Service oriented architecture (SOA) implementation framework for heterogeneous information systems integration

Heterogeneous information systems (IS) creates difficulties to automatically integrate data in different IS environment. These situations have increased operating and maintenance costs as well as wasteful data storage, which is caused by data redundancy. Since the emerging of Service Oriented Architecture (SOA), the latest trend in IS development, many researchers have proposed various SOA conceptual models and frameworks. The main objective behind these efforts was to provide a guideline for a successful SOA adoption. In Malaysia, higher learning institutions have taken some initiatives to implement SOA-based systems to improve the quality of IS performance. However, most of the existing SOA frameworks available are still lacking of good design to support an integration of heterogeneous IS. In order to fill this gap, this study was conducted to seek for an opportunity to enhance the existing SOA implementation frameworks of heterogeneous IS integration. A consolidation of the existing related frameworks and consensus from experts yield a new SOA framework. A case study approach in a Malaysia public university was applied to test and validate the framework by conducted prototyping experiments with the focus on several student information systems. The evaluation from the users shows that the proposed framework has met SOA criteria like service based, data update in real time and accessibility. This finding has been proven with successful prototype experiments. With the findings and results of this study, an enhancement of SOA implementation framework was fulfilled by focusing on integrating heterogeneous IS. This is a new contribution SOA domain in the context of heterogeneous IS integration in Malaysia public universities

A double-edged sword: Use of computer algebra systems in first-year Engineering Mathematics and Mechanics courses

Many secondary-level mathematics students have experience with graphical calculators from high school. For the purposes of this paper we define graphical calculators as those able to perform rudimentary symbolic manipulation and solve complicated equations requiring very modest user knowledge. The use of more advanced computer algebra systems e.g. Maple, Mathematica, Mathcad, Matlab/MuPad is becoming more prevalent in tertiary-level courses. This paper explores our students’ experience using one such system (MuPad) in first-year tertiary Engineering Mathematics and Mechanics courses. The effectiveness of graphical calculators and computer algebra systems in mathematical pedagogy has been investigated by a multitude of educational researchers (e.g. Ravaglia et al. 1998). Most of these studies found very small or no correlation between student use of graphical calculators or exposure to computer algebra systems with future achievement in mathematics courses (Buteau et al. 2010). In this paper we focus instead on students’ attitude towards a more advanced standalone computer algebra system (MuPad), and whether students’ inclination to use the system is indicative of their mathematical understanding. Paper describing some preliminary research into use of computer algebra systems for teaching engineering mathematics

Embarking service-oriented architecture into student information systems

Most organizations have more than one information system (IS) for their data and activity management. In Universiti Utara Malaysia (UUM), the Computer Centre is responsible for various IS related to students.However, none of these systems are fully interoperable in heterogeneous IS because they are using different types of database and programming language. This causes difficulties to automatically integrate data in the heterogeneous IS.As a result, the person in charge at each IS needs to do manual selections to get data from other IS. Consequently, the same tasks will be repeated since they have to enter and re enter similar data into different IS.In addition, this situation is increased the operation and maintenance cost, and waste the data storage space caused by the redundancy of data. Even though UUM has an IS that uses an integration tool for updating required data from the main student IS, it is still unable to update concurrent data on real-time and it needs one tool installed for each two IS to be integrated.This study aims to propose a conceptual model of the heterogeneous IS integration based on Service Oriented Architecture (SOA) concept.A case study approach was applied involving student IS in UUM because IS in a university are large, distributed and quite difficult to involve the whole IS with very limited time and cost.In validating the proposed conceptual model, this study uses experimental of prototyping and experts review. With the finding and result of this study, it is expected to produce a valid conceptual model of student IS based on SOA concept.Further, the model could serve as a guideline to related organizations in adopting SOA concept in improving the management of their IS integration

Essays on the Governance of Agricultural Products: Cooperatives and Contract Farming

Dit proefschrift analyseert besluitvormingsprocedures en de toewijzing van besluitvormingsrechten in twee beheersstructuren in de landbouw sector: cooperaties en contracten. De belangrijkste onderzoeksvragen hebben betrekking op de wijze waarop zeggenschap de keten verticaal coördineert in verscheidene beheersstructuren in een transitie economie (China), en onder welke omstandigheden een bepaalde beheersstructuur efficiënt is. Het theoretisch onderzoek richt zich op de rol van de Raad van Commissarissen in coöperaties, terwijl het empirische onderzoek gericht is op de organisatorische en strategische attributen van Chinese land- en tuinbouwcooperaties en de contractuele arrangementen in de Chinese fruit- en groente sector. In het theoretisch onderzoek is vastgesteld dat de Raad van Commissarissen waarde toevoegen in coöperaties vanwege het tweemaal beoordelen van investeringsvoorstellen. Het niveau van het beoordelingscriterium is gekarakteriseerd als een strategisch substituut. Het tweede resultaat is dat Chinese coöperaties worden bestuurd door zowel kernleden als niet kernleden, waarbij relaties en capaciteiten van de bestuurders een grote rol spelen. Specifiek menselijk kapitaal, in de vorm van het bewerkstelligen en onderhouden van relaties, en toegang tot markten blijkt een grotere rol te spelen dan specifiek fysiek kapitaal om de keuze van beheersstructuur te verklaren in de huidige Chinese institutionele omgeving. In de derde plaats, vele besluitvormingsrechten zijn van boeren naar verwerkers verschoven in contracten. Kwaliteit, reputatie en specifieke investeringen door ondernemingen bepalen het aantal besluitvormingsrechten dat wordt toegewezen aan ondernemingen, terwijl marktmacht en specifieke investeringen van boeren geen rol blijken te spelen in de toewijzing van besluitvormingsrechten.This thesis studies decision making procedures and decision rights allocation of two governance structures in agricultural sectors: cooperatives and contract farming. The main research questions are how authority coordinates upstream and downstream activities within various governance structures in a transitional institutional setting (China), and under what conditions one particular governance structure is efficient. The theoretical research focuses on the role of the board of directors in agricultural cooperatives, while the empirical research focuses on the organizational and strategic attributes of Chinese farmer specialized cooperatives and the contracting arrangements in the Chinese fruit and vegetable industry. It is found that, firstly, the board of directors adds value to cooperatives because of its dual screening characteristic. The screening levels are strategic substitutes. Secondly, the Chinese farmer specialized cooperatives are co-governed by both core members and non core-members based on relations and abilities. Human asset specificity in terms of establishing and maintaining relations and access to markets seems to be more important than physical asset specificity in accounting for governance structure choice in the current institutional setting. Thirdly, under contract farming, many decision rights are shifted from farmers to firms. Quality, reputation and specific investments by firms positively influence the number of decision rights allocated to agri-business firms, while monopsony-oligopsony power and specific investments by farmers do not play a role in allocating decision rights.Yamei Hu was born in Dezhou, China on 24 January, 1976. She studied Economic and Trade English from 1993 to 1995 at Yantai University. After two years’ working experience in a foreign trade company, she went to study Economics as a postgraduate student in Shandong University in 1997. In 2000, she received her MA in Economics from Shandong University with a thesis on von Hayek’s economic thoughts. She went on to study Economics in Renmin University of China. In 2003, she defended her PhD thesis on the deregulation of China’s financial markets and received her PhD in Economics. In July 2003, Yamei joined the Ph.D. program in the Department of Organization and Personnel Management at Erasmus University Rotterdam. Her research interests cover the theory of the firm, governance structures, industrial organization, institutional changes in developing countries, and transition economics. For her PhD thesis, she focused on the governance of agricultural products and conducted both theoretical and empirical research. The research of this thesis has been presented at International Society of New Institutional Economics, Economics and Management of NETworks, International Association of Agricultural Economists, European Association of Agricultural Economies, EURESCO seminar in Chania, University of Missouri, and Wageningen University. Parts of the thesis are published already

Incorporating effective teaching pedagogies to improve learning and teaching approaches globally

CONTEXT From secondary to tertiary level, educational development relies comprehensively on teaching elements and strategies, it is about learning to think and act in ways that will apply safety measures to the future wellbeing of our students. Learner centered teaching not only includes authentic and modernised teaching, but it includes a mix of planning, continual management, and measure changes of learning (Harper, Chen, & Yen, 2004). This paper presents range of efficient teaching pedagogies with a reflection element, which are also supported with adult learning theories to standardise and prove their effectiveness globally. PURPOSE To apply and measure the effectiveness of innovative learning and teaching pedagogies by analysing student performances in Wintec, New Zealand. In addition to that, to attain qualitative and standardised teaching and learning approaches. APPROACH Illustrating the most significant theme of innovation in learning and teaching. The paper has taken the approach describing and applying five major teaching pedagogies such as flipped classroom, inquiry-based learning, active learning, differentiated learning and reflective teaching. For justification, it also comprises of Adult Learning Theories (ALT) such as social and situated learning, social constructivism and behaviourist theory. These ALTs are sourced from the book, University Teaching in Focus by L. Hunt & D. Chalmers, 2012. RESULTS The preliminary analysis revealed that overall student participation has risen with positive feedback and acceptance of the modernised learning and teaching environment. All courses utilised and established these innovative teaching pedagogies with range of learner centered activities described in the research paper. These innovative pedagogies resulted in effective learnings with improved summative grades and increased student participation in formative assessments. Overall, the authors of this research found benefits of students leading the sessions, becoming problem solvers and developing employability skills. CONCLUSIONS Overall, the analysis of the results showed that learner centered teaching is accomplished from the approach of applying innovative teaching pedagogies. The use of these pedagogies aligned efficiently with the development of student adoption to become competent in the new teaching environment. Also, the students’ feedback demonstrated positive outlook towards adapting this shift to modernised teaching

Motivation and Engagement: Māori and Pasifika learners

CONTEXT Motivation and engagement in the classroom are essential to help learner’s achievement their potential. Teachers play a key role in creating interest, energy and drive in learners and motivating them to engage with the material (Martin, 2006). Māori and Pasifika learners face challenges in classrooms, which are only recently being recognised, and we need to provide culturally safe spaces for them. In diverse classrooms, teachers’ relationships with learners (Tätaiako) is vital to support learners’ engagement. PURPOSE OR GOAL The purpose of this research is to reflect on four academics’ attempts to create culturally safe classrooms. It will assess what worked, and what did not, in terms of classroom context and creative learning activities to motivate and engage learners. APPROACH This research based on the approaches we have considered in improving Motivation and Engagement of students (Both Māori and Pasifika) by implementing teaching and learning instructions such as student-centred learning (flipped classroom), critical thinking, student engagement and motivational inquiry-based learning while working in groups. Bloom’s critical thinking are the main foundations of our Learning and Teaching approaches. We have considered group assignments and group project based tasks to access or justify our approaches. ACTUAL OR ANTICIPATED OUTCOMES We anticipate that implementing more student-centred, critical thinking, inquiry-based learning approaches while working in groups will improve motivation and engagement of learners. All approaches we have considered for our learners in the classroom will create more confident, skilled and motivated learners, including amongst Māori and Pasfika. We are interested to see if there are additional benefits to Maori and Pacific learners, above the general cohort, from these approaches. CONCLUSIONS During this research, we have noticed that by implementing all these approaches, make a lot of difference in engagement of learners in the classroom and increase their motivation. We have noticed critical thinking is an essential skill in the cognitive development and motivation of students and student-centred approach in teaching help a lot to engage more by having good communication with each other. In future, we as a teacher can support New Zealand Māori Language in our sessions in our greetings and opening and closing of sessions

Assessing Group Project for Fluids Power and Advanced Fluid Mechanics Paper

CONTEXT The Fluids Power and Advanced Fluid Mechanics paper is a Level 7 paper for the Bachelor of Engineering and Technology following Sydney accord. Its graduate attributes are set by the accrediting body, Engineering New Zealand. One key attribute is to: “Function effectively as an individual, and as a member or leader in diverse teams” It is a challenge to teach and assess this attribute in a group project setting. We have designed a project-based class and assessment for this paper to enable students to learn and work in a team-based setting solving real-world problems, using modern Engineering CAD tools. We investigate how this graduate attribute may be effectively taught and assessed when students are functioning as part of a team. PURPOSE OR GOAL The main purpose of this study is to investigate how to teach and assess, as accurately as possible and in a way that does not increase monitoring costs on the part of instructors, the contribution of each student as an individual and as a member or leader their diverse project team. APPROACH OR METHODOLOGY/METHODS This paper investigates teaching and assessment of group participation and demonstration of the graduate attribute both in the classroom, and in a group project context. First, the design of a small intensive Project-Based Learning (PjBL) class is described, and the process by which this design allows the instructor to foster directly participation and contribution towards the group’s deliverable is characterised. Then, a PjBL assignment is described, and the means by which an instructor can clearly assess the level of intra-group interaction and team-based contribution to the assignment is constructed. ACTUAL OR ANTICIPATED OUTCOMES Both cases demonstrate how an instructor can effectively teach and accurately assess group participation without relying on measures of self- and peer- assessment of others’ work. CONCLUSIONS/RECOMMENDATIONS/SUMMARY The cases described in this paper challenge perceptions that teaching and accurate assessment of students’ participation in group work must entail more work on the part of the instructor. PjBL teaching classes are an excellent place to foster and develop teamwork skills. Furthermore, students’ fears can be allayed that group projects are inadequate reflections of students’ learning if most of the work is done by one student: it turns out students perform poorly at presenting or understanding their team members’ work. This does however also challenge the theory that group assignments result in students’ understanding the value of teamwork since less than half the class could effectively describe what their fellow team members had done. This suggests PjBL classes may be a better place to foster such teamwork

WORKSHOP: Stop lecturing about active learning: integrating good teaching practices into AAEE conference sessions

Although the research favouring active learning strategies over traditional instruction is compelling, many conference presentations nevertheless take a very didactic approach. Indeed, much of the research presented at AAEE Conferences describes different modifications we have made to students’ traditional learning experiences to make them more engaging and effective. Inspired by the session of the same name held at this year’s American Society for Engineering Education (ASEE) Conference, in this workshop we will explore different strategies for implementing active learning approaches in our conference presentations. Additionally, we will workshop suggestions for alternative presentation formats for future AAEE conferences. OVERVIEW OF WORKSHOP In this workshop, we will brainstorm, share, and discuss different techniques for making our AAEE presentations more engaging and audience-focused. These will then be compiled and subsequently shared with the AAEE community. ACTIVITIES In both plenary and small-group discussions, participants will have opportunities to brainstorm, share, and build on different ideas for making conference presentations more interactive and engaging. Discussion will also focus on how different contextual issues can inform which strategies are most effective in different situations. TARGET AUDIENCE Any researcher considering presenting at AAEE or other conferences in the future. OUTCOMES Participants will be more familiar with a greater repertoire of skills and strategies for making their conference presentations more engaging. Conversely, AAEE will develop a clearer understanding of delegates’ preferences regarding presentation formats