Business roles and negotiation models for Web service based provision

The emergence of XML as the lingua franca for communication among applications over the Web, the recent advances in service oriented computing and in web service architectures and the applicability of these technologies in the area of eCommerce necessitates the conceptualisation of business roles and negotiation models for web service based provision. According to the web service paradigm it is envisaged that services will be provided to customers based on dynamic web service composition. This places additional requirements to SLA negotiation in comparison to the traditional service provision paradigm where negotiation for service was performed with a single service provider system. This paper addresses the research challenges with regard to SLA negotiation for web service based provision and outlines business roles and a negotiation model for establishing SLAs with multiple web service providers in order to offer combined web service functionality to match user needs

Co-ordinating distributed knowledge: An investigation into the use of an organisational memory

This paper presents an ethnographically informed investigation into the use of an organisational memory, focusing in particular on how information was used in the performance of work. We argue that understanding how people make use of distributed knowledge is crucial to the design of an organisational memory. However, we take the perspective that an ‘organisational memory’ is not technology dependant, but is an emergent property of group interaction. In this sense, the technology does not form the organisational memory, but provides a novel means of augmenting the co-ordination of collaborative action. The study examines the generation, development and maintenance of knowledge repositories and archives. The knowledge and information captured in the organisational memory enabled the team members to establish a common understanding of the design and to gain an appreciation of the issues and concerns of the other disciplines. The study demonstrates why technology should not be thought of in isolation from its contexts of use, but also how designers can make use of the creative flexibility that people employ in their everyday activities. The findings of the study are therefore of direct relevance to both the design of knowledge archives and to the management of this information within organisations

Identity and belonging in social learning groups : the importance of distinguishing social, operational and knowledge-related identity congruence

Collaborative learning has much to offer but not all learners participate fully and peer groups can be exclusive. The paper examines how belonging or 'congruence' in learning groups is related to identities of gender, age, ethnicity and socio-economic status. A study of student experiences of collaborative learning on three different blended learning courses illustrated how learners negotiate identity congruence with peer groups to belong and engage. An analytical framework that distinguishes social, operational and knowledge-related identity congruence has emerged. Contrary to received wisdom, the social aspect appears least important for learner engagement while knowledge-related identity congruence is fundamental. Some of the consequences of identity incongruence, particularly concerning gender and maturity, are discussed and the paper points towards the pedagogies which might enable identities of group members to shift so that collaborative learning can flourish

Scholarly collaboration across time zones

The barriers to global collaboration of yesteryear were, for example, country boundaries and time zones. Today however, in a world where communication is thriving on new technologies, these barriers have been overcome, not only by the technology itself, but also by the collaborators in a desire (and need) to extend knowledge, seize opportunities and build partnerships. This chapter reports on one such collaboration: a case study where the focus is the writing of a scholarly article between authors from Australia, England and South Africa. The challenges of different time zones, academic calendars, and managing the collaboration are outlined in this chapter. Findings from the case study suggests that the key elements of success are related to the individuals and project management techniques, and not the technology per se. The constructivist learning theory as well as the e-Moderation model are supported by this work and thus extend their application to the academic writing process

Negotiating textual talk : conversation analysis, pedagogy, and the organisation of online asynchronous discourse

This paper uses Conversation Analysis to investigate the ways in which participants in an online asynchronous postgraduate reading group managed and negotiated their contributions within the discussion. Using the conversation analytic concerns with sequential organisation, adjacency pairs and topicality, this article shows the analytic insights that this perspective can bring to the examination of written asynchronous discourse. The paper shows that in the section of the discussion analysed here, the discourse displayed remarkable similarities to the ways in which face-to-face conversation has been seen to operate in terms of the organisation of conversational turns, the application of specific interactional rights, the lineal development of topics of conversation, and the structural use of question-answer turn pairs. The paper concludes by showing how this form of analysis can relate to the formation of reflexive pedagogy in which course design can be created to take account of such findings. It shows how a detailed understanding of how pedagogy is played out in interaction is fundamental for reflecting on the relationship between pedagogic aims and educational practice

Virtual communities and professional learning across a distributed remote membership

Headteachers, or Principals, of schools work in isolation from each other yet share common practice and domain of leadership and management. They exhibit the characteristics of a community of practice yet are remote from other members of their community. Similar communities of practice can be identified for other types of school leaders, subject co-ordinators for example, and for professionals in other disciplines – consultant registrars in health, optometrists working in dispensing opticians, museum curators, and so on. This paper explores ways of using virtual communities to develop professional learning in these communities of practice. We discuss our work in the context of education and formal and informal learning communities of school leaders and explore how the lessons learnt have general application. We present a model for professional learning through online collaboration and communication, and look, in particular, at the concept of time and its effects in the virtual community

Resilient Critical Infrastructure Management using Service Oriented Architecture

Abstract—The SERSCIS project aims to support the use of interconnected systems of services in Critical Infrastructure (CI) applications. The problem of system interconnectedness is aptly demonstrated by ‘Airport Collaborative Decision Making’ (ACDM). Failure or underperformance of any of the interlinked ICT systems may compromise the ability of airports to plan their use of resources to sustain high levels of air traffic, or to provide accurate aircraft movement forecasts to the wider European air traffic management systems. The proposed solution is to introduce further SERSCIS ICT components to manage dependability and interdependency. These use semantic models of the critical infrastructure, including its ICT services, to identify faults and potential risks and to increase human awareness of them. Semantics allows information and services to be described in such a way that makes them understandable to computers. Thus when a failure (or a threat of failure) is detected, SERSCIS components can take action to manage the consequences, including changing the interdependency relationships between services. In some cases, the components will be able to take action autonomously — e.g. to manage ‘local’ issues such as the allocation of CPU time to maintain service performance, or the selection of services where there are redundant sources available. In other cases the components will alert human operators so they can take action instead. The goal of this paper is to describe a Service Oriented Architecture (SOA) that can be used to address the management of ICT components and interdependencies in critical infrastructure systems. Index Terms—resilience; QoS; SOA; critical infrastructure, SLA

Exploring heterogeneity of unreliable machines for p2p backup

P2P architecture is a viable option for enterprise backup. In contrast to dedicated backup servers, nowadays a standard solution, making backups directly on organization's workstations should be cheaper (as existing hardware is used), more efficient (as there is no single bottleneck server) and more reliable (as the machines are geographically dispersed). We present the architecture of a p2p backup system that uses pairwise replication contracts between a data owner and a replicator. In contrast to standard p2p storage systems using directly a DHT, the contracts allow our system to optimize replicas' placement depending on a specific optimization strategy, and so to take advantage of the heterogeneity of the machines and the network. Such optimization is particularly appealing in the context of backup: replicas can be geographically dispersed, the load sent over the network can be minimized, or the optimization goal can be to minimize the backup/restore time. However, managing the contracts, keeping them consistent and adjusting them in response to dynamically changing environment is challenging. We built a scientific prototype and ran the experiments on 150 workstations in the university's computer laboratories and, separately, on 50 PlanetLab nodes. We found out that the main factor affecting the quality of the system is the availability of the machines. Yet, our main conclusion is that it is possible to build an efficient and reliable backup system on highly unreliable machines (our computers had just 13% average availability)

Diversity, identity and belonging in e-learning communities: some theories and paradoxes Teaching in Higher Education

It is often assumed that online collaborative learning is inclusive of diversity. In this exploratory paper I challenge this notion by developing a theory which proposes that inclusion occurs through congruence between learners’ social identities and the identities implicitly supported through the interactions in a particular community. To build identity congruence, e-learning communities need spaces for both commonality and diversity and I present three paradoxes which underlie the aims of online learners and teachers to embrace diversity online. I illustrate these with some examples from online learning and teaching. The ability to ‘listen’ to each other online offers a way forward and the paper ends with some future possibilities about how we can ensure that e-learning communities benefit from diversity

A framework for developing and implementing an online learning community

Developing online learning communities is a promising pedagogical approach in online learning contexts for adult tertiary learners, but it is no easy task. Understanding how learning communities are formed and evaluating their efficacy in supporting learning involves a complex set of issues that have a bearing on the design and facilitation of successful online learning experiences. This paper describes the development of a framework for understanding and developing an online learning community for adult tertiary learners in a New Zealand tertiary institution. In accord with sociocultural views of learning and practices, the framework depicts learning as a mediated, situated, distributed, goal-directed, and participatory activity within a socially and culturally determined learning community. Evidence for the value of the framework is grounded in the findings of a case study of a semester-long fully online asynchronous graduate course. The framework informs our understanding of appropriate conditions for the development and conduct of online learning communities. Implications are presented for the design and facilitation of learning in such contexts