IT-Gestützte Kollaborative Kreativität

Companies and organizations must constantly evolve in order to stay competitive in the marketplace. An important role is played by innovations that ensure this continuous corporate success. Producing innovations depends strongly on creativity, which is why active support makes sense and is worthwhile. Creativity can be supported by information technology and is most effective in teams and groups. Collaboration and the consideration of different collaboration mechanisms play an equally important role in this context as the active support by information technology. This dissertation deals with the question of how information systems can be designed in order to use information technology to actively support creativity and that collaborative creativity processes are promoted. With the help of a systematic literature review, current creativity support systems were examined and the necessity of research was explained. A design-oriented approach was then used to develop and evaluate various approaches that address the research question. A total of 25 scientific articles were produced, five of which are included in this dissertation. Various conducted studies show the additional value of active support through information technology and provide design guidelines for better support of collaborative creativity.Unternehmen und Organisationen müssen sich ständig weiterentwickeln, um am Markt beständig zu sein und geschäftsfähig zu bleiben. Eine wichtige Rolle sind Innovationen, die diesen kontinuierlichen Unternehmenserfolg sicherstellen. Innovationen zu produzieren hängt stark von Kreativität ab, weshalb eine aktive Unterstützung sinnvoll und lohnenswert ist. Kreativität kann dabei durch Informationstechnik unterstützt werden und entfaltet vor allem in Teams und Gruppen ihre größte Wirkung. Kollaboration und die Betrachtung unterschiedlicher Kollaborationsmechanismen spielt in diesem Kontext gleichermaßen eine wichtige Rolle, wie die aktive Unterstützung durch Informatikstechnik. Die vorliegende Dissertation beschäftigt sich mit der Fragestellung, wie Informationssysteme gestaltet werden können, um einerseits Informationstechnik so einzusetzen, dass sie aktiv Kreativität unterstützt, andererseits so gestaltet werden sollte, dass kollaborative Kreativitätsprozesse gefördert werden. Mit Hilfe einer systematischen Literaturanalyse wurden dabei aktuelle Kreativitätsunterstützungsysteme untersucht und die Notwendigkeit der Forschung dargelegt. Mit einem gestaltungsorientierten Vorgehen wurden daraufhin unterschiedliche Ansätze entwickelt und evaluiert, die die Fragestellung adressieren. Dabei sind insgesamt 25 wissenschaftliche Artikel entstanden, von welchen fünf in diese Dissertation eingebunden sind. Unterschiedliche durchgeführte Studien zeigen daraufhin den Mehrwert von aktiver Unterstützung durch Informationstechnik auf und geben Gestaltungsrichtlinien zur besseren Unterstützung von kollaborativer Kreativität

Producer mobility support scheme for indirection-based mobility approach in named data networking

Named Data Networking (NDN) is a clean-slate future Internet architecture proposed to support content mobility by using hierarchical naming instead of IP addresses for routing. The hierarchical naming structure of NDN offers more benefits in supporting consumer mobility. However, the movements of producer inflict changes in routing name prefix hierarchy, which makes the entire network unaware of the new location of the producer. Thus, it causes some significant challenges, such as unnecessary Interest packet losses, high handoff latency, high signaling overhead cost, poor utilization of bandwidth, and path stretching. The aim of this research is to propose a Producer Mobility Support Scheme (PMSS) in order to minimize the handoff latency, signaling cost, improve data packets delivery via optimal path once a content producer relocated. The proposed PMSS model includes the formulated Mobility Weighted Function to incorporate movement behavior of the mobile producer. Also, Mobility Interest packet was designed to convey binding information and Broadcasting Strategy to facilitate handoff processes by updating the intermediate routers. Therefore, modeling and simulation methodologies were used in the design and performance evaluation of PMSS for rigorous investigation. The analytical result of PMSS scheme outperforms Optimal Producer Mobility for Larger-scale scheme with 50% lower handoff latency and signaling cost. Moreover, it minimizes 46% handoff signaling cost and improves 32% data path optimization as compared to the Kite scheme. The simulation results show that the proposed PMSS scheme minimizes 40% handoff latency, 28% packets delay, 28% unnecessary Interest packets loss, and improves 20% throughput. This study contributes to the development of the movement behavior model and mobility update packets. The findings have significant implication to support seamless mobility and the integration of NDN with other networks without additional mechanism

Cognitive Radio Systems

Cognitive radio is a hot research area for future wireless communications in the recent years. In order to increase the spectrum utilization, cognitive radio makes it possible for unlicensed users to access the spectrum unoccupied by licensed users. Cognitive radio let the equipments more intelligent to communicate with each other in a spectrum-aware manner and provide a new approach for the co-existence of multiple wireless systems. The goal of this book is to provide highlights of the current research topics in the field of cognitive radio systems. The book consists of 17 chapters, addressing various problems in cognitive radio systems

Air Traffic Management Abbreviation Compendium

As in all fields of work, an unmanageable number of abbreviations are used today in aviation for terms, definitions, commands, standards and technical descriptions. This applies in general to the areas of aeronautical communication, navigation and surveillance, cockpit and air traffic control working positions, passenger and cargo transport, and all other areas of flight planning, organization and guidance. In addition, many abbreviations are used more than once or have different meanings in different languages. In order to obtain an overview of the most common abbreviations used in air traffic management, organizations like EUROCONTROL, FAA, DWD and DLR have published lists of abbreviations in the past, which have also been enclosed in this document. In addition, abbreviations from some larger international projects related to aviation have been included to provide users with a directory as complete as possible. This means that the second edition of the Air Traffic Management Abbreviation Compendium includes now around 16,500 abbreviations and acronyms from the field of aviation

Network Security Automation

L'abstract è presente nell'allegato / the abstract is in the attachmen

Angielsko-polski słownik IA, UX, UI & SEO

"Angielsko-polski słownik IA, UX, UI & SEO zawiera 4 800 haseł, na które składają się terminy z zakresu: architektury informacji, projektowania wrażeń (doświadczeń) i interfejsów użytkownika oraz optymalizacji stron internetowych jako elementu marketingu internetowego. Anglojęzyczne hasła opatrzono ich polskimi odpowiednikami; do niejednoznacznych lub mniej zrozumiałych tłumaczeń dodano objaśnienia i dopowiedzenia. Krótkie opisy wyjaśniające Czytelnik znajdzie także w tych hasłach, które odnoszą się do angielskich słów lub wyrażeń niemających jeszcze powszechnie przyjętego polskiego ekwiwalentu. W słowniku znalazły się również słowa należące do języka ogólnego, które ściśle wiążą się z tematyką słownika lub tworzą z terminami kolokacje i mogłyby powodować trudności w pracy nad przekładem. Słownik jest adresowany do wszystkich osób zainteresowanych problematyką digital design: projektowaniem, tworzeniem oraz marketingiem internetowym produktów i usług cyfrowych, a także kształtowaniem, organizowaniem i integrowaniem przestrzeni informacyjnych. Podstawę słownika stanowi słownictwo pochodzące z tekstów głównych i indeksów książek, norm, standardów, wytycznych oraz internetowych glosariuszy. Pełny wykaz źródeł materiału leksykalnego został zamieszczony w dalszej części wstępu. Źródła wykorzystane podczas opracowywania słownika umożliwiły zebranie najważniejszej terminologii z zakresu architektury informacji (IA), wrażeń użytkownika (UX), interfejsu użytkownika (UI) i optymalizacji stron internetowych (SEO). Jeśli weźmiemy jednak pod uwagę szybki rozwój tych specjalności, a co za tym idzie terminologii, należy podkreślić, że słownik ma charakter otwarty i będzie wymagał regularnej aktualizacji. W słowniku przy wyrazach hasłowych mających brytyjską wersję pisowni zamieszczono odsyłacze zob. do wersji amerykańskiej. Formy nieregularne liczby mnogiej rzeczowników podano w nawiasach i poprzedzono kwalifikatorem pl." [...] (fragm.

LIPIcs, Volume 277, GIScience 2023, Complete Volume

LIPIcs, Volume 277, GIScience 2023, Complete Volum

The impact of using social networking sites on academic relations and student learning in University setting

This study investigates academic relations of educators, tutors, and students in university settings. Academic relations refer to the controlling and productive relations of power that operate at both societal and interpersonal level between academic actors and through them, knowledge is produced and identities are constructed. From a Critical theoretical point of view, power is unequally distributed in society and psychological development is fundamentally mediated by power relations which are socially and historically constituted. Given the capacity of power configurations to influence learning coupled with the fact that such relations are both relational and psychological, the notion of unequal social power is critical to understanding academic relations in university settings. The psychological and relational aspects of power suggest that underprepared students from disadvantaged academic backgrounds may suffer a sense of powerlessness and social domination as they interact with academics and more capable peers from privileged academic backgrounds. Research suggests that students (especially the previously disadvantaged) form peer-based knowledge sharing clusters (for example, study groups) to augment their intellectual potential and resource limitations. Mindful of these underprepared students' social domination (social and psychological) by high achieving peers and academics, and the capacity of peer-based clusters/ relations to democratise academic relations through presenting opportunities for exchange of perspectives, these peer-based relations present viable proxies for unpacking academic relations. The problem, therefore, is that while academic relations (lecturer-student, tutor-student, and student-peer) in face-to-face contact are quite central to student meaningful learning and transformation, capturing and studying these relations is complex. This complexity is explicated by the incapacity of traditional classrooms to capture and sustain academic relations due to: 1) The temporality, time and spatially bounded nature of academic relations in class, 2) Class sizes, academics' huge workloads and time constraints that limit one-on-one lecturer-student engagements especially at undergraduate level 3) Transmission pedagogy and classroom space configuration that mute lateral discourses, and 4) Student complex histories and cultural diversity. Research suggests that student knowledge sharing clusters are shifting from face-to-face to social networking sites (SNS), that is, online social networks that support group collaboration vii and support. The persistence of these online interactions, opportunities for peer-based discourses, peer-generation of artefacts on SNS challenge the limitations of traditional classrooms, making SNS essential for unpacking classroom lecturer-student and student-peer relations by proxy (if academics participate). These opportunities, and computer-mediated communication theory' suggestion that computer-mediated nature of textual interaction has potential to undermine status, gender and power asymmetries built in face-to-face interaction inform my thesis that SNS interaction has potential to equalise power relations of academic actors. The goal of this study was therefore, to use lecturer-student, student-peer interaction on SNS as proxies for unpacking academic relations and learning that unfold in traditional academic settings (classrooms, computer laboratories). The research question instigated the impact of lecturer-student, student-peer interaction on the academic /power relations and learning of academics and students in formal university settings. Using a Critical ethnographic approach, the research investigated power relations and learning manifested in: 1. academics and student text-based messages posted on SNS (Facebook), 2. lecturer and student experiences of using Facebook and its influence on classroom interactions, and 3. Lecturer-student and student peer interactions in class. Mindful of the democratisation potential of computer-mediated communication (CMC) on previously disadvantaged learners, the relational nature of power, the influence of structural forces on mediated interaction and higher mental development, this research was informed by three theories namely, Critical Theory of Technology (CTT), Critical Theories of Power (CTP), and Cultural Historical Activity Theory (CHAT), respectively. As a participant observer in online ethnography, the researcher employed CTT to examine the democratisation potential and constraints of computer-mediated communication (that is SNS) on learning and academic relations. While CTT was useful for examining the technological effects on mediated learning, the theory was less insightful for unpacking the power contestations in text-mediated discourses. To this end, Critical Discourse Analysis' (CDA) (which draws on CTP) was employed to examine how vertical and horizontal relational power were articulated and contested via textual messages, to complement CTT in its limitations. Although CTP was insightful for the examination of power manifested in lecturer-student, and peer-based interaction, CTP equally proved inadequate for the examination of mediated learning, that is, the role of artefact-mediated action on psychological development. Mindful viii of CHAT's focus on the influence of symbolic mediation on psychological development, CHAT offered a rational complement to CTP for the examination of mediated learning. This was important given that this research on academic/power relations and student learning unfolded in a technology-mediated learning environment (that is SNS). CHAT was adopted as a theoretical and methodological approach to examine how mediated interaction and the interplay of different elements of the lecture activity system impacted on student psychological development and lecturer's teaching practices. In summary, the study examined these empirical materials: text-based interactions (lecturer and student Facebook postings), lecturer and student narratives of lectures and Facebook interactions (interview transcripts, lecturer debriefings after classroom observations), in-class actions and discourses (lecture observations and focus group discussions). The findings of this study are that SNS democratized academic relations and communication for academically inclined students through: widening the academic networking space, breaching lecturer-student social boundaries that often hindered student access to knowledge resources, and offering 'safe haven' for student contestation of unpopular academic practices. Facebook also allowed shy and timid students to be more assertive in requesting academic support. The unintended effect of SNS was that it reconfigured peer-based relations as high achievers assumed additional vertical, 'super tutor' roles of advising peers. Facebook also regulated in-class interaction by hiving off mundane questions on course administration and practicals from the class. SNS thus augmented classroom interaction as online and classroom learning cross fertilised each other. The practical contribution of this work is in the insight into how student informal academic and social support online networks could be drawn upon in student in-class learning. The study proposed a 'best practice' pedagogical model/ strategy that draws on: 1) Informal peer-based and lecturer-student knowledge sharing on Facebook and associated SN tools, 2). Student reflexivity on self-generated and peer-generated content, and 3). Self and peer-based evaluation as a basis for academic empowerment. The theoretical contribution lies in the methodology or approach for analysing the interplay between academic relations and student learning using SNS as proxy. In particular, this work contributes a new body of knowledge through the integration of Critical Theories (Critical Theories of Power and Critical Theories of Technology) and CHAT

The Proceedings of the 23rd Annual International Conference on Digital Government Research (DGO2022) Intelligent Technologies, Governments and Citizens June 15-17, 2022

The 23rd Annual International Conference on Digital Government Research theme is “Intelligent Technologies, Governments and Citizens”. Data and computational algorithms make systems smarter, but should result in smarter government and citizens. Intelligence and smartness affect all kinds of public values - such as fairness, inclusion, equity, transparency, privacy, security, trust, etc., and is not well-understood. These technologies provide immense opportunities and should be used in the light of public values. Society and technology co-evolve and we are looking for new ways to balance between them. Specifically, the conference aims to advance research and practice in this field. The keynotes, presentations, posters and workshops show that the conference theme is very well-chosen and more actual than ever. The challenges posed by new technology have underscored the need to grasp the potential. Digital government brings into focus the realization of public values to improve our society at all levels of government. The conference again shows the importance of the digital government society, which brings together scholars in this field. Dg.o 2022 is fully online and enables to connect to scholars and practitioners around the globe and facilitate global conversations and exchanges via the use of digital technologies. This conference is primarily a live conference for full engagement, keynotes, presentations of research papers, workshops, panels and posters and provides engaging exchange throughout the entire duration of the conference