An Approach for Assessment of Electronic Offers

Internet and mobile technology enable businesses to invent new business models by applying new forms of organization or offering new products and services. In order to assess these new business models there has to be a methodology that allows identifying advantages that are caused by electronic and mobile commerce. The proposed approach builds upon the theory of informational added values that provides a classification of gains produced by information work. This theory is extended by the definition of categories of technology inherent added values that result in informational added values. These informational added values can be perceived by users of information products and services and therefore be used to assess electronic offers. The relationship between technology inherent and informational added values will be clarified with examples of real business models. Furthermore, a classification of basic business model types will be provided.

A project based approach to learning for first year engineering students

Support for transition from Leaving Certificate and entry to college for 1st year engineering students can be difficult to achieve. This new course offers an innovative project based approach to learning for 1st years with an introduction to design to build confidence in student ability and give motivation in research and discovery skills. The project takes place in small groups and relies heavily on presentation, group and individual skills. The Mechanical and Manufacturing and the Electronic Engineering Schools at Dublin City University offered this new module for all first year Engineering Students in 2006. The course entitled, ‘Project and Laboratory Skills’ was an immediate success with increased participation and retention rates and a high level of academic success in assessment. This paper highlights the overall module concepts, teaching and learning outcomes and the resources required for such a module

Engaging Novice Scholars with the Lure of Publication: Embedding Research, Writing and Analytical Skills into the Curriculum through an Electronic-Journal Project

This presentation showcases an electronic-journal project that embeds information literacy, analytical thinking, and writing into the first year nanoscience curriculum. The speaker will showcase a suite of pedagogical tools that provides first year, first semester students with a true-to-life experience of writing for publication. The central component of this project is da Vinci’s Notebook, an electronic, open-access, writing-in-the sciences journal developed at the University of Guelph that offers full journal functionality (e.g. document management, version control; double blind peer review). Custom-designed learning activities, assessment rubrics, and just-in-time skill development tutorials provide intentional support for student learning and the development of academic literacies such as information literacy, academic writing, and analytical thinking.Learning outcomes. At the end of this session participants will:1) recognize the potential of “Open Journal Systems (OJS)” as a pedagogical tool for improving scientific writing;2) be able to describe an approach to embedding information literacy, analytical thinking and writing into the curriculum that parallels the scholarly communication process;3) understand how to develop resources that will scaffold student learning and academic literacies development

Electronic Portfolios as Living Portals: A Narrative Inquiry Into College Student Learning, Identity, and Assessment

As universities increasingly utilize electronic portfolios, college students are asked more than ever to create ePortfolios for academics, assessment, or advising. This study shifts an analysis of ePortfolios from prior epistemological approaches, where ePortfolios have been explored as a tool to measure student progress, onto an ontological perspective, where they are a medium for new understandings about self and others. This research examines the influence of college students\u27 electronic portfolios on learning, identity, and assessment. The broader intention of this study is to create a narrative of students\u27 experiences with ePortfolios that integrates critical hermeneutic theory. The research protocol of this study is critical hermeneutic participatory inquiry (Herda 1999). Through an interpretive approach, new understandings of the topic at hand emerge from conversations with participants. The conversations are transcribed and analyzed in light of critical hermeneutic theory (Ricoeur 1984, 1992). This framework guides this research on understanding how ePortfolios encourage students to examine their past and imagine new possible worlds. This research is guided by the categories of narrative identity (Ricoeur 1992), fusion of horizons (Gadamer 1988), and mimesis (Ricoeur 1984). Viewing the ePortfolio through narrative identity highlights that one\u27s identity, through constancy and change, can be understood as a story that is recounted to others. Fusion of horizons provides a framework for student learning that arises through experience, text, and conversation. Mimesis offers an approach to viewing a student\u27s ePortfolio experience through a lens of past understandings, present experiences, and future hopes. The findings relate to the diverse experiences of conversation partners with ePortfolios, which served purposes related to advising and mentoring, or to present an academic identity to employers or faculty. These findings address ePortfolios as a way to engage with others about identity, to expand on prior understandings and ways of being, and to create a coherent narrative of past, present, and future. The implications may guide educators in developing ePortfolio programs that prepare students for authentic, ethical living in a global, ever-changing world

Added Value-based Approach to Analyze Electronic Commerce and Mobile Commerce Business Models

In this contribution we propose to apply the theory of informational added values (IAV) on electronic commerce (EC) and mobile commerce (MC). We state that for the success of electronic and mobile offers it is not sufficient to merely make a conventional offer available with new media. Instead, the use of electronic and mobile communication technology is only remunerative if it results in obtaining distinct supplementary IAV. This depends on the exploitation of certain faculties of the used technology. For EC, we call these the four electronic added values (EAV): reduction of temporal and certain spatial limitations, reduction of technical limitations, multi-mediality of access and egalitarian access. For MC, we call these the four mobile added values (MAV): ubiquity, contextsensitivity,identifying functions and command and control functions. We can find EAV and MAV as typical properties of EC or MC applications. EAV are the basis for the superiority of Internet applications compared with offline solutions. The relationship between the separate EAV and IAV will be explained and analyzed. Proceeding analogously for mobile applications, we analyze the relationship between MAV and resulting IAV. The outcome is an extension of the theory of informational added values with the concept of electronic and mobile added values. This allows for an application of the theory to both EC and MC in order to analyze and qualitatively evaluate any given business model. For determining its crucial added value we have to identify the EAV/MAV which are capitalized and can deduce the IAV resulting for each party involved. The concept put forward is a suggestion to approach business models, with the focus on typical evaluation criteria for Internet/mobile business models. It is also suitable to compare different business models and to put their added value for the involved parties in a context. In this way, objective criteria are established reducing subjectivity and allowing to make certain predictions. The paper ends with a critical review and the perspective for further research

Reviews

Mark Kerr, How to Promote your Web Site Effectively, London: Aslib/IMI, ISBN: 0–85142–424–4. Paperback, 87 pages, £13.99

Blended e-learning skeleton of conversation: improving formative assessment in undergraduate dissertation supervision

The supervision of undergraduate student dissertations is an area in need of research. Although some studies have already addressed this, these are primarily based on academic staff responses. This study contributes to knowledge by gathering the responses of students and focusing on formative electronic assessment. Data was collected using a student focus group and student questionnaire. The findings suggest that good supervisor-student communication is crucial to the supervision process and a number of students felt unhappy with this aspect. It is suggested that to improve the undergraduate student dissertation experience, a combination of face-to-face and electronic formative assessment is used. In addition, the Blended E-learning Skeleton of Conversation model provides a sound theoretical framework that could guide supervisors and students in the supervision process. This model is advocated for use in dissertation module design and in supervisor development

Reviews

Brian Clegg, Mining The Internet — Information Gathering and Research on the Net, Kogan Page: London, 1999. ISBN: 0–7494–3025–7. Paperback, 147 pages, £9.99