Scenarios are used to explore alternative futures. This presentation provides definitions and types of scenarios (i.e. single, multiple, archetype scenarios), describes the scenario planning process, and gives examples of selected scenarios.
Innovative query interfaces to knowledge and database systems must go beyond simply returning the re- quested information. They must be capable of produc- ing intentional answers when a description improves the understanding of an answer [Mot94], producing conditional answers when no one answer matches the conditions of a query, and using ontological informa- tion in processing a query. They should be able to call upon stand-alone reasoning modules that are most suitable for a given query. When answering a question involves reasoning beyond a simple lookup, the system must be able to explain the answer to the user.
AN EXPERT GAMIFICATION SYSTEM FOR VIRTUAL AND CROSS-CULTURAL SOFTWARE TEAMScsandit
Gamification is the concept of applying game elements in non-game context platforms to motivate people to participate in planned activities to achieve goals.
Gamification has been applied to academic fields including software engineering (SE) in recent years. Many gamification implementations in SE have been ad hoc and lacked standardized guidelines. This paper introduces a new concept of building an expert gamification system(EGS) to provide guidelines for the implementation of gamification for virtual and cross cultural software teams (VCCST). The system will extend the core of a regular expert system to include gamification tools, a supplementary database, and an expert knowledge source. The cross-cultural data for the EGS contains the Hofstede's cultural dimensions (HCD).
As more and more VCCST are formed in recent years, many issues have been raised in those teams stemming from miscommunication and cultural conflicts. This paper uses the EGS to help resolve the issues in VCCST.
An Expert Gamification System for Virtual and Cross-Cultural Software Teamscscpconf
Gamification is the concept of applying game elements in non-game context platforms to
motivate people to participate in planned activities to achieve goals.
Gamification has been applied to academic fields including software engineering (SE) in recent
years. Many gamification implementations in SE have been ad hoc and lacked standardized
guidelines. This paper introduces a new concept of building an expert gamification system
(EGS) to provide guidelines for the implementation of gamification for virtual and cross
cultural software teams (VCCST). The system will extend the core of a regular expert system to
include gamification tools, a supplementary database, and an expert knowledge source. The
cross-cultural data for the EGS contains the Hofstede's cultural dimensions (HCD).
As more and more VCCST are formed in recent years, many issues have been raised in those
teams stemming from miscommunication and cultural conflicts. This paper uses the EGS to
help resolve the issues in VCCST.
Scenarios are used to explore alternative futures. This presentation provides definitions and types of scenarios (i.e. single, multiple, archetype scenarios), describes the scenario planning process, and gives examples of selected scenarios.
Innovative query interfaces to knowledge and database systems must go beyond simply returning the re- quested information. They must be capable of produc- ing intentional answers when a description improves the understanding of an answer [Mot94], producing conditional answers when no one answer matches the conditions of a query, and using ontological informa- tion in processing a query. They should be able to call upon stand-alone reasoning modules that are most suitable for a given query. When answering a question involves reasoning beyond a simple lookup, the system must be able to explain the answer to the user.
AN EXPERT GAMIFICATION SYSTEM FOR VIRTUAL AND CROSS-CULTURAL SOFTWARE TEAMScsandit
Gamification is the concept of applying game elements in non-game context platforms to motivate people to participate in planned activities to achieve goals.
Gamification has been applied to academic fields including software engineering (SE) in recent years. Many gamification implementations in SE have been ad hoc and lacked standardized guidelines. This paper introduces a new concept of building an expert gamification system(EGS) to provide guidelines for the implementation of gamification for virtual and cross cultural software teams (VCCST). The system will extend the core of a regular expert system to include gamification tools, a supplementary database, and an expert knowledge source. The cross-cultural data for the EGS contains the Hofstede's cultural dimensions (HCD).
As more and more VCCST are formed in recent years, many issues have been raised in those teams stemming from miscommunication and cultural conflicts. This paper uses the EGS to help resolve the issues in VCCST.
An Expert Gamification System for Virtual and Cross-Cultural Software Teamscscpconf
Gamification is the concept of applying game elements in non-game context platforms to
motivate people to participate in planned activities to achieve goals.
Gamification has been applied to academic fields including software engineering (SE) in recent
years. Many gamification implementations in SE have been ad hoc and lacked standardized
guidelines. This paper introduces a new concept of building an expert gamification system
(EGS) to provide guidelines for the implementation of gamification for virtual and cross
cultural software teams (VCCST). The system will extend the core of a regular expert system to
include gamification tools, a supplementary database, and an expert knowledge source. The
cross-cultural data for the EGS contains the Hofstede's cultural dimensions (HCD).
As more and more VCCST are formed in recent years, many issues have been raised in those
teams stemming from miscommunication and cultural conflicts. This paper uses the EGS to
help resolve the issues in VCCST.
9. cognitive demand main concept
(K) describes the reasons for the Exoduster movement from the South to
Kansas (e.g., relatively free land, symbol of Kansas as a free state, the rise
of Jim Crow laws in the South, promotions of Benjamin “Pap” Singleton.
embedded concepts
10. Deconstructing the Indicator
Indicator:
Main Concept(s): Embedded Concept(s):
Three Story Intellect
GATHER (1) PROCESS (2) APPLY (3) What researched based classroom activities will be used to
-describes -compares -evaluates
teach the cognitive demand and concept?
-recalls -contrasts -imagines
-tells -interprets -predicts
-lists -explains -speculates
how/why
-identifies -hypothesizes
-classifies
-defines -generalizes
-cause/affect
-recognizes -concludes What research based reading strategies can you use to teach the
-infers
-knows -problem solves indicator?
-distinguishes
-observes -uses
What assessment questions will you ask to see if students have mastered the cognitive
demand and knowledge? Does this assessment question match the cognitive demand
category?
11. Deconstructing the Indicator
(A) compares characteristics of traditional, command, market, and mixed economies on the
Indicator: basis of property rights, factors of production and locus of economic decision making (e.g.,
what, how, for whom).
Main Concept(s): Embedded Concept(s):
Impact of economic systems;
•Owner v. worker; market policies; lotus of control;
tenants of each system
Level of Cognitive Demand required by the
2 What researched based classroom activities will be used to
GATHER (1) PROCESS (2) APPLY (3) teach the cognitive demand and concept?
-describes -compares -evaluates
-recalls -contrasts -imagines Hold a Socratic seminar debating pros and cons of each market
-tells -interprets -predicts system
-lists -explains -speculates
how/why
-identifies -hypothesizes What research based reading strategies can you use to teach the
-classifies indicator?
-defines -generalizes
-cause/affect
-recognizes -concludes Create a word wall with vocabulary terms found in reading
-infers passages related to each type of market system.
-knows -problem solves
-distinguishes
-observes -uses
What assessment questions will you ask to see if students have mastered the cognitive
demand and knowledge? Does this assessment question match the cognitive demand
category?
Performance Assessment: Create political cartoons that humorously depict two of the economic systems.
Formative: which statement best exemplifies a command economy?