Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning

The realities of the 21st-century learner require that schools and educators fundamentally change their practice. "Educators must produce college- and career-ready graduates that reflect the future these students will face. And, they must facilitate learning through means that align with the defining attributes of this generation of learners."Today, we know more than ever about how students learn, acknowledging that the process isn't the same for every student and doesn't remain the same for each individual, depending upon maturation and the content being learned. We know that students want to progress at a pace that allows them to master new concepts and skills, to access a variety of resources, to receive timely feedback on their progress, to demonstrate their knowledge in multiple ways and to get direction, support and feedback from—as well as collaborate with—experts, teachers, tutors and other students.The result is a growing demand for student-centered, transformative digital learning using competency education as an underpinning.iNACOL released this paper to illustrate the technical requirements and functionalities that learning management systems need to shift toward student-centered instructional models. This comprehensive framework will help districts and schools determine what systems to use and integrate as they being their journey toward student-centered learning, as well as how systems integration aligns with their organizational vision, educational goals and strategic plans.Educators can use this report to optimize student learning and promote innovation in their own student-centered learning environments. The report will help school leaders understand the complex technologies needed to optimize personalized learning and how to use data and analytics to improve practices, and can assist technology leaders in re-engineering systems to support the key nuances of student-centered learning

A study of existing Ontologies in the IoT-domain

Several domains have adopted the increasing use of IoT-based devices to collect sensor data for generating abstractions and perceptions of the real world. This sensor data is multi-modal and heterogeneous in nature. This heterogeneity induces interoperability issues while developing cross-domain applications, thereby restricting the possibility of reusing sensor data to develop new applications. As a solution to this, semantic approaches have been proposed in the literature to tackle problems related to interoperability of sensor data. Several ontologies have been proposed to handle different aspects of IoT-based sensor data collection, ranging from discovering the IoT sensors for data collection to applying reasoning on the collected sensor data for drawing inferences. In this paper, we survey these existing semantic ontologies to provide an overview of the recent developments in this field. We highlight the fundamental ontological concepts (e.g., sensor-capabilities and context-awareness) required for an IoT-based application, and survey the existing ontologies which include these concepts. Based on our study, we also identify the shortcomings of currently available ontologies, which serves as a stepping stone to state the need for a common unified ontology for the IoT domain.Comment: Submitted to Elsevier JWS SI on Web semantics for the Internet/Web of Thing

A Shared Ontology Approach to Semantic Representation of BIM Data

Architecture, engineering, construction and facility management (AEC-FM) projects involve a large number of participants that must exchange information and combine their knowledge for successful completion of a project. Currently, most of the AEC-FM domains store their information about a project in text documents or use XML, relational, or object-oriented formats that make information integration difficult. The AEC-FM industry is not taking advantage of the full potential of the Semantic Web for streamlining sharing, connecting, and combining information from different domains. The Semantic Web is designed to solve the information integration problem by creating a web of structured and connected data that can be processed by machines. It allows combining information from different sources with different underlying schemas distributed over the Internet. In the Semantic Web, all data instances and data schema are stored in a graph data store, which makes it easy to merge data from different sources. This paper presents a shared ontology approach to semantic representation of building information. The semantic representation of building information facilitates finding and integrating building information distributed in several knowledge bases. A case study demonstrates the development of a semantic based building design knowledge base

Non-Technical Individual Skills are Weakly Connected to the Maturity of Agile Practices

Context: Existing knowledge in agile software development suggests that individual competency (e.g. skills) is a critical success factor for agile projects. While assuming that technical skills are important for every kind of software development project, many researchers suggest that non-technical individual skills are especially important in agile software development. Objective: In this paper, we investigate whether non-technical individual skills can predict the use of agile practices. Method: Through creating a set of multiple linear regression models using a total of 113 participants from agile teams in six software development organizations from The Netherlands and Brazil, we analyzed the predictive power of non-technical individual skills in relation to agile practices. Results: The results show that there is surprisingly low power in using non-technical individual skills to predict (i.e. explain variance in) the mature use of agile practices in software development. Conclusions: Therefore, we conclude that looking at non-technical individual skills is not the optimal level of analysis when trying to understand, and explain, the mature use of agile practices in the software development context. We argue that it is more important to focus on the non-technical skills as a team-level capacity instead of assuring that all individuals possess such skills when understanding the use of the agile practices.Comment: 18 pages, 1 figur

Business Process Management Education in Academia: Status, challenges, and Recommendations

In response to the growing proliferation of Business Process Management (BPM) in industry and the demand this creates for BPM expertise, universities across the globe are at various stages of incorporating knowledge and skills in their teaching offerings. However, there are still only a handful of institutions that offer specialized education in BPM in a systematic and in-depth manner. This article is based on a global educators’ panel discussion held at the 2009 European Conference on Information Systems in Verona, Italy. The article presents the BPM programs of five universities from Australia, Europe, Africa, and North America, describing the BPM content covered, program and course structures, and challenges and lessons learned. The article also provides a comparative content analysis of BPM education programs illustrating a heterogeneous view of BPM. The examples presented demonstrate how different courses and programs can be developed to meet the educational goals of a university department, program, or school. This article contributes insights on how best to continuously sustain and reshape BPM education to ensure it remains dynamic, responsive, and sustainable in light of the evolving and ever-changing marketplace demands for BPM expertise

A collaborative and experiential learning model powered by real-world projects

Information Technology (IT) curricula\u27s strong application component and its focus on user centeredness and team work require that students experience directly real-world projects for real users of IT solutions. Although the merit of this IT educational tenet is universally recognized, delivering collaborative and experiential learning has its challenges. Reaching out to identify projects formulated by actual organizations adds significantly to course preparation. There is a certain level of risk involved with delivering a useful solution while, at the same time, enough room should be allowed for students to experiment with, be wrong about, review, and learn. Challenges pertaining to the real-world aspect of problem-based learning are compounded by managing student teams and assessing their work such that both individual and collective contributions are taken into account. Finally, the quality of the project releases is not the only measure of student learning. Students should be given meaningful opportunities to practice, improve, and demonstrate their communication and interpersonal skills. In this paper we present our experience with two courses in which teams of students worked on real-world projects involving three external partners. We describe how each of the challenges listed above has impacted the course requirements, class instruction, team dynamics, assessment, and learning in these courses. Course assessment and survey data from students are linked to learning outcomes and point to areas where the collaborative and experiential learning model needs improvement

The Need and Requirements to a Strategy Ontology

The importance of strategy and strategy construct is not a new phenomenon. However as strategy work becomes less tangible, concerns with understanding, describing, and managing strategies develops into an increasingly complex subject. Current strategy concepts are dispersed and lack integration. Moreover, the enablement of modelling practices around strategy concepts considering the entire strategy lifecycle are also missing. Consequently, this paper focuses on issues with strategy in theory and practice, why a strategy ontology is needed and how this can be developed