Applying a Taxonomic Framework to understand Co-Creation as an Approach to Information Systems Development

Our paper investigates how co-creation as an information systems development (ISD) approach is performed. Our empirical practice study of co-creation for and with youths involved in developing a digital game on a social media platform in a not-for-profit environment contributes to broadening the perspective on ISD and co-creation research. We apply an established taxonomy of co-creation and demonstrate how the taxonomy can be used as a framework to understand what co-creation is, how, when and where it can be performed as an instance of ISD practice. As a result we demonstrate the value and the shortcomings of the taxonomy

A Process Model of Co-Creation as an Approach to Information Systems Development

This paper investigates the development of a digital game on a social media platform which involved primarily youths as co-creators. We applied a process model for crowdsourced development as a framework to understand information systems development (ISD) as co-creation in a not-for-profit environment. Using innovation theory we further discuss why co-creation fostered the co-creators to successfully carry out the investigated project. On this background, we provide lessons learned for practical use

Towards Construction of Creative Collaborative Teams Using Multiagent Systems

Group creativity and innovation are of chief importance for both collaborative learning and collaborative working, as increasing the efficiency and effectiveness of groups of individuals performing together specific activities to achieve common goals, in given contexts, is of crucial importance nowadays. Nevertheless, construction of “the most” creative and innovative groups given a cohort of people and a set of common goals and tasks to perform is challenging. We present here our method for semi-automatic construction of “the most” creative and innovative teams given a group of persons and a particular goal, which is based on unsupervised learning and it is supported by a multiagent system. Individual creativity and motivation are both factors influencing group creativity used in the experiments performed with our Computer Science students. However, the method is general and can be used for building the most creative and innovative groups in any collaborative situation

Do IS Curricular Guidelines Match Employer Expectations in Swedish IS Job Ads?

This study examines whether the IS 2010 Curriculum Guidelines and IS2020 Competency Model match employer expectations in Sweden. This is done by content analysis of 12 358 IS job advertisements, focusing on occupations, dispositions, technical skills, architecture, and the importance of programming. We find that: 1. The occupation group of ICT System Administration is much more important than in the IS 2010 and the IS2020 reports; 2. Enterprise Architecture is important in the ads and in the IS 2010 but not in the IS2020 report; 3. The most important personal dispositions in the ads are more important than in the IS 2010 and IS2020 reports; 4. Overall programming skills are important, but with less depth and extension than the IS2020 report specifies. 5. The IS2020 report’s technical stance over a more business-focused one is only partly supported. These differences might reflect the pre-dominantly US perspectives underlying the curricular guidelines

Earliest Predictor of Dropout in MOOCs: A Longitudinal Study of FutureLearn courses

Whilst a high dropout rate is a well-known problem in MOOCs, few studies take a data-driven approach to understand the reasons of such a phenomenon, and to thus be in the position to recommend and design possible adaptive solutions to alleviate it. In this study, we are particularly interested in finding a novel early detection mechanism of potential dropout, and thus be able to intervene at an as early time as possible. Additionally, unlike previous studies, we explore a light-weight approach, based on as little data as possible – since different MOOCs store different data on their users – and thus strive to create a truly generalisable method. Therefore, we focus here specifically on the generally available registration date and its relation to the course start date, via a comprehensive, larger than average, longitudinal study of several runs of all MOOC courses at the University of Warwick between 2014-1017, on the less explored European FutureLearn platform. We identify specific periods where different interventions are necessary, and propose, based on statistically significant results, specific pseudo-rules for adaptive feedback

How is Learning Fluctuating? FutureLearn MOOCs Fine-Grained Temporal Analysis and Feedback to Teachers

Data-intensive analysis of massive open online courses (MOOCs) is popular. Researchers have been proposing various parameters conducive to analysis and prediction of student behaviour and outcomes in MOOCs, as well as different methods to analyse and use these parameters, ranging from statistics, to NLP, to ML, and even graph analysis. In this paper, we focus on patterns to be extracted, and apply systematic data analysis methods in one of the few genuinely large-scale data collection of 5 MOOCs, spread over 21 runs, on FutureLearn, a UK-based MOOCs provider, that, whilst offering a broad range of courses from many universities, NGOs and other institutions, has been less evaluated, in comparison to, e.g., its American counterparts. We analyse temporal quiz solving patterns; specifically, the less explored issue on how the first number of weeks of data predicts activities in the last weeks; we also address the classical MOOC question on the completion chance. Finally, we discuss the type of feedback a teacher or designer could receive on their MOOCs, in terms of fine-grained analysis of their material, and what personalisation could be provided to a student

Gamifying Software Testing – A Focus on Strategy & Tools Development

This study aims to introduce new software testing strategies and tools with the aim of creating a more engaging and rewarding environment for software testers. For this purpose, gamification has been selected as a potential solution to raise the performances of testers. Empirical experiments were conducted to validate key factors and metrics influencing the design and development of a gamified software testing system

Towards the Understanding of the Human Genome: A Holistic Conceptual Modeling Approach

[EN] Understanding the human genome is a great scientific challenge, whose achievement requires effective data manipulation mechanisms. The non-stop evolution of both new knowledge and more efficient sequencing technologies generates a kind of genome data chaos. This chaos complicates the use of computational resources that obtain data and align them into specific actions. Conceptual model-based techniques should play a fundamental role in turning data into actionable knowledge. However, current solutions do not give a crucial role in the task of modeling that it should have to obtain a precise understanding of this domain. Hundreds of different data sources exist, but they have heterogeneous, imprecise, and inconsistent data. It is remarkably hard to have a unified data perspective that covers the genomic data from genome to transcriptome and proteome, which could facilitate semantic data integration. This paper focuses on how to design a conceptual model of the human genome that could be used as the key artifact to share, integrate, and understand the various types of datasets used in the genomic domain. We provide a full conceptual picture of relevant data in genomics and how semantic data integration is much more effective by conceptually integrating the diverse types of existing data. We show how such a conceptual model has been built, focusing on the conceptual problems that were solved to adequately model concepts whose knowledge is under constant evolution. We show how the use of the initial versions of the conceptual model in practice has allowed us to identify new features to incorporate in the model, achieving a continuous improvement process. The current version is ready to be used as the key artifact in projects where conceptually combining multiple levels of data helps to provide valuable insights that would be hard to obtain without it.This work was supported in part by the Spanish State Research Agency, in part by the Generalitat Valenciana under Grant TIN2016-80811-P and Grant PROMETEO/2018/176, and in part by European Regional Development Fund (ERDF).García-Simón, A.; León-Palacio, A.; Reyes Román, JF.; Casamayor Rodenas, JC.; Pastor López, O. (2020). Towards the Understanding of the Human Genome: A Holistic Conceptual Modeling Approach. IEEE Access. 8:197111-197123. https://doi.org/10.1109/ACCESS.2020.3034793S197111197123

The Urban CoCreation Lab—An Integrated Platform for Remote and Simultaneous Collaborative Urban Planning and Design through Web-Based Desktop 3D Modeling, Head-Mounted Virtual Reality and Mobile Augmented Reality: Prototyping a Minimum Viable Product and Developing Specifications for a Minimum Marketable Product

Both policy and research highlight the importance of diverse stakeholder input in urban development processes but visualizing future built environments and creating two-way design communication for non-expert stakeholders are challenging. The present study develops an intuitive and simplified 3D modeling platform that integrates web-based desktop, virtual reality and mobile augmented reality technologies for remote simultaneous urban design collaboration. Through iterative prototyping, based on two series of workshops with stakeholders, the study resulted in such an integrated platform as a minimum viable product as well as specifications for a minimum marketable product to be used in real projects. Further study is required to evaluate the minimum level of detail in the 3D modeling necessary for good perception of scale and environmental impact simulation