Exploring the Role of Social Community Within an E-Marketplace

Marketplaces have provided a meeting place for communities to socialise, exchange information and transact business for many centuries. It is perhaps a natural progression that the inclusion of social network facilities should be an intrinsic part of e-marketplace development. This exploratory study examines the concept of designing social features into an e-marketplace by considering the needs of online community members. Using TradeMe, a New Zealand horizontal intermediary e-marketplace, as an illustrative case study it was found that the use of an online community to encourage information flow, reciprocity and trust has resulted in a vibrant, successful business model. Further research is required to investigate the viability of the community model beyond the case illustrated

Competency-driven benefits realization model for minimization of post-contract transaction costs in design-build (d&b) delivery systems

The construction industry has been struggling with the issue of inconsistent performance with respect to cost of projects, completion time and the delivery of a quality product. In an attempt to address this issue the Design-Build (D&B) project delivery system was initiated primarily to overcome the shortcomings of the traditional procurement strategies. Although, traditionally D&B delivery system was aimed to greatly enhance client‘s benefits, this has not significantly been achieved. It lacks clear benefits realization management process to deliver the planned client‘s benefits. In particular, the Transaction Costs (TCs) incurred at the post-contract phase (PTCs) through D&B system has been the subject of criticism, wherein it has been unable to achieve the expected resounding success of a total shift away from the issues attributed to the traditional systems. This research aims to establish the importance of leveraging on D&B project team-competency and commitment structured within a strategic Benefits Realization Management framework to optimize client‘s benefits in terms of minimizing PTCs. The focus is on the aspect of competencies of key project participants and their project team commitment with respect to minimizing TCs that is structured within a Benefits Realization Management (BRM) practice. Questionnaire survey data was obtained from 231 respondents out of 357 administered questionnaires to G7 contractors registered under CIDB Malaysia that was based on a systematic sampling of the existing CIDB contractor database. The partial least squares structural equation modeling (PLS-SEM) technique was used to test the relationships being hypothesized and to validate and confirm the developed Competency Driven Benefits Realization Model (CD-BREM). Exploratory preliminary research findings reveal that post-contract TCs for D&B projects range from 3.5% to 13.5% of the project value. The primary research findings reveal that D&B team commitment has partial mediating effect between team competency and post-contract TCs. Whilst, BRM was found to have a partial mediating effect between team competency and post-contract TCs and no moderating effect as initially hypothesized. In general the research findings indicate that team competency, commitment and BRM have significant positive influences on post-contract TCs. This research provides a multi-dimensional perspective of the D&B project benefits realization concept and has the potential to address the issue of minimizing PTCs, which is seen as a social waste of wealth. Using CD-BREM it is possible to identify key human factors that can contribute to high project performance that also serves as an enabling mechanism for realizing the full potential of the D&B method for delivering successful projects. This research is timely to help reverse the trend of poor performance within the construction industry as a whole. Further work on the implementation of this CD-BREM model on construction projects and the consideration of including additional independent variables in the research theoretical framework can be explored to strengthen the credibility of the outcome of this research which is aimed at minimizing PTCs

Building communities for the exchange of learning objects: theoretical foundations and requirements

In order to reduce overall costs of developing high-quality digital courses (including both the content, and the learning and teaching activities), the exchange of learning objects has been recognized as a promising solution. This article makes an inventory of the issues involved in the exchange of learning objects within a community. It explores some basic theories, models and specifications and provides a theoretical framework containing the functional and non-functional requirements to establish an exchange system in the educational field. Three levels of requirements are discussed. First, the non-functional requirements that deal with the technical conditions to make learning objects interoperable. Second, some basic use cases (activities) are identified that must be facilitated to enable the technical exchange of learning objects, e.g. searching and adapting the objects. Third, some basic use cases are identified that are required to establish the exchange of learning objects in a community, e.g. policy management, information and training. The implications of this framework are then discussed, including recommendations concerning the identification of reward systems, role changes and evaluation instruments

Designing learning object repositories : a thesis presented in partial fulfilment of the requirements for the degree of Master of Information Science in Information Sciences at Massey University

Learning object repositories are expanding rapidly into the role of independent educational systems that not only are a supplement to a traditional way of learning, but also allow users to search, exchange and re-use learning objects. The intention of this innovative technology is to have such repositories to collect a database of learning objects catalogued by the learning content management system. However, for users to perform an efficient search, these learning objects would need to use metadata standards or specifications to describe their properties. For learning objects stored within the repositories, metadata standards are often used to descibe them so users of the respositories are able to find the accurate resources they required, hence metadata standards are important elements of any learning object repository. In this paper, a courseware example is used to demonstrate how to define a set of characteristics that we want to describe for our courseware, and attempt to map the data schema in the database with the available metadata standards. The outcome is to identify a set of metadata elements that would fully describe our learning objects stored within the learning object repository, and these metadata elements will also assist instructors to create adaptable courseware that can be reused by different instructors. Metadata standard is known as a critical element for the management of learning objects, not only will it increase the accuracy of the search results, it will also provide more relevant and descriptive information about the learning objects to the searchers

The Art of Knowledge Exchange: A Results-Focused Planning Guide for Development Practitioners

Designing and implementing knowledge exchange initiatives can be a big undertaking. This guide takes the guesswork out of the process by breaking it down into simple steps and providing tools to help you play a more effective role as knowledge connector and learning facilitator

OULDI-JISC Project Evaluation Report: the impact of new curriculum design tools and approaches on institutional process and design cultures

This report presents research and evaluation undertaken by the OULDI-JISC Project (Open University Learning Design Initiative JISC Project) between 2008 and 2012. In particular, it considers the impact of new curriculum design tools and approaches piloted by the project on institutional processes and design cultures. These tools and approaches include tools for sharing learning design expertise (Cloudworks), visualising designs (CompendiumLD, Module Map, Activity Profile) and for supporting design and reflection in workshops (Facilitation Cards, workshop activities, etc.). The project has adopted a learning design approach so as to help foreground pedagogy and learner experience. Nine pilots have been completed across six UK universities

Designing Futures in Indonesia

Design is a wide reaching and unruly idea, often associated with seamless global mobility, ubiquitous consumerism, elite urban tastes, and fast paced economic growth. But design is also increasingly understood to be operating at edges, as a necessary response to the ethical and political challenges of advanced global capitalism. Design is both the problem and the solution, and effects everything. As Tony Fry writes ‘Design–the designer and designed objects, images, systems and things–shapes the form, operation, appearance and perceptions of the material world we occupy' (2009: 3).This curated issue takes as its departure point Fry’s notion that design broadly shapes the world we occupy. To ask what happens when the world we occupy is not conceived simply in terms of local issues and solutions, but rather as a set of shared concerns that are localised and play out through global flows. To do so this issue presents ten contributions from Indonesia

Learning architectures and negotiation of meaning in European trade unions

As networked learning becomes familiar at all levels and in all sectors of education, cross-fertilisation of innovative methods can usefully inform the lifelong learning agenda. Development of the pedagogical architectures and social processes, which afford learning, is a major challenge for educators as they strive to address the varied needs of a wide range of learners. One area in which this challenge is taken very seriously is that of trade unions, where recent large-scale projects have aimed to address many of these issues at a European level. This paper describes one such project, which targeted not only online courses, but also the wider political potential of virtual communities of practice. By analysing findings in relation to Wengers learning architecture, the paper investigates further the relationships between communities of practice and communities of learners in the trade union context. The findings suggest that a focus on these relationships rather than on the technologies that support them should inform future developments

Cross-disciplinary lessons for the future internet

There are many societal concerns that emerge as a consequence of Future Internet (FI) research and development. A survey identified six key social and economic issues deemed most relevant to European FI projects. During a SESERV-organized workshop, experts in Future Internet technology engaged with social scientists (including economists), policy experts and other stakeholders in analyzing the socio-economic barriers and challenges that affect the Future Internet, and conversely, how the Future Internet will affect society, government, and business. The workshop aimed to bridge the gap between those who study and those who build the Internet. This chapter describes the socio-economic barriers seen by the community itself related to the Future Internet and suggests their resolution, as well as investigating how relevant the EU Digital Agenda is to Future Internet technologists