is working for you again.
Information technology is pervasive in modem organizations-from the largest
manufacturing firms to your comer drugstore, and the stakes are high, as busiÂ
nesses confronted with global competition strive to succeed. Some organizations
will flourish; others will fail. Those that succeed will understand how to use and
manage information technology to their advantage.
The purpose of Information Technology for Management, Seventh Edition, is to
help you learn enough about technology to play an active role in managing inforÂ
mation technology. It is important to understand the strategic uses of IT and how
to apply technology when developing a corporate strategy. You will see how creÂ
ative organizations have integrated technology with strategy, allowing them to gain
and sustain a competitive advantage. What role does the Internet play for your
firm? What are the advantages your business can obtain from implementing InÂ
tranets and Extranets? How does technology facilitate the operations of global
firms?
v
vi PREFACE
You will also see how to use information technology to transform the organizaÂ
tion and to create new lines of business and new relat.
Bridging the âmissing middleâ: a design based approach to scalingdebbieholley1
Â
Holley, D., Peffer, G. Santos, P., and Cook, J. (2014). Bridging the âmissing middleâ: a design based approach to scaling. Presented to the ALT-Conference, September 2014
A paper contributing to EU learning layers project,:Scaling up Technologies for Informal Learning in SME Clusters
A 9.9 million EU Framework Project (2012-2016)
Abstract
Taking innovation from concept through to scalable delivery is complex, contested and an under-theorised process. In this paper we outline approaches to scaling that have influenced in our work in the EU Learning Layers Integrating Project, a consortium consisting of 17 institutions from 7 different countries. The two industries identified for the initial work are the Health sector in the UK, and the Construction sector in Germany. The focus of the EU project is scaling informal learning in the workplace through the use of technologies; the focus of our paper, the âHelp Seekingâ tool, an online tool developed by co-design with GP Practice staff in the North of England. Drawing upon three Scaling taxonomies to underpin our work, we map the complex and interrelated strands influencing scaling of the âHelp-Seekingâ tool, and go on to suggest that the typical measure of scaling success âby numberâ needs a more nuanced analysis. Furthermore, we will propose that the emerging framework enables the orchestration of team discourse about theory, the production of artefacts as tools for design discourse, the identification of scalable systemic pain points, and is thus throwing light on the âmissing middleâ (where key scaling factors reside between top down strategy and bottom up initiatives).
Knowledge Temple: A Collaborative Knowledge Sharing Technique for Agile Softw...CSCJournals
Â
In today's economy, enterprises require knowledge more than ever before. Employees are being classified based on their skill set and experience, where the tacit knowledge of individuals is a key factor. The effect of knowledge hunger can be easily seen in agile software development teams. To sustain the quality permanence of software development, it is essential to transform individuals' tacit knowledge to core organizational knowledge. To achieve this goal, every software development process utilizes different knowledge sharing and creation approaches. In this paper, a proposed technique, Knowledge Temple, is introduced as a feasible improvement to well-known knowledge sharing challenges for small agile software development teams. It is a hybrid technique, incorporating knowledge sharing and building models, such as cognitive apprenticeship, on-the-job-training, solo programming, pair programming, parallel peer programming, pair rotation, and knowledge repository creation. The proposed technique has been evaluated in the Innovation in Computing Research (iCORE) at Texas A&M University-Corpus Christi. Experimental results show that this hierarchical approach provides an iterative and incremental solution to sharing and creating knowledge in a collaborative and cooperative fashion.
Communication tools are used to facilitate the exchange between different teams and to foster collaboration. For technology transfer, effective tools for interaction are crucial: tools can improve the exchange between researchers, but also facilitate the contacts between researchers and transfer officers or between researchers and companies. For implementing effective communication, it is important to offer a set of tools to researchers and transfer officers according to their needs and taking into account current technological developments and trends.
www.FITT-for-Innovation.eu
Interaction Room - Creating Space for Developments (Software Projects)adesso Turkey
Â
The Interaction Room serves several purposes:
1) The focus on mission-critical aspects
2) Identification and elimination of risks associated with intuitive visualization methods at an early stage
3) Improving teamwork and the establishment of joint project responsibility between the IT and specialist departments.
The Interaction Room makes the relationships between processes, data and the application environment transparent and creates the basis for efficient decision-making processes. It is a method which steers the interest of those involved in the projectâs progress and contributes to ensuring that all participants continuously work on the vision of the software that is being developed. The Interaction Room is not a theoretical concept but has proven itself in the business environment, as can be seen in successful projects in which the Interaction Room has already been used effectively.
with MyLab BusinessCommunicationŽ⢠Reporting Dashboar.docxhelzerpatrina
Â
with MyLab BusinessCommunicationÂŽ
⢠Reporting DashboardâView, analyze, and report learning outcomes
clearly and easily, and get the information you need to keep your
students on track throughout the course with the new Reporting
Dashboard. Available via the MyLab Gradebook and fully mobile-
ready, the Reporting Dashboard presents student performance
data at the class, section, and program levels in an accessible, visual
manner.
⢠Pearson eTextâKeeps students engaged in learning on their own time,
while helping them achieve greater conceptual understanding of course
material. The worked examples bring learning to life, and algorithmic
practice allows students to apply the very concepts they are reading
about. Combining resources that illuminate content with accessible self-
assessment, MyLab with eText provides students with a complete digital
learning experienceâall in one place.
⢠Quizzes and TestsâPre-built quizzes and tests allow you to quiz students
without having to grade the assignments yourself.
⢠Video ExercisesâThese engaging videos explore a variety of
business topics related to the theory students are learning in class.
Quizzes assess students' comprehension of the concepts covered in
each video.
⢠Learning Catalyticsâ˘âIs an interactive, student response
tool that uses students' smartphones, tablets, or laptops to
engage them in more sophisticated tasks and thinking. Now
included with MyLab with eText, Learning Catalytics enables
you to generate classroom discussion, guide your lecture,
and promote peer-to-peer learning with real-time analytics.
Instructors, you can:
â â â Pose a variety of open-ended questions that help your
students develop critical thinking skills
â â â Monitor responses to find out where students are struggling
â â â Use real-time data to adjust your instructional strategy and
try other ways of engaging your students during class
â â â Manage student interactions by automatically grouping
students for discussion, teamwork, and peer-to-peer
learning
A L W A Y S L E A R N I N G
Giving Students the Skills and Insights They Need to Thrive
in Todayâs Digital Business Environment
The essential skills of writing, listening, collaborating, and public speaking are as important as
ever, but theyâre not enough to succeed in todayâs business world. As business communication
continues to get rocked by waves of innovationâfirst digital media, then social media, now
mobile communication, and watch out for the upcoming invasion of chatbotsâthe nature of
communication is changing. And the changes go far deeper than the tools themselves.
In this exciting but complex new world, no other textbook can match the depth and range of
coverage offered by Business Communication Today.
Figure 1.7 The Social Communication Model
The social communication model differs from conventional communication strategies and practices in a
number of significant ways. Youâre probably already an accomplished ...
with MyLab BusinessCommunicationŽ⢠Reporting Dashboar.docxadolphoyonker
Â
with MyLab BusinessCommunicationÂŽ
⢠Reporting DashboardâView, analyze, and report learning outcomes
clearly and easily, and get the information you need to keep your
students on track throughout the course with the new Reporting
Dashboard. Available via the MyLab Gradebook and fully mobile-
ready, the Reporting Dashboard presents student performance
data at the class, section, and program levels in an accessible, visual
manner.
⢠Pearson eTextâKeeps students engaged in learning on their own time,
while helping them achieve greater conceptual understanding of course
material. The worked examples bring learning to life, and algorithmic
practice allows students to apply the very concepts they are reading
about. Combining resources that illuminate content with accessible self-
assessment, MyLab with eText provides students with a complete digital
learning experienceâall in one place.
⢠Quizzes and TestsâPre-built quizzes and tests allow you to quiz students
without having to grade the assignments yourself.
⢠Video ExercisesâThese engaging videos explore a variety of
business topics related to the theory students are learning in class.
Quizzes assess students' comprehension of the concepts covered in
each video.
⢠Learning Catalyticsâ˘âIs an interactive, student response
tool that uses students' smartphones, tablets, or laptops to
engage them in more sophisticated tasks and thinking. Now
included with MyLab with eText, Learning Catalytics enables
you to generate classroom discussion, guide your lecture,
and promote peer-to-peer learning with real-time analytics.
Instructors, you can:
â â â Pose a variety of open-ended questions that help your
students develop critical thinking skills
â â â Monitor responses to find out where students are struggling
â â â Use real-time data to adjust your instructional strategy and
try other ways of engaging your students during class
â â â Manage student interactions by automatically grouping
students for discussion, teamwork, and peer-to-peer
learning
A L W A Y S L E A R N I N G
Giving Students the Skills and Insights They Need to Thrive
in Todayâs Digital Business Environment
The essential skills of writing, listening, collaborating, and public speaking are as important as
ever, but theyâre not enough to succeed in todayâs business world. As business communication
continues to get rocked by waves of innovationâfirst digital media, then social media, now
mobile communication, and watch out for the upcoming invasion of chatbotsâthe nature of
communication is changing. And the changes go far deeper than the tools themselves.
In this exciting but complex new world, no other textbook can match the depth and range of
coverage offered by Business Communication Today.
Figure 1.7 The Social Communication Model
The social communication model differs from conventional communication strategies and practices in a
number of significant ways. Youâre probably already an accompl.
with MyLab BusinessCommunicationŽ⢠Reporting Dashboar.docxmansonagnus
Â
with MyLab BusinessCommunicationÂŽ
⢠Reporting DashboardâView, analyze, and report learning outcomes
clearly and easily, and get the information you need to keep your
students on track throughout the course with the new Reporting
Dashboard. Available via the MyLab Gradebook and fully mobile-
ready, the Reporting Dashboard presents student performance
data at the class, section, and program levels in an accessible, visual
manner.
⢠Pearson eTextâKeeps students engaged in learning on their own time,
while helping them achieve greater conceptual understanding of course
material. The worked examples bring learning to life, and algorithmic
practice allows students to apply the very concepts they are reading
about. Combining resources that illuminate content with accessible self-
assessment, MyLab with eText provides students with a complete digital
learning experienceâall in one place.
⢠Quizzes and TestsâPre-built quizzes and tests allow you to quiz students
without having to grade the assignments yourself.
⢠Video ExercisesâThese engaging videos explore a variety of
business topics related to the theory students are learning in class.
Quizzes assess students' comprehension of the concepts covered in
each video.
⢠Learning Catalyticsâ˘âIs an interactive, student response
tool that uses students' smartphones, tablets, or laptops to
engage them in more sophisticated tasks and thinking. Now
included with MyLab with eText, Learning Catalytics enables
you to generate classroom discussion, guide your lecture,
and promote peer-to-peer learning with real-time analytics.
Instructors, you can:
â â â Pose a variety of open-ended questions that help your
students develop critical thinking skills
â â â Monitor responses to find out where students are struggling
â â â Use real-time data to adjust your instructional strategy and
try other ways of engaging your students during class
â â â Manage student interactions by automatically grouping
students for discussion, teamwork, and peer-to-peer
learning
A L W A Y S L E A R N I N G
Giving Students the Skills and Insights They Need to Thrive
in Todayâs Digital Business Environment
The essential skills of writing, listening, collaborating, and public speaking are as important as
ever, but theyâre not enough to succeed in todayâs business world. As business communication
continues to get rocked by waves of innovationâfirst digital media, then social media, now
mobile communication, and watch out for the upcoming invasion of chatbotsâthe nature of
communication is changing. And the changes go far deeper than the tools themselves.
In this exciting but complex new world, no other textbook can match the depth and range of
coverage offered by Business Communication Today.
Figure 1.7 The Social Communication Model
The social communication model differs from conventional communication strategies and practices in a
number of significant ways. Youâre probably already an accompl ...
The purpose of the Smarcos newsletter is to cover the
consortium activities around the project. The main objective of this first issue is to give a global view of the whole project.
Digital Inclusion: Best practices from eLearningeLearning Papers
Â
Author: David Casacuberta Sevilla.
E-learning 4 E-inclusion (EL4EI) is an EU-funded project seeking to build a community for those with valuable expertise regarding the use of eLearning for digital inclusion. The project seeks to gather and catalogue relevant best practice cases and, ultimately, to compose an eLearning charter which will be a reference tool for professionals working towards social inclusion.
Designing for knowledge maturing: from knowledge driven software to supportin...Andreas Schmidt
Â
Software engineering has been transformed in recent years by understanding the interaction with customers and the target context as an ongoing learning process. Responsiveness to change and user-centered design have been the consequences. In a similar way, knowledge and ontology engineering are undergoing fundamental changes to acknowledge the fact that they are part of a collective knowledge maturing process. We explore three examples: (i) social media based competence management in career guidance, (ii) ontology-centered reflection in multi-professional environments in palliative care, and (iii) aligning individual mindlines in pratice networks of General Practitioners. Based on these, we extract four levels of designing for knowledge maturing and associated technical implementations. This shows that future technology support should especially target facilitation of self-organized, but tool-mediated knowledge development processes, where, e.g., workplace learning analytics can play a prominent role
Information Technology for ManagementThis book is li.docxdirkrplav
Â
Information Technology for
Management
This book is licensed under a Creative Commons Attribution 3.0 License
Information Technology for
Management
Henry C. Lucas, Jr.
Copyright Š 2009 by Henry C. Lucas, Jr.
For any questions about this text, please email: [email protected]
The Global Text Project is funded by the Jacobs Foundation, Zurich, Switzerland
This book is licensed under a Creative Commons Attribution 3.0 License
This edition was scanned and converted to text using Optical Character Recognition. We are in the process of
converting this edition into the Global Text Project standard format. When this is complete, a new edition will be
posted on the Global Text Project website and will be available in a variety of formats upon request.
Information Technology for Management 2 A Global Text
http://creativecommons.org/licenses/by/3.0/
http://creativecommons.org/licenses/by/3.0/
mailto:[email protected]?subject=Information%20Technology%20for%20Managment
mailto:[email protected]?subject=Information%20Technology%20for%20Managment
mailto:[email protected]?subject=Information%20Technology%20for%20Managment
http://creativecommons.org/licenses/by/3.0/
http://creativecommons.org/licenses/by/3.0/
To Scott and Jonathan
TO THE STUDENT
Information technology surrounds you-on your campus and in local businesses.
When you order merchandise over the telephone, chances are your sales represenÂ
tative is using an information system to check inventory and to trigger the shipÂ
ment of your goods. Increasingly you will order products using the Internet, disÂ
pensing with the telephone and becoming a participant in electronic commerce.
When you use an automatic teller machine, make an airline reservation, or rent a
car, information technology (IT) is working for you again.
Information technology is pervasive in modem organizations-from the largest
manufacturing firms to your comer drugstore, and the stakes are high, as busiÂ
nesses confronted with global competition strive to succeed. Some organizations
will flourish; others will fail. Those that succeed will understand how to use and
manage information technology to their advantage.
The purpose of Information Technology for Management, Seventh Edition, is to
help you learn enough about technology to play an active role in managing inforÂ
mation technology. It is important to understand the strategic uses of IT and how
to apply technology when developing a corporate strategy. You will see how creÂ
ative organizations have integrated technology with strategy, allowing them to gain
and sustain a competitive advantage. What role does the Internet play for your
firm? What are the advantages your business can obtain from implementing InÂ
tranets and Extranets? How does technology facilitate the operations of global
firms?
v
vi PREFACE
You will also see how to use information technology to transform the organizaÂ
tion and to create new lines of business and new relat.
Bridging the âmissing middleâ: a design based approach to scalingdebbieholley1
Â
Holley, D., Peffer, G. Santos, P., and Cook, J. (2014). Bridging the âmissing middleâ: a design based approach to scaling. Presented to the ALT-Conference, September 2014
A paper contributing to EU learning layers project,:Scaling up Technologies for Informal Learning in SME Clusters
A 9.9 million EU Framework Project (2012-2016)
Abstract
Taking innovation from concept through to scalable delivery is complex, contested and an under-theorised process. In this paper we outline approaches to scaling that have influenced in our work in the EU Learning Layers Integrating Project, a consortium consisting of 17 institutions from 7 different countries. The two industries identified for the initial work are the Health sector in the UK, and the Construction sector in Germany. The focus of the EU project is scaling informal learning in the workplace through the use of technologies; the focus of our paper, the âHelp Seekingâ tool, an online tool developed by co-design with GP Practice staff in the North of England. Drawing upon three Scaling taxonomies to underpin our work, we map the complex and interrelated strands influencing scaling of the âHelp-Seekingâ tool, and go on to suggest that the typical measure of scaling success âby numberâ needs a more nuanced analysis. Furthermore, we will propose that the emerging framework enables the orchestration of team discourse about theory, the production of artefacts as tools for design discourse, the identification of scalable systemic pain points, and is thus throwing light on the âmissing middleâ (where key scaling factors reside between top down strategy and bottom up initiatives).
Knowledge Temple: A Collaborative Knowledge Sharing Technique for Agile Softw...CSCJournals
Â
In today's economy, enterprises require knowledge more than ever before. Employees are being classified based on their skill set and experience, where the tacit knowledge of individuals is a key factor. The effect of knowledge hunger can be easily seen in agile software development teams. To sustain the quality permanence of software development, it is essential to transform individuals' tacit knowledge to core organizational knowledge. To achieve this goal, every software development process utilizes different knowledge sharing and creation approaches. In this paper, a proposed technique, Knowledge Temple, is introduced as a feasible improvement to well-known knowledge sharing challenges for small agile software development teams. It is a hybrid technique, incorporating knowledge sharing and building models, such as cognitive apprenticeship, on-the-job-training, solo programming, pair programming, parallel peer programming, pair rotation, and knowledge repository creation. The proposed technique has been evaluated in the Innovation in Computing Research (iCORE) at Texas A&M University-Corpus Christi. Experimental results show that this hierarchical approach provides an iterative and incremental solution to sharing and creating knowledge in a collaborative and cooperative fashion.
Communication tools are used to facilitate the exchange between different teams and to foster collaboration. For technology transfer, effective tools for interaction are crucial: tools can improve the exchange between researchers, but also facilitate the contacts between researchers and transfer officers or between researchers and companies. For implementing effective communication, it is important to offer a set of tools to researchers and transfer officers according to their needs and taking into account current technological developments and trends.
www.FITT-for-Innovation.eu
Interaction Room - Creating Space for Developments (Software Projects)adesso Turkey
Â
The Interaction Room serves several purposes:
1) The focus on mission-critical aspects
2) Identification and elimination of risks associated with intuitive visualization methods at an early stage
3) Improving teamwork and the establishment of joint project responsibility between the IT and specialist departments.
The Interaction Room makes the relationships between processes, data and the application environment transparent and creates the basis for efficient decision-making processes. It is a method which steers the interest of those involved in the projectâs progress and contributes to ensuring that all participants continuously work on the vision of the software that is being developed. The Interaction Room is not a theoretical concept but has proven itself in the business environment, as can be seen in successful projects in which the Interaction Room has already been used effectively.
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with MyLab BusinessCommunicationÂŽ
⢠Reporting DashboardâView, analyze, and report learning outcomes
clearly and easily, and get the information you need to keep your
students on track throughout the course with the new Reporting
Dashboard. Available via the MyLab Gradebook and fully mobile-
ready, the Reporting Dashboard presents student performance
data at the class, section, and program levels in an accessible, visual
manner.
⢠Pearson eTextâKeeps students engaged in learning on their own time,
while helping them achieve greater conceptual understanding of course
material. The worked examples bring learning to life, and algorithmic
practice allows students to apply the very concepts they are reading
about. Combining resources that illuminate content with accessible self-
assessment, MyLab with eText provides students with a complete digital
learning experienceâall in one place.
⢠Quizzes and TestsâPre-built quizzes and tests allow you to quiz students
without having to grade the assignments yourself.
⢠Video ExercisesâThese engaging videos explore a variety of
business topics related to the theory students are learning in class.
Quizzes assess students' comprehension of the concepts covered in
each video.
⢠Learning Catalyticsâ˘âIs an interactive, student response
tool that uses students' smartphones, tablets, or laptops to
engage them in more sophisticated tasks and thinking. Now
included with MyLab with eText, Learning Catalytics enables
you to generate classroom discussion, guide your lecture,
and promote peer-to-peer learning with real-time analytics.
Instructors, you can:
â â â Pose a variety of open-ended questions that help your
students develop critical thinking skills
â â â Monitor responses to find out where students are struggling
â â â Use real-time data to adjust your instructional strategy and
try other ways of engaging your students during class
â â â Manage student interactions by automatically grouping
students for discussion, teamwork, and peer-to-peer
learning
A L W A Y S L E A R N I N G
Giving Students the Skills and Insights They Need to Thrive
in Todayâs Digital Business Environment
The essential skills of writing, listening, collaborating, and public speaking are as important as
ever, but theyâre not enough to succeed in todayâs business world. As business communication
continues to get rocked by waves of innovationâfirst digital media, then social media, now
mobile communication, and watch out for the upcoming invasion of chatbotsâthe nature of
communication is changing. And the changes go far deeper than the tools themselves.
In this exciting but complex new world, no other textbook can match the depth and range of
coverage offered by Business Communication Today.
Figure 1.7 The Social Communication Model
The social communication model differs from conventional communication strategies and practices in a
number of significant ways. Youâre probably already an accomplished ...
with MyLab BusinessCommunicationŽ⢠Reporting Dashboar.docxadolphoyonker
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with MyLab BusinessCommunicationÂŽ
⢠Reporting DashboardâView, analyze, and report learning outcomes
clearly and easily, and get the information you need to keep your
students on track throughout the course with the new Reporting
Dashboard. Available via the MyLab Gradebook and fully mobile-
ready, the Reporting Dashboard presents student performance
data at the class, section, and program levels in an accessible, visual
manner.
⢠Pearson eTextâKeeps students engaged in learning on their own time,
while helping them achieve greater conceptual understanding of course
material. The worked examples bring learning to life, and algorithmic
practice allows students to apply the very concepts they are reading
about. Combining resources that illuminate content with accessible self-
assessment, MyLab with eText provides students with a complete digital
learning experienceâall in one place.
⢠Quizzes and TestsâPre-built quizzes and tests allow you to quiz students
without having to grade the assignments yourself.
⢠Video ExercisesâThese engaging videos explore a variety of
business topics related to the theory students are learning in class.
Quizzes assess students' comprehension of the concepts covered in
each video.
⢠Learning Catalyticsâ˘âIs an interactive, student response
tool that uses students' smartphones, tablets, or laptops to
engage them in more sophisticated tasks and thinking. Now
included with MyLab with eText, Learning Catalytics enables
you to generate classroom discussion, guide your lecture,
and promote peer-to-peer learning with real-time analytics.
Instructors, you can:
â â â Pose a variety of open-ended questions that help your
students develop critical thinking skills
â â â Monitor responses to find out where students are struggling
â â â Use real-time data to adjust your instructional strategy and
try other ways of engaging your students during class
â â â Manage student interactions by automatically grouping
students for discussion, teamwork, and peer-to-peer
learning
A L W A Y S L E A R N I N G
Giving Students the Skills and Insights They Need to Thrive
in Todayâs Digital Business Environment
The essential skills of writing, listening, collaborating, and public speaking are as important as
ever, but theyâre not enough to succeed in todayâs business world. As business communication
continues to get rocked by waves of innovationâfirst digital media, then social media, now
mobile communication, and watch out for the upcoming invasion of chatbotsâthe nature of
communication is changing. And the changes go far deeper than the tools themselves.
In this exciting but complex new world, no other textbook can match the depth and range of
coverage offered by Business Communication Today.
Figure 1.7 The Social Communication Model
The social communication model differs from conventional communication strategies and practices in a
number of significant ways. Youâre probably already an accompl.
with MyLab BusinessCommunicationŽ⢠Reporting Dashboar.docxmansonagnus
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with MyLab BusinessCommunicationÂŽ
⢠Reporting DashboardâView, analyze, and report learning outcomes
clearly and easily, and get the information you need to keep your
students on track throughout the course with the new Reporting
Dashboard. Available via the MyLab Gradebook and fully mobile-
ready, the Reporting Dashboard presents student performance
data at the class, section, and program levels in an accessible, visual
manner.
⢠Pearson eTextâKeeps students engaged in learning on their own time,
while helping them achieve greater conceptual understanding of course
material. The worked examples bring learning to life, and algorithmic
practice allows students to apply the very concepts they are reading
about. Combining resources that illuminate content with accessible self-
assessment, MyLab with eText provides students with a complete digital
learning experienceâall in one place.
⢠Quizzes and TestsâPre-built quizzes and tests allow you to quiz students
without having to grade the assignments yourself.
⢠Video ExercisesâThese engaging videos explore a variety of
business topics related to the theory students are learning in class.
Quizzes assess students' comprehension of the concepts covered in
each video.
⢠Learning Catalyticsâ˘âIs an interactive, student response
tool that uses students' smartphones, tablets, or laptops to
engage them in more sophisticated tasks and thinking. Now
included with MyLab with eText, Learning Catalytics enables
you to generate classroom discussion, guide your lecture,
and promote peer-to-peer learning with real-time analytics.
Instructors, you can:
â â â Pose a variety of open-ended questions that help your
students develop critical thinking skills
â â â Monitor responses to find out where students are struggling
â â â Use real-time data to adjust your instructional strategy and
try other ways of engaging your students during class
â â â Manage student interactions by automatically grouping
students for discussion, teamwork, and peer-to-peer
learning
A L W A Y S L E A R N I N G
Giving Students the Skills and Insights They Need to Thrive
in Todayâs Digital Business Environment
The essential skills of writing, listening, collaborating, and public speaking are as important as
ever, but theyâre not enough to succeed in todayâs business world. As business communication
continues to get rocked by waves of innovationâfirst digital media, then social media, now
mobile communication, and watch out for the upcoming invasion of chatbotsâthe nature of
communication is changing. And the changes go far deeper than the tools themselves.
In this exciting but complex new world, no other textbook can match the depth and range of
coverage offered by Business Communication Today.
Figure 1.7 The Social Communication Model
The social communication model differs from conventional communication strategies and practices in a
number of significant ways. Youâre probably already an accompl ...
The purpose of the Smarcos newsletter is to cover the
consortium activities around the project. The main objective of this first issue is to give a global view of the whole project.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
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What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Model Attribute Check Company Auto PropertyCeline George
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In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
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It is possible to hide or invisible some fields in odoo. Commonly using âinvisibleâ attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesarâs dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empireâs birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empireâs society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasnât one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Cambridge International AS A Level Biology Coursebook - EBook (MaryFosbery J...
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ACTIVE Enabling The Knowledge-Powered Enterprise Semantic Technology For Knowledge Worker Productivity
1. ACTIVE â Enabling the Knowledge-Powered Enterprise
Semantic Technology for Knowledge Worker Productivity
Paul Warren and Ian Thurlow
Centre for Information & Security
Systems Research
Group CTO, BT
Adastral Park, Martlesham Heath,
Ipswich, Suffolk, UK, IP5 3RE
paul.w.warren@bt.com,
ian.thurlow@bt.com
Rayid Ghani and Katharina Probst
Accenture European Technology Park
Les Bouillides - Les GenĂŞts, 449, Route
des CrĂŞtes BP99
F-06902 Sophia Antipolis, France
rayid.ghani@accenture.com,
katharina.probst@gmail.com
Eyck Jentzsch and Vadim Ermolayev
Cadence Design Systems GmbH
Mozartstr. 2
85622 Feldkirchen, Germany
jentzsch@cadence.com,
vadim@ermolayev.com
Abstract: ACTIVE, a three-year EU integrating project which began in
March 2008, is using semantic technology to address three particular
requirements of knowledge workers: the need to share information
easily and effectively; the need to give priority to information which is
relevant to the current knowledge worker task; and the need to reuse
and share informal knowledge processes. ACTIVE technology is
relevant to knowledge workers in all sectors. Specifically the results of
ACTIVE are being validated in the consultancy; telecommunications
and engineering sectors.
Keywords - semantic technology; ontologies; knowledge sharing;
knowledge procesess; task context.
I. INTRODUCTION
A. The challenges of knowledge work
This paper describes a project, the goal of which is to use
semantic technology to materially improve the productivity of
knowledge workers in all sectors of the economy.
The project focuses on three particular challenges which we
believe are significant for knowledge workers:
⢠Sharing knowledge easily and effectively, and without
overwhelming with information1
.
⢠Obtaining the information needed for their current task,
and screening out information which, although it may be
important, is not relevant to the task in hand.
⢠Reusing and sharing the informal knowledge processes
which characterize so much of their work.
We believe that semantic technology can make a contribution
to each of these. In particular, we are using ontologies to
describe information, task context and knowledge processes.
1
In this paper we will refer on occasions to knowledge and on
occasions to information. There has been much debate over the
difference in meaning between these two words. However, our
goals are practical, and we do not find such debates helpful to these
goals. In our paper, âknowledgeâ is used in phrases where this
usage is common practice, e.g. knowledge worker, knowledge
management, knowledge description, and âinformationâ is used in
less specific contexts. Generally we use whichever word seems the
more natural English usage.
Supporting this we are using machine learning techniques to
learn these ontological descriptions.
B. Project background
The work described here forms part of ACTIVE, an EU
integrating project, which started in March 2008 and runs until
February 2011. The project has twelve partners: BT, the
project coordinator which also supplies a case study; the
Universities of Karlsruhe and Innsbruck, the Jozef Stefan
Institute, Microsoft Innovation Centre, and iSOCO, all of
whom chiefly provide the research input; Accenture and
Cadence Design Systems, who both provide case studies; FIR
and kea-pro who lead the organizational and user validation
activities respectively; Hermes SoftLab who undertake
systems integration; and Eurescom who provide the project
management. The project budget is âŹ11.9 Million, of which
âŹ8.2 Million comes from the European Commission as part of
the FP7 Programme. More detail about the project and project
partners can be found on the project web-site
(http://www.active-project.eu).
II. KNOWLEDGE WORK AND KNOWLEDGE WORKERS
The term knowledge worker is generally attributed to Peter
Drucker [1]. Since Druckerâs original use of the term, much
has been written about knowledge workers, who they are,
what they do, and how their number is growing e.g. [2]. For
our purposes we accept as a given that work for an increasing
proportion of people in the world economy involves the use of
mental effort rather than, or for some as well as, physical
labour. To significantly increase economic productivity it is
necessary, therefore, to increase the productivity of this
knowledge-based and knowledge-driven work.
Whilst knowledge workers appear often to be working alone,
e.g. when writing a report, we know from our own experience
that they are critically dependent on colleagues. The
documents they create are often multi-authored and in any
case they frequently need the knowledge of others to assist
2. them in achieving their own goals. Therefore improved
knowledge sharing is a key objective of our work.
We also know that these knowledge workers are dependent on
a variety of software tools on computers or other electronic
devices. The shipment figures for Microsoft software stand as
evidence of this. In fact, the tools knowledge workers use can
generally be classified into generic which are used by all
knowledge workers, e.g. word-processing, email; and domain-
specific, e.g. engineering design tools used by specialist
engineers. ACTIVE is considering both sorts of tools.
A significant role of these tools is to deliver information to
their users. However, through these tools knowledge workers
are frequently overwhelmed by information but still lack
information important to their current task. We believe that
the concept of task context is central to improving this
situation. Knowledge workers need easy access to all
available information which is relevant to their current task.
On the other hand, they need to be screened from information
which is not currently relevant. The availability of a mass of
information irrelevant to the current task makes it harder to
find what is relevant. Constant interruptions which are not
relevant to the current task lead to frequent task-switching;
such task-switching can undermine productivity. The
management of information, to ensure that what is currently
relevant is given prominence, is therefore vital to increasing
productivity. Of course, we do not mean that other
information, e.g. incoming emails, is simply discarded; it may
be relevant later. Above all, the user himself or herself must
always be in control.
All knowledge workers engage in processes. Some of these
processes are formal business processes. Typically they are
defined by the organisation; often it is not permissible to
deviate from them. Languages for such processes now exist,
e.g. WS-BPEL2
for process execution and BPMN (Business
Process Modelling Notation)3
for process description.
However, we observe that knowledge workers create their
own informal processes, which we term knowledge processes.
Examples are the processes which an organisational employee
uses to obtain information on a customer from a variety of
sources; or more generally any processes to obtain
information, e.g. where an experienced individual uses his or
her expertise to determine the most appropriate information
sources; or the processes of arranging the flow of
technological operations in engineering design based on the
specific character of the design artifact and the skill profiles of
involved designers. The processes are frequently not written
down, or if they are then only very informally. This hinders
their reuse even by their creators, and certainly hinders sharing
between colleagues. We need, therefore to provide assistance
to knowledge workers in creating, reusing, sharing and also
improving on these knowledge processes.
2
WS-BPEL (Web Services Business Process Execution Language) is
an OASIS standard, see: http://docs.oasis-
open.org/wsbpel/2.0/wsbpel-v2.0.pdf
3
BPMN is an OMG standard, see: http://www.bpmn.org/
III. SEMANTIC TECHNOLOGY FOR KNOWLEDGE TOOLS
Sections I and II introduced and described three significant
challenges for knowledge workers. This section describes
how semantic technology can be used to create tools to help
respond to those challenges.
A. Knowledge sharing
Effective knowledge sharing has been widely studied, both
from a technological and an organisational viewpoint. The
challenge is to ensure that knowledge within an organisation is
available to all who need it. For some global organisations
this means that knowledge created on one continent needs to
be available to colleagues on another continent. Sometimes
creators and users of the knowledge will not know each other,
or even be aware of each other.
The innovation which ACTIVE brings to this problem is to
combine two parallel approaches to knowledge representation:
formal and informal. On the one hand, over the last decade or
so, considerable progress has been made in developing formal
techniques for describing and reasoning about knowledge.
These developments are referred to broadly as âsemantic
technologiesâ and are characterised by the use of ontologies to
represent knowledge4
. At the same time, and starting in the
hobbyist and consumer world, informal tags have been used to
describe documents and media objects on the web. Such tags
are said to constitute folksonomies. Flickr
(http://www.flickr.com), the web-site for sharing photos, is an
example of this. Recently organisations have begun to use
such techniques for their knowledge sharing. Ontologies and
folksonomies offer different advantages and disadvantages.
The former enable rich knowledge descriptions and machine
reasoning over those descriptions; however the development
and maintenance costs, e.g. the cost of creating the associated
metadata, is relatively high. The latter are easy to use but lack
a descriptive richness and hence do not permit reasoning. The
challenge for ACTIVE is to combine these two approaches, to
obtain as far as possible the benefits of both and minimise the
disadvantages. For example, from observation of how tags are
created and used we aim to learn additional structure, not
defined explicitly by users, and hence to define and refine
ontologies.
B. Knowledge delivery in context
The exploitation of context has already been the subject of
significant research5
. Context, though, means different things
4
Much of the development of semantic technologies, and particularly
their standardization, has been under the auspices of the W3C, see:
http://www.w3.org/2001/sw/
5
E.g. see the Sixth International and Interdisciplinary Conference on
Modelling and Using Context, Context 07, http://context-07.ruc.dk/
3. to different researchers. To some it means primarily the
environment in which the person is working, e.g. in or away
from the office, and the tools he or she is using, e.g. laptop or
PDA. To others, context is concerned with the specific task an
individual is performing. Our interest is with this latter
meaning, and to make this clear we use the phrase âtask
contextâ. The challenge here is to learn task context from the
userâs behaviour, e.g. web-browsing, email usage; to describe
task context semantically; and to prioritise information
delivery according to that context.
C. Knowledge processes
To date, the majority of research relating to processes has had
to do with formal business processes. There has been some
discussion of knowledge processes, often under other names
e.g. [3]. Our challenge is to enable such processes to be
created and edited by users, and also to create process
descriptions automatically for users. The latter means
(automatically) learning from a user, or users, what behaviour
constitutes a commonly used process. As with task context,
we are describing these knowledge processes semantically.
D. Three interlocking themes
We do not see knowledge sharing, task context and knowledge
processes as being independent themes. They all three interact
closely with each other. Knowledge sharing needs to take
account of the particular current task context, and of the
current process being negotiated by the user. Both task
context and current process influence what shared knowledge
can be presented usefully to the user. Conversely, both
knowledge processes and task contexts are themselves
shareable. Certainly, a big advantage of describing knowledge
processes is being able to share them with co-workers.
Similarly, context, i.e. the knowledge that a set of information
objects are all related and relate to a particular task, is also
something which can be valuably shared. Finally, the way a
user negotiates a process can be a clue to the current task
context; and knowing the task context will assist in guiding the
user through a process.
The technology also has to come together at the user interface.
For this we have the ACTIVE Knowledge Workspace
(AKWS). This does not replace any existing user
applications; we expect that users will continue to use their
current applications. The AKWS sits alongside those
applications and influences how they present information to
the user.
Figure 1 ACTIVE Knowledge Workspace user interface
4. Figure 1 shows a conceptual design of the AKWS user
interface. The top left box is the ACTIVE context manager.
This shows that âEON AMR Tenderâ is the currently active
context. Other contexts available to the user are âACTIVE
Testcasingâ, âUBS hostingâ, âSales Workshop Prepâ, and
âPersonalâ. The user would be able to switch context by
clicking on one of these; or the system might determine from
the userâs activities that a context switch has taken place.
Within the Outlook application, top centre, the emails either
all relate to the current context, or are ordered according to
their relevance to that context. The same principal applies for
the other applications shown in the Figure.
IV. APPLYING THE TECHNOLOGY
Our technology is applicable to knowledge workers in all
sectors. However, we are initially applying it in three sectors:
consultancy, telecommunications and engineering. These
three case studies all present particular challenges and together
they are enabling us to thoroughly validate the technology,
both from the technical, user and organizational viewpoints.
The three case studies are in many ways complementary. The
consultancy case study will very much test the scaleability of
our technology. The telecoms example has similar
requirements to that of consultancy, with a particular need to
source information from a number of different systems.
Finally, the engineering case study has very specific
requirements related to a very specific engineering situation.
This case study will validate that our technology can be
applied to specialized knowledge worker roles.
A. Consultancy
Our consultancy case study is based within Accenture
(http://www.accenture.com), a global outsourcing and
consulting company. Accentureâs business derives largely
from large-scale client projects in the areas of technology,
business process outsourcing, and business consulting. While
Accentureâs portfolio is extremely broad, a few notable
examples of specific types of client engagements include
systems integration, application renewal, application
outsourcing (e.g., for supply chain applications), business
process outsourcing (e.g., for help desks), business strategy
consulting, customer relationship management, and marketing.
Accenture has clients in a wide variety of industries: for
example, Accenture services clients from retail to government
to the financial and automotive industries. In effect, every
major industry is represented in Accentureâs client base.
Accenture currently has about 180,000 employees around the
world. As a consequence, as noted above, this case study will
significantly test the scaleability of our technology.
The Accenture case study supports three particular user
activities:
⢠non-task specific knowledge inquiry;
⢠proposal writing;
⢠creation of marketing material.
1) Non-task specific knowledge inquiry
Most enterprise knowledge management systems, including
Accentureâs, are set up for the âprototypicalâ user with no
specific task in mind. This is necessitated by the fact that
Accenture is a large and complex company, which results in
its employees needing information for various different tasks.
For instance, they may want to find information on previous
Accenture projects, they may want to get an overview of a
specific technology, or they may be interested in learning
about a particular group within Accenture, such as Accenture
Technology Labs. Also, they may need information within the
context of various enterprise tasks; two of which are described
in the following sub-sections. Because of the variety of tasks,
as with any search system, it is very important to provide a
âgeneral-purposeâ knowledge management system with no
specific user or task in mind, general enough that it can be
used in many different contexts. Of course, even in striving
for maximum generality, we still want to direct our effort
towards the typical Accenture user, rather than, for instance,
the typical internet user.
2) Proposal writing
As most consulting companies, Accenture wins contracts from
clients by responding to Requests for Proposals (RFPs).
which requires writing a proposal. Such proposals include a
discussion of the current problem, how Accenture plans to
address it, why the client should choose to hire Accenture
rather than its competitors, the experience Accenture has in the
given space, etc. The current practice of proposal writing at
Accenture involves the use of standard processes on the one
hand, but also a variety of ad-hoc mechanisms on the other.
Accenture has a set of standard processes called Accenture
Selling Methods. Those methods are collections of guidelines
for common selling tasks, such as proposal writing. The
methods guide the employee through the task by giving
instructions about what information to gather, what documents
to create, and so forth. Every employee is strongly encouraged
to use this methodology. but it is also supplemented by other
practices: calling contacts that may have information on
similar projects, using search to locate similar proposals, using
instant messenger or email to gather additional information
from colleagues and friends, and so forth. This is in line with
the goals of ACTIVE that merge the top-down formal business
processes with bottom-up informal processes that individuals
in enterprises tend to use. In ACTIVE we will be
investigating a number of research directions which we
believe can make the proposal writing process more efficient
by supplying users with information that is particularly useful
in this context. For instance, we can allow users to find
experts, which in turn will help them find relevant
information.
3) Creation of marketing material
Accenture Marketing, a division of Accenture, frequently
designs marketing information for specific clients. For
instance, a variety of marketing material may accompany a
proposal that is submitted to a client. Such marketing material
will commonly include information about previous projects
that Accenture has done for the same client, credentials
5. information, as well as general information about Accenture
and its successes. We plan to improve the ability of people to
create these marketing materials by helping them find better
information faster. Oftentimes, information about previous
projects cannot simply be obtained from the central Accenture
data repository. This is because many documents created
within the context of a client project are client-proprietary and
may not be shared with all Accenture personnel, and so
information does not always reach those that should get access
to it. The second challenge is the duplication of work. Within
marketing, many client-specific artifacts are created that could
be reused in other projects. This, however, is sometimes
difficult, simply because people often create similar materials
without each othersâ knowledge. While related to the first area
for improvement, the two are not exactly the same, and should
be addressed in a different way.
B. Telecommunications
BT Business, a business unit of BT Retail6
, is tasked to supply
integrated Information Technology (IT) and communications
services and solutions to UK-based small to medium
enterprises (SME)7
. It is estimated that the UKâs SMEs total
spend on their IT and telecoms needs is around ÂŁ18bn a year.
Accordingly, there are significant opportunities for BT to
grow its revenues in this sector. However, unless BT can
become more responsive and get better and quicker at turning
sales opportunities into contracted business, significant
revenue generation opportunities may be missed.
At a senior management level, there is a strong awareness that
maximizing collective knowledge and skills across BT
Business, through, for example, more effective knowledge
sharing and reuse, has the potential to reduce the length of the
sales cycle significantly8
. The BT case study will therefore
focus on the knowledge transfer and information needs of the
front line sales people that operate in the âCorporate Salesâ and
âICT & Solutionsâ units of BT Business, that is the technical
consultants, the solution consultants, and the sales specialists
working on current sales opportunities.
Front-line sales people tend to work on multiple projects and
need to be agile in their response to various work demands. In
general, there is an increasing demand on the use of their time.
As a result, they need to be able to switch quickly between
tasks and have all information of relevance to their current
task easily at hand; they should not have to search around for
6
For information about the BT Group, see http://www.btplc.com; for
information about BT Retail in particular, see
http://www.btplc.com/Thegroup/Companyprofile/Groupbusinesses/
BTRetail
7
SMEs are characterised by their diversity, for example an SME
could be anything from a start-up or âmicro-businessâ with 1-10
employees through to a substantial âmedium-sized businessâ having
between 250 and 500 employees.
8
In the context of this paper, the sales cycle is the period from initial
customer engagement to contract sign-off.
such information as they change from one working context to
another. Currently, within BT, much of the information and
documentation needed to support a sales opportunity is held in
multiple systems, and is not easy to access quickly. By taking
into account the context in which people work, ACTIVE
technology will give access to relevant information and
knowledge more easily, for example it will be used to
prioritise the presentation of sales, product and design
documentation, and relevant emails. ACTIVE technology will
also identify and put people in contact with other experts in
the relevant area.
Customer relationship building is also a key area of focus.
BTâs sales specialists and sales consultants are encouraged to
build an informed knowledge of their customers, for example
to understand their customersâ principal areas of business,
their operations, their goals and, where possible, their business
plans. Currently, the information that aids this understanding
is held in a number of different systems and information
sources, and takes time to compile. In order to help the
specialist or consultant enhance their customer knowledge,
ACTIVE technology will be used to collate customer-specific
information according to a personâs work-context.
There is considerable potential for people operating in various
roles in BT Business âCorporate Salesâ and âICT & Solutionsâ
to re-use existing solutions, or at least elements of those
solutions, in support of new sales opportunities. The key
problem here is that people may not be aware of prior relevant
work, and so it is quite possible that time is expended
unnecessarily designing solutions that are similar, at least in
part, to those that have already been worked on. A better
awareness of current solutions to specific business problems
and the business domains in which those solutions are being
applied should enable common solution patterns to be
identified, and enable reuse of previously deployed solutions.
This has the potential to reduce the sales cycle time
considerably.
Finally, there is a wealth of tacit knowledge within BT which
could be used to support new sales opportunities and which is
not currently being used to best effect across BT Business.
ACTIVE technology will therefore be used to convert tacit
and currently unshared knowledge, the so called âhidden
intelligenceâ of BT, into transferable, interoperable and
actionable knowledge that will support more effective
collaboration across the various units of BT Business involved
in a sales opportunity.
C. Engineering
Cadence Design Systems GmbH (http://www.cadence.com) is
an engineering design services provider in the domain of
microelectronics and integrated circuits. Cadenceâs case study
deals with eliciting tacit design process knowledge from the
everyday practice of design engineers in this engineering
design domain. The objective of the case study is to develop
and validate a system for acquiring and managing explicit and
6. finely grained knowledge about electronics design (in terms of
methodologies, processes, activities, actors, best practices,
software tools etc.) Though design technology in the field is
well defined, the processes still remain very stochastic. Some
important reasons for process dynamics are: (i) design goals
may change in the course of a process; (ii) involved designers
may have different skills, capabilities and tool preferences;
(iii) even the order of some phases (activities) can not be
deterministically pre-set for any possible type of an artifact
under design. A design process therefore develops
dynamically. At every step, a decision needs to be made
concerning which of the admissible continuation design paths
is more productive. The challenge is that the knowledge to
support such decisions is tacit, subjective and can not be fully
elicited and made explicit by interviewing designers. In
particular, designers often employ their intuition and
experience when reasoning about facilitation dependencies
among design activities situated in design environments.
Our approach in ACTIVE is to record the performance of
engineering design processes in the everyday practice of
experienced designers. Several concurrently and
autonomously executed design processes will be tagged by the
ACTIVE software components injected in the Cadence
Workbench software. The components produce process tags in
the form of âticksâ. These ticks are stored in the knowledge
base. Many design engineers, distributed over several
development teams and several engineering design processes,
will use the ACTIVated Cadence Workbench in their work.
Therefore, we may consider such a usage as a collaborative
engineering design process tagging. Process mining
components use this âticksâ knowledgebase to devise the
sequences of atomic activities and compound tasks executed in
the tagged processes. Process execution paths are thereby
recorded in the knowledge base. At each point of decision
making a designer has to choose the best productive
continuation path for his current process using activity or task
patterns prescribed by the technology or in-house policy.
Several admissible alternatives may appear to be possible. For
those, advice is solicited from the ACTIVE Workspace
software. The ACTIVE Workspace suggests the most highly
ranked continuation path appropriate for the context of the
current process using performance comparisons of other
processes in similar contexts, already recorded in the past.
This case study draws on previous work by Cadence in which
background knowledge was developed to formalize loosely
defined, dynamic, structurally ramified, time bound, stochastic
processes of engineering design in microelectronics. In this
work both a modelling framework and a suite of ontologies
were developed. The core and extension ontologies of the suite
[5, 4] are used for representing knowledge about dynamic
engineering design processes and design systems as process
environments comprising actors, resources and tools. The
upper-level ontology [6] serves as a semantic bridge to
foundational theories representing common sense. The
modeling approach is based on the understanding that an
engineering design process is a process of knowledge
transformation which passes through several states. Each state
is the state of affairs in which a particular representation of a
design artifact or several representations are added after being
elaborated by a design activity leading to this state. Evidently,
the overall goal of a design process is reaching the target state
of affairs in which all the representations are elaborated in a
way to meet the requirements. Each time the continuation of
the process is decided by choosing an activity from the set of
admissible alternatives for that state. Engineering design
processes are situated in and factually executed by the design
system comprising designers, resources, tools, normative
regulations.
V. NEXT STEPS
The ACTIVE project is currently at an early stage; in parallel
with initial technical activity by the technology providers in
the project, the case studies have been undertaking a more
detailed understanding of user requirements. The
development philosophy is cyclical. That is to say, at the end
of each year case study prototypes will be developed to obtain
user feedback. The objective of the feedback phase will be to
validate the technology technically, and also from the user and
organization perspective, i.e. by the benefit it brings the user
and the userâs organization. The validation phases will occupy
two to three months at the end of each of years 1 and 2. In the
final six months of the project there will be a fuller validation
phase. The overall development philosophy is illustrated in
Figure 2.
The next step therefore is to bring the current technology
developments together to create initial case study prototypes
which will be presented to the case study communities late in
2008 and early in 2009. Feedback from this exercise will then
influence developments during the second year of ACTIVE.
ACKNOWLEDGMENT
The ACTIVE project (IST-2007-215040) is part-funded by the
European Commission. The authors would like to thank Igor
Dolinsek, of Hermes SoftLab for the conceptual design of the
AKWS user interface shown in Figure 1
7. Figure 2 ACTIVE development methodology
REFERENCES
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