1,099 research outputs found
ARCHITECTING END-TO-END INFORMATION SERVICES FOR CONTINUOUS STUDENT BEHAVIOUR MANAGEMENT
Data capture and use is vital for the continuous improvement of both student learning and behavior management. Previous studies on data use in the education sector have highlighted a number of problems associated with data quality and its subsequent use. These include the accuracy, consistency, completeness, and timeliness of data. Engagement issues with data have centered on the interpretation and application of the knowledge that data can provide. No study to date has investigated the link between IS design and the production of quality data that captures student progression and outcomes in either the learning or behavior management environments. This study reports on the design, development, implementation and evaluation of a novel artefact facilitating quality data for one classroom based education service: behaviour management. This study, using Design Science Research methods, shows that information systems design is a major barrier to teacher adoption and use of classroom based Information Systems
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A conceptual system design and managerial complexity competency model
This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.Complex adaptive systems are usually difficult to design and control. There are several particular methods for coping with complexity, but there is no general approach to build complex adaptive systems. The challenges of designing complex adaptive systems in a highly dynamic world drive the need for anticipatory capacity within engineering organizations, with a goal of enabling the design of systems that can cope with an unpredictable environment. This thesis explores this question of enhancing anticipatory capacity through the study of a complex adaptive system design methodology and complexity management competencies. A general introduction to challenges and issues in complex adaptive systems design is given, since a good understanding of the industrial context is considered necessary in order to avoid oversimplification of the problem, neglecting certain important factors and being unaware of important influences and relationships. In addition, a general introduction to complex thinking is given, since designing complex adaptive systems requires a non-classical thought, while practical notions of complexity theory and design are put forward. Building on these, the research proposes a Complex Systems Life-Cycle Understanding and Design (CXLUD) methodology to aid system architects and engineers in the design and control of complex adaptive systems. Starting from a creative anticipation construct - a loosening mechanism to allow for more options to be considered, the methodology proposes a conceptual framework and a series of stages to follow to find proper mechanisms that will promote elements to desired solutions by actively interacting among themselves. To illustrate the methodology, a financial systemic risks infrastructure systems architecture development case study is presented. The final part of this thesis develops a conceptual model to analyse managerial complexity competency model from a qualitative phenomenological study perspective. The model developed in this research is called Understanding-Perception-Action (UPA) managerial complexity competency model. The results of this competency model can be used to help ease project manager’s transition into complex adaptive projects, as well as serve as a foundation to launch qualitative and quantitative research into this area of project complexity management
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Practitioner Track Proceedings of the 6th International Learning Analytics & Knowledge Conference (LAK16)
Practitioners spearhead a significant portion of learning analytics, relying on implementation and experimentation rather than on traditional academic research. Both approaches help to improve the state of the art. The LAK conference has created a practitioner track for submissions, which first ran in 2015 as an alternative to the researcher track.
The primary goal of the practitioner track is to share thoughts and findings that stem from learning analytics project implementations. While both large and small implementations are considered, all practitioner track submissions are required to relate to initiatives that are designed for large-scale and/or long-term use (as opposed to research-focused initiatives). Other guidelines include:
• Implementation track record The project should have been used by an institution or have been deployed on a learning site. There are no hard guidelines about user numbers or how long the project has been running.
• Learning/education related Submissions have to describe work that addresses learning/academic analytics, either at an educational institution or in an area (such as corporate training, health care or informal learning) where the goal is to improve the learning environment or learning outcomes.
• Institutional involvement Neither submissions nor presentations have to include a named person from an academic institution. However, all submissions have to include information collected from people who have used the tool or initiative in a learning environment (such as faculty, students, administrators and trainees).
• No sales pitches While submissions from commercial suppliers are welcome; reviewers do not accept overt (or covert) sales pitches. Reviewers look for evidence that a presentation will take into account challenges faced, problems that have arisen, and/or user feedback that needs to be addressed.
Submissions are limited to 1,200 words, including an abstract, a summary of deployment with end users, and a full description. Most papers in the proceedings are therefore short, and often informal, although some authors chose to extend their papers once they had been accepted.
Papers accepted in 2016 fell into two categories.
• Practitioner Presentations Presentation sessions are designed to focus on deployment of a single learning analytics tool or initiative.
• Technology Showcase The Technology Showcase event enables practitioners to demonstrate new and emerging learning analytics technologies that they are piloting or deploying.
Both types of paper are included in these proceedings
AN EMERGING THEORY ON THE INTERACTION BETWEEN REQUIREMENTS ENGINEERING AND SYSTEMS ARCHITECTING BASED ON A SUITE OF EXPLORATORY EMPIRICAL STUDIES
Requirements Engineering and Systems Architecting are often considered the most important phases of the software development lifecycle. Because of their close proximity in the software development lifecycle, there is a high degree of interaction between these two processes. While such interaction has been recognized and researched in terms of new technology (particularly methods and tools), there is a distinct lack of empirical understanding regarding the scientific properties of this interaction. Furthermore, in Requirements Engineering and Systems Architecting, not only technical but human aspects are considered critical for the success of these processes due to these processes lying at the front-end of the development cycle and therefore being more aligned with real-world issues. Thus, the scientific properties of the interactions between Requirements Engineering and Systems Architecting can be broken down into these two key aspects. For instance, the following example research questions relate to such scientific properties: What is the impact of an existing system’s architecture on requirements decision-making? What kinds of requirements-oriented problems are encountered during architecting? What is the impact of an existing systems architecture on new requirements being elicited? What is the impact of requirements engineering knowledge on systems architecting? There is little in the literature addressing such questions.
This thesis explores such issues through a suite of six exploratory empirical studies that were conducted over the last five years. Based on the observations from these studies, an emerging theory is proposed that describes the impact of human and process factors in the interaction between Requirements Engineering and Systems Architecting. The impact of this emerging body of knowledge is deemed to be on the following: technology development for Requirements Engineering and Software Architecting (methods, tools, processes, etc.); hiring and training personnel for Requirements Engineering and Systems Architecture processes in industry; Requirements Engineering and Systems Architecture project planning; curriculum improvement in academia; and future empirical research in Requirements Engineering and Systems Architecting
Competences of IT Architects
The field of architecture in the digital world uses a plethora of terms to refer to different kinds of architects, and recognises a confusing variety of competences that these architects are required to have. Different service providers use different terms for similar architects and even if they use the same term, they may mean something different. This makes it hard for customers to know what competences an architect can be expected to have.\ud
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This book combines competence profiles of the NGI Platform for IT Professionals, The Open Group Architecture Framework (TOGAF), as well as a number of Dutch IT service providers in a comprehensive framework. Using this framework, the book shows that notwithstanding a large variety in terminology, there is convergence towards a common set of competence profiles. In other words, when looking beyond terminological differences by using the framework, one sees that organizations recognize similar types of architects, and that similar architects in different organisations have similar competence profiles. The framework presented in this book thus provides an instrument to position architecture services as offered by IT service providers and as used by their customers.\ud
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The framework and the competence profiles presented in this book are the main results of the special interest group “Professionalisation” of the Netherlands Architecture Forum for the Digital World (NAF). Members of this group, as well as students of the universities of Twente and Nijmegen have contributed to the research on which this book is based
Missing Requirements Information and its Impact on Software Architectures: A Case Study
[Context & motivation] In the development of large, software-intensive systems, the system’s requirements are seldom, if ever, concluded upon prior to commencing with systems architecture. Research shows that, in order to manage development and domain complexities, instances of requirements engineering (RE) and systems architecting (SA) processes tend to inter-weave. [Question/problem] However, missing requirements information can cause one to create (or recreate) the needed information during different SA activities. While backtracking in the software development process is known to be costly, the costs associated with missing requirements in the SA process have not been investigated empirically. [Principal ideas/results] We thus conducted a case study where we investigated to what extent requirements or requirements attributes’ information found missing during the SA process and impact of those missing information on SA in terms of effort. The study involved five architecting teams that involve final year undergraduate and graduate students enrolled in the university course on SA, working on architecting a system falls under “banking” domain. Our result shows that, architects did find requirements and requirements attributes’ information missing while architecting. Among requirements information, architects found that, system functionality information, constraints information and system interaction (users/systems) information are missing in requirements at higher percentages. Within requirements’ attributes, architects found requirements priority, dependency and rationale missing at higher percentages. It is also found that, out of total time spent on architecting the system, effort given to recreate missing requirements information is higher for group3 (21.5%), group1 (18%), and group2 (17%) other than group4 (12.37%) and group5(10.18%). [Contribution] The anticipated benefits of the findings are, it can motivate researchers to venture into other areas of software engineering (such as coding, testing, maintenance, etc.) from the view point of missing requirements information and its impact on those areas. This knowledge could help software practitioners to decide what kind of information need to take care of, during RE process, that could possibly ease SA process and later development phases. To the best of my knowledge, this is the first work which focuses on, to what extent requirements and requirements’ attributes information found missing during SA; characteristics and impact of those requirements missing information on SA process in terms of effort
Behavioral competencies of a successful software architect in ASML:Effect of behavior on performance
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