Designing Scalable Business Models

Digital business models are often designed for rapid growth, and some relatively young companies have indeed achieved global scale. However despite the visibility and importance of this phenomenon, analysis of scale and scalability remains underdeveloped in management literature. When it is addressed, analysis of this phenomenon is often over-influenced by arguments about economies of scale in production and distribution. To redress this omission, this paper draws on economic, organization and technology management literature to provide a detailed examination of the sources of scaling in digital businesses. We propose three mechanisms by which digital business models attempt to gain scale: engaging both non- paying users and paying customers; organizing customer engagement to allow self- customization; and orchestrating networked value chains, such as platforms or multi-sided business models. Scaling conditions are discussed, and propositions developed and illustrated with examples of big data entrepreneurial firms

Technical Issues in the Development of Knowledge-Based Services for the Semantic Web

The Semantic Web aims to extend the current Web with formal semantics in order to improve how users experience the Web, by ameliorating current activities and supporting the automation of some others. So far, current Semantic Web prototypes mostly aim at collecting and exposing information. Still, a semantic layer can support applying Knowledge-Based Systems techniques to the development of brand-new fully-fledged Knowledge-Based Services for the Web. In this paper, we present the technical issues that have to be faced in the development of such a kind of application by presenting the Online Design of Events Application: a Semantic Web-based design support system that assists event organisers in the process of preparing events such as workshops and conferences, by effectively reasoning over an inter-organisational process across the Web

Collaborative design of educational digital libraries for African higher education

This thesis will develop a model that can be used to guide collaborative design of educational digital libraries that are relevant to the learning objectives and are appropriate to African Higher Education. Factors affecting connections between educational digital library capabilities, learning processes and learners’ needs in higher education will be identified and used to develop the model. These factors will be identified through qualitative studies with the key players (i.e. academics, information professionals, digital library technical designers and students). The model will be iteratively developed and later evaluated for correctness by some of the key players. So far a preliminary literature review has been done to locate related work and identify knowledge gaps. In addition, a pilot study has been carried out and identified some temporal factors that will be pursued further in the proposed study

Designing for change: mash-up personal learning environments

Institutions for formal education and most work places are equipped today with at least some kind of tools that bring together people and content artefacts in learning activities to support them in constructing and processing information and knowledge. For almost half a century, science and practice have been discussing models on how to bring personalisation through digital means to these environments. Learning environments and their construction as well as maintenance makes up the most crucial part of the learning process and the desired learning outcomes and theories should take this into account. Instruction itself as the predominant paradigm has to step down. The learning environment is an (if not 'the�) important outcome of a learning process, not just a stage to perform a 'learning play'. For these good reasons, we therefore consider instructional design theories to be flawed. In this article we first clarify key concepts and assumptions for personalised learning environments. Afterwards, we summarise our critique on the contemporary models for personalised adaptive learning. Subsequently, we propose our alternative, i.e. the concept of a mash-up personal learning environment that provides adaptation mechanisms for learning environment construction and maintenance. The web application mash-up solution allows learners to reuse existing (web-based) tools plus services. Our alternative, LISL is a design language model for creating, managing, maintaining, and learning about learning environment design; it is complemented by a proof of concept, the MUPPLE platform. We demonstrate this approach with a prototypical implementation and a – we think – comprehensible example. Finally, we round up the article with a discussion on possible extensions of this new model and open problems

Designing a product service system in a social framework: methodological and ethical considerations

Macroscopic social and economic changes in the last few years are forcing business companies and public institutions to redefine their approach to social intervention, focusing on local and highly individualised solutions. This change is also calling for a new design approach. The challenge for designers is not only to be able to provide local and highly individualised solutions, but also to propose strategies to transfer and reproduce the solutions, or part of them, into different local contexts, thus creating economy of scope. This would be possible by using forms of codification and modularisation of the most relevant components in local solutions. The code refers to the organisational knowledge included in local components and the way each component interacts with the others. Like software systems, local product-service systems can be built upon a source code. This paper will illustrate how this process was developed in a concrete case. Through this case the authors analyse the possibility to build something similar to a source code for initiatives based on social interaction and investigate the process of construction of such a code Furthermore, the author discuss differences and analogies between design intervention in a social context and in the normal business context. The question of codification suggests a methodological approach for supporting transferability both in the problem space (dealing with complexity) and in the solution space (dealing with contingency). The analysis of differences and similarities between business- and socially-oriented processes suggests a new role for designers and new opportunities for innovation. Keywords: Product Service Systems, Methodology, Design and Morality, Codification, Transferability</p

A guide for Teachers

The role of the teacher in Higher Education is changing rapidly, and much of this change is as the result of the introduction of e-Learning. Teachers are now expected to share their role as course designers with many other professionals working in their institution while taking on a bigger role in the technical and resource discovery aspects of course design. This guide tackles these issues as well as examining emerging pedagogical issues that arise from the use of technologies in teaching. You will find information, advice and guidance that will help you make appropriate and effective use of e-Learning to support your students

Report on the EHCR (Deliverable 26.2)

This deliverable is the second for Workpackage 26. The first, submitted after Month 12, summarised the areas of research that the partners had identified as being relevant to the semantic indexing of the EHR. This second one reports progress on the key threads of work identified by the partners during the project to contribute towards semantically interoperable and processable EHRs. This report provides a set of short summaries on key topics that have emerged as important, and to which the partners are able to make strong contributions. Some of these are also being extended via two new EU Framework 6 proposals that include WP26 partners: this is also a measure of the success of this Network of Excellence

Learning Design and Service Oriented Architectures:a mutual dependency?

This paper looks at how the concept of reusability has gained currency in e-learning. Initial attention was focused on reuse of content, but recently attention has focused on reusable software tools and reusable activity structures. The former has led to the proposal of service-oriented architectures, and the latter has seen the development of the Learning Design specification. The authors suggest that there is a mutual dependency between the success of these two approaches, as complex Learning Designs require the ability to call on a range of tools, while remaining technology neutral. The paper describes a project at the UK Open University, SLeD, which sought to develop a Learning Design player that would utilise the service-oriented approach. This acted both as a means of exploring some of the issues implicit within both approaches and also provided a practical tool. The SLeD system was successfully implemented in a different university, Liverpool Hope, demonstrating some of the principles of re-use

Opening up Magpie via semantic services

Magpie is a suite of tools supporting a ‘zero-cost’ approach to semantic web browsing: it avoids the need for manual annotation by automatically associating an ontology-based semantic layer to web resources. An important aspect of Magpie, which differentiates it from superficially similar hypermedia systems, is that the association between items on a web page and semantic concepts is not merely a mechanism for dynamic linking, but it is the enabling condition for locating services and making them available to a user. These services can be manually activated by a user (pull services), or opportunistically triggered when the appropriate web entities are encountered during a browsing session (push services). In this paper we analyze Magpie from the perspective of building semantic web applications and we note that earlier implementations did not fulfill the criterion of “open as to services”, which is a key aspect of the emerging semantic web. For this reason, in the past twelve months we have carried out a radical redesign of Magpie, resulting in a novel architecture, which is open both with respect to ontologies and semantic web services. This new architecture goes beyond the idea of merely providing support for semantic web browsing and can be seen as a software framework for designing and implementing semantic web applications