MANAGERS AND COLLABORATION TECHNOLOGY: A BUSINESS PERSPECTIVE FOR IMPROVING MANAGEMENT SUPPORT SYSTEMS

Over the last years managers have expanded their role in operations and nowadays they make decisions faster than in the past. Collaboration technology promises to support managers in doing so. Hence, the present situation is favorable for a redesign of management support systems (MSS) incorporating collaboration technology. To examine such technology, we consider analyst - and consumer -type managers´ perspectives and cover collaboration technology for different devices. Based on findings from a literature review and arguments validated in structured manager interviews, we propose four initial design guidelines facilitating collaboration for managers: (1) Coordination: MSS should indicate the availability of other users, send read confirmations, and provide document sharing. (2) Communication: MSS should enable on-topic annotations and sending them to other users at the push of a button. (3) Cooperation: MSS should provide a comprehensive managerial self-service search function. (4) Devices: For shared documents and textual annotations tablets have become managers most wanted smart device type

Responsible AI in Africa

This open access book contributes to the discourse of Responsible Artificial Intelligence (AI) from an African perspective. It is a unique collection that brings together prominent AI scholars to discuss AI ethics from theoretical and practical African perspectives and makes a case for African values, interests, expectations and principles to underpin the design, development and deployment (DDD) of AI in Africa. The book is a first in that it pays attention to the socio-cultural contexts of Responsible AI that is sensitive to African cultures and societies. It makes an important contribution to the global AI ethics discourse that often neglects AI narratives from Africa despite growing evidence of DDD in many domains. Nine original contributions provide useful insights to advance the understanding and implementation of Responsible AI in Africa, including discussions on epistemic injustice of global AI ethics, opportunities and challenges, an examination of AI co-bots and chatbots in an African work space, gender and AI, a consideration of African philosophies such as Ubuntu in the application of AI, African AI policy, and a look towards a future of Responsible AI in Africa. This is an open access book

Pervasive Personal Information Spaces

Each user’s electronic information-interaction uniquely matches their information behaviour, activities and work context. In the ubiquitous computing environment, this information-interaction and the underlying personal information is distributed across multiple personal devices. This thesis investigates the idea of Pervasive Personal Information Spaces for improving ubiquitous personal information-interaction. Pervasive Personal Information Spaces integrate information distributed across multiple personal devices to support anytime-anywhere access to an individual’s information. This information is then visualised through context-based, flexible views that are personalised through user activities, diverse annotations and spontaneous information associations. The Spaces model embodies the characteristics of Pervasive Personal Information Spaces, which emphasise integration of the user’s information space, automation and communication, and flexible views. The model forms the basis for InfoMesh, an example implementation developed for desktops, laptops and PDAs. The design of the system was supported by a tool developed during the research called activity snaps that captures realistic user activity information for aiding the design and evaluation of interactive systems. User evaluation of InfoMesh elicited a positive response from participants for the ideas underlying Pervasive Personal Information Spaces, especially for carrying out work naturally and visualising, interpreting and retrieving information according to personalised contexts, associations and annotations. The user studies supported the research hypothesis, revealing that context-based flexible views may indeed provide better contextual, ubiquitous access and visualisation of information than current-day systems

Responsible AI in Africa

This open access book contributes to the discourse of Responsible Artificial Intelligence (AI) from an African perspective. It is a unique collection that brings together prominent AI scholars to discuss AI ethics from theoretical and practical African perspectives and makes a case for African values, interests, expectations and principles to underpin the design, development and deployment (DDD) of AI in Africa. The book is a first in that it pays attention to the socio-cultural contexts of Responsible AI that is sensitive to African cultures and societies. It makes an important contribution to the global AI ethics discourse that often neglects AI narratives from Africa despite growing evidence of DDD in many domains. Nine original contributions provide useful insights to advance the understanding and implementation of Responsible AI in Africa, including discussions on epistemic injustice of global AI ethics, opportunities and challenges, an examination of AI co-bots and chatbots in an African work space, gender and AI, a consideration of African philosophies such as Ubuntu in the application of AI, African AI policy, and a look towards a future of Responsible AI in Africa. This is an open access book

Robotics Horizon

The Rt Hon David Willets, minister for Universities and Science identified the importance of Robotics and Autonomous Systems as a general technology: 'Robots acting independently of human control - which can learn, adapt and take decisions - will revolutionise our economy and society over the next 20 years' (Willetts 2013). The current report has the focus on the societal aspect of this revolution and briefly sets out the landscape of current and future robotic systems applied in everyday human life and offers a brief overview of what robotics currently is and might be about in the future. The report includes contributions from across the UK robotics community (though completeness is not claimed).The emphasis is on the application of robots operating in the vicinity of human beings that can learn, adapt and take decisions. However, the underlying enabling technologies such as machine vision, machine learning and artificial intelligence are not discussed separately

Evaluation of the Design, Development, and Implementation of the School Performance Network Portal and Communication Institute

The School Performance Network (SPN) Portal was envisioned during the formation stage of SPN as the primary mechanism for K-12 educators and SPN partners, to communicate and to collaborate. The purpose of this study was to evaluate the design, development, and implementation of the SPN Portal and Communication Institute as they demonstrate fidelity to SPN\u27s mission: to connect educators with resources and ideas to improve teaching and learning resulting in a change of the culture of education in South Western Pennsylvania. This study investigated the formative stages of the design, development, and implementation of the School Performance Network (SPN) Portal and Communication Institute to determine the extent of the portal\u27s usage as a communication and collaborative tool. It evaluated the use of the SPN Portal as a tool, used by K-12 educators, to share regional best practices or proven successful practices in education and its fidelity to SPN\u27s mission to lead educational change by connecting educators with one another, to resources, and to ideas based on the successful total school performance framework focusing on five indicators adopted by SPN: learning, results, resources, culture, and partners. SPN is a non-profit organization consisting of 34 public school districts and 3 diocesan school systems from urban, suburban, and rural communities in 14 counties in Western Pennsylvania. SPN is a strategy being employed by the Heinz Endowments Education Program bringing together individual initiatives and aims of schools and school districts to accelerate educational improvements across South Western Pennsylvania by leveraging resources, leadership, and communications to strengthen schools. The goal of SPN, started in 1998, is to provide a broker organization that develops tools and practices that help members (partners) improve learning . SPN\u27s mission is to lead educational change by connecting educators with resources, people, and ideas that will help improve teaching and learning. The SPN Portal is intended to be the mechanism to provide sustainable communication and opportunities for collaboration

Digitisation and Low-Carbon Energy Transitions

The world is digitising as the need for low-carbon transitions gains urgency. Decarbonising energy requires the digital process control of energy production, transmission and end use. Diversified electrification across sectors requires real-time digital coordination of distributed energy production, At the same time, digitisation is accompanied by significant increases in energy demand, partly compensated through energy efficiency gains. The emergent linkages between digitisation and decarbonisation – that constitute and enable the twin transition – are the subject of this book. The collection features authors from across the social sciences who situate digitisation and low-carbon energy transitions in the socio-technical and political economic contexts in which they unfold, to offer insights on the dynamics and contingencies of digitisation in and beyond the energy sector. This is an open access book

Practical, appropriate, empirically-validated guidelines for designing educational games

There has recently been a great deal of interest in the potential of computer games to function as innovative educational tools. However, there is very little evidence of games fulfilling that potential. Indeed, the process of merging the disparate goals of education and games design appears problematic, and there are currently no practical guidelines for how to do so in a coherent manner. In this paper, we describe the successful, empirically validated teaching methods developed by behavioural psychologists and point out how they are uniquely suited to take advantage of the benefits that games offer to education. We conclude by proposing some practical steps for designing educational games, based on the techniques of Applied Behaviour Analysis. It is intended that this paper can both focus educational games designers on the features of games that are genuinely useful for education, and also introduce a successful form of teaching that this audience may not yet be familiar with

Responsible AI in Africa: Challenges and Opportunities

This open access book contributes to the discourse of Responsible Artificial Intelligence (AI) from an African perspective. It is a unique collection that brings together prominent AI scholars to discuss AI ethics from theoretical and practical African perspectives and makes a case for African values, interests, expectations and principles to underpin the design, development and deployment (DDD) of AI in Africa. The book is a first in that it pays attention to the socio-cultural contexts of Responsible AI that is sensitive to African cultures and societies. It makes an important contribution to the global AI ethics discourse that often neglects AI narratives from Africa despite growing evidence of DDD in many domains. Nine original contributions provide useful insights to advance the understanding and implementation of Responsible AI in Africa, including discussions on epistemic injustice of global AI ethics, opportunities and challenges, an examination of AI co-bots and chatbots in an African work space, gender and AI, a consideration of African philosophies such as Ubuntu in the application of AI, African AI policy, and a look towards a future of Responsible AI in Africa

This is What Stem Looks Like! How to Get and Keep Girls Engaged in Science, Technology, Engineering, and Math

Nationally, and in Colorado, the demand for a skilled STEM workforce is growing and STEM jobs offer higher salaries than non-STEM jobs. Women working in STEM jobs earn, on average, 33 percent more than those in other fields, yet women account for only 29 percent of the STEM workforce.  In Colorado, women earn more than 50 percent of two-year and four-year degrees, but less than a third of Colorado graduates in STEM are women.  Women's under-representation in STEM fields starts early, with gender gaps in STEM interests beginning in middle school and growing throughout high school, college, and career. Far too many girls and women are discouraged from pursuing success in STEM fields.We've created this guide to introduce parents, caregivers, and educators to the many opportunities that STEM can provide for girls and women. You'll find resources to help girls explore and prepare for those opportunities and tools to inspire, motivate, and prepare young women to thrive in STEM careers. In addition to tools for creating exciting, hands-on learning experiences, the guide includes: an overview of the status of girls and women in STEM in Colorado, definitions of STEM-related terms, and a call to action. Each chapter includes strategies that are specific to a certain age group, as well as benchmarks to strive for in each stage of girls' lives to prepare them for future STEM opportunities. You might also see some repetition in concepts as they are relevant for girls of many ages. We've included a sampling of the many STEM resources available locally, statewide, and from across the nation