E-learning activities in educating e-business: a pilot with a process-oriented e-learning environment

Current e-learning tools offer a multitude of possibilities for the exchange of various types of documents and for communication between students as well as between students and teacher(s). But education is intrinsically process-oriented – and current technology in the field of elearning offers no support for the activities which form the core of learning. In this paper the possibilities and limits of current technology as used in an extensive program (a minor) on e-business, are demonstrated. Furthermore, a first impression of a new, activity-based tool is given, which has been used in one of the courses of the program.Education for the 21 st century - impact of ICT and Digital Resources ConferenceRed de Universidades con Carreras en Informática (RedUNCI

Use of information technology to increase economic efficiency and credibility in public administration in the context of digitization

Purpose: The article analyzes the use of information technologies to increase the level of economic efficiency and trust in public administration in Ukraine. Design/Methodology/Approach: We use the concept of digital management for the purpose of integrated interaction of municipal and state structures with business, civil society institutions and the population. Findings: The conducted research concludes the active digital transformation of public administration in Ukraine. The following trends in the use of information technology are identified: the development of institutional support; the creation of analytical portals for ensuring public control; the level of accountability, transparency, accountability of the activity of civil servants; the implementation of e-government projects; the changing philosophy of development of electronic services. Practical Implications: The concept of state policy in the field of digital infrastructure was developed on the basis of a multi-stakeholder approach according to which the main purpose of the state bodies is to identify, prioritize, harmonize and satisfy the stakeholders. Originality/Value: In this article, we show the level of individual regions in Ukraine where there is uneven implementation and use of e-learning tools management.peer-reviewe

Implementasi E-Learning dalam Upaya Meningkatkan Kreativitas Dosen dan Mahasiswa di STAI Alhikmah Jakarta

The development of information technology and computer that develops very fast has positive impact on the daily life of society. The development of technology results in so many community services that have implemented ICT (Information and Communication Technology). In business, we often hear the term of e-business or e-commerce, in Governancy it is often called by e-government, and in the field of education it is known by e-learning. E-learning is an education system that uses electronic application to support learning and teaching activity using internet media or computer networks. To find out the utilization of e-learning by lecturers and students as learning media, in-depth study needs to be conducted. Islamic Religion College ALHIKMAH Jakarta is a college institution that tries to apply information technology and communication as the basis of learning and teaching process in every subject course held. Keywords: Implementation, E-Learning, Creativity Perkembangan teknologi informasi dan komputer yang sangat cepat, berdampak positif pada kehidupan di masyarakat sehari-hari. Perkembangan teknologi menghasilkan begitu banyak layanan masyarakat sudah mengimplementasikan ICT (Information and Communication Technology). Dalam bisnis sering kita dengar dengan istilah e-business atau e-commerce, di dunia pemerintahan biasa disebut dengan istilah e-government dan bagi dunia pendidikan dikenal dengan istilah e-learning. E-learning adalah sistem pendidikan yang menggunakan aplikasi elektronik untuk mendukung belajar mengajar dengan menggunakan media Internet atau jaringan komputer, maupun dengan komputer standalone. Untuk mengetahui pemanfaatan e-learning oleh dosen dan mahasiswa sebagai media pembelajaran perlu dilakukan kajian secara mendalam. Sekolah Tinggi Agama Islam ALHIKMAH Jakarta merupakan sebuah lembaga perguruan tinggi yang mencoba menggunakan teknologi informasi dan komunikasi sebagai dasar dalam setiap proses belajar mengajar di setiap mata kuliah yang diselenggarakannya. Kata Kunci: Implementasi, E-Learning, Kreativita

PENGEMBANGAN PEMBELAJARAN BERBASIS E-LEARNING DENGAN APLIKASI MOODLE BERDASARKAN TEORI KONSTRUKTIVISTIK PADA MATERI MENGANALISIS PELUANG USAHA KELAS XI SMK

The development based learning e-learning with Moodle application based on the theory constructivist materials analyzing business opportunities XI class SMK is motivated by the limitations of the use of ICT in the learning process and the need for entrepreneurial learning media attractive and easy to use which can improve student learning outcomes. This study aims to (1) Develop e-learning courses with Moodle applications to support learning, develop learning with vocational e-learning materials based on the constructivist theory to analyze business opportunities and (2) Produce a product that has the attractiveness and easy to use. This type of research is the Research and Development using the model of Lee and Owens (2004), through several stages, namely: (1) analysis, (2) design,(3) development, (4) implementation, (5) evaluation. From the results of the development are as follows. (1) the development of e-learning with Moodle application based on the constructivist theory of matter to analyze business opportunities and well worthy to be used in class XI SMK 1 Kuala Tungkal and (2) produce e-learning has the attractiveness, and ease to use in learning activities. Feasibility of the e-learning based on expert validation studies that assess the field of e-learning include both categories, media design expert validation categorized as good, expert validation of multimedia including both categories. And experiments performed on the users (students) includes a small group of test activities, to perform pretest and posttest for the 15 students of SMK 1 Kuala Tungkal class XI Multimedia B, the result is the average value of the pretest 56.67 and posttest generate average value average 91.00. These results indicate that the developed e-learning effectively to improve student learning outcomes. Entrepreneurship For teachers, e-learning can be used in the learning process, so that the learning process will be more interesting and varied. The utilization of e-learning for the student as one of the active and independent learning resources. To promote the development of e-learning more should be tested also in larger groups and learning materials on the other. Keyword: E-learning, Moodle, Konsruktivistik and Business Opportunitie

Utilizing e-learning and user loyalty with user satisfaction as mediating variable in public sector context

The advent of information technology has caused people to consider how they can make effective and efficient decisions in various activities. The implementation of information technology systems is expected to be advantageous in facilitating these activities because such systems can provide decision-making support and contribute to the success of endeavors in areas such as business, economic, social politics, and education. One common tool used in learning systems is e-learning applications. This research aims to analyze the effect of e-learning on user loyalty with user satisfaction. This research, conducted in Jakarta, is explanatory in nature, targeting individuals who have utilized e-learning applications in their activities, particularly in the field of public sector activities, with a sample size of 163 public sector employees. Data was collected through online questionnaires, and hypothesis testing was conducted through the PLS-SEM method. The results indicate that service quality and perceived value have positive impacts on user satisfaction, which in turn, positively influences user loyalty

E-learning activities in educating e-business: a pilot with a process-oriented e-learning environment

Current e-learning tools offer a multitude of possibilities for the exchange of various types of documents and for communication between students as well as between students and teacher(s). But education is intrinsically process-oriented – and current technology in the field of elearning offers no support for the activities which form the core of learning. In this paper the possibilities and limits of current technology as used in an extensive program (a minor) on e-business, are demonstrated. Furthermore, a first impression of a new, activity-based tool is given, which has been used in one of the courses of the program.Education for the 21 st century - impact of ICT and Digital Resources ConferenceRed de Universidades con Carreras en Informática (RedUNCI

WORK BASED LEARNING (WBL) AT VOCATIONAL EDUCATION

Vocational education learning needs Work Based Learning (WBL), as a result of the graduates are not prepared to work for a limited mastery of knowledge and skills. WBL goals in order to directly prepare graduates to work in accordance with the discipline being studied, without having to go through the stages of training again. WBL is for (1) students, (2) employers and (3) institution of learning. Anatomy WBL: (1) WBL is a key element in learning, (2) activity WBL and learning resources include: (a) a classroom setting, (b) learning institution based businesses, (3) planning of work-based learning experience, as a two-way bridge between the classroom and the workplace, (4) the role and responsibility, (5) implementation, (6) evaluation program with continuous review and program evaluation, (7) socialization, focuses on three aspects: (a) promotion, (b) the construction work, and (c) designing a tool of socialization. (8) internship gives students the opportunity to: (a) to observe the world of work and develop job skills, (b) obtain credit outside the classroom, (c) gain work experience in a career field, (d) explore career options, (e) to learn the terminology of work, work climate, and business / industry protocol, (f) develop skills in the chosen career field, (g) cognitive map WBL. Conclusion: (1) WBL is a learning experience for yourself as a student worker in industry, (2) WBL can be implemented in high school education level, D3 and S1, or even on non-formal education, (3) forms of WBL include: the production unit in learning institutions, an internship in the industry, career development program, co-operative, (4) implementation of WBL curriculum can be applied in formal learning institutions, (5) there is a link between vocational education and the workplace. (6) The transition from learning institutions to the workforce must have the support resources

Supporting local innovation for rural development: Analysis and review of five innovation support funds

In continents and countries such as Africa and India, huge agricultural areas are "de-facto" organic. More formalised - and knowledge intense - methods of organic agriculture has proved potential help farmers achieve better development returns from farming organic. While not commonly referred to (formally certified) as "organic", this huge agricultural sector mainly depend on farmer-knowledge intensive and local innovation systems very much of the same kind that served development of organic agriculture in the west, before agricultural universities and subsequently governments took interest in participating in developing "organic" agriculture. The aim of this study is to follow up on a World Bank workshop on innovation systems at the community level. Most of the knowledge and innovation referred to in the report relates to agriculture. By resolution, this workshop recommended that a ‘review of existing innovation support funds and outline of a global mechanism to foster community level innovations’ should be undertaken. The study is also, in part, a response to a recent report from the World Bank’s Indigenous Knowledge for Development Program, which calls for the establishment of an “innovation fund to promote successful IK practices” (Gorjestani, N., in WB 2004; 45-53). Th is desk study reviews fi ve innovation support funds (ISFs) or funding concepts: the Indian ‘National Innovation Fund’ (NIF) and its associated web of institutions; the GTZ-funded ‘Small-Scale Project Fund’ (SSPF); the NGO concept ‘Promoting Local Innovation in ecologically oriented agriculture and NRM’ (PROLINNOVA); the FAO’s project, ‘Promoting Farmer Innovation-Farmer Field Schools’ (PFI-FFS); and the ‘Local Agricultural Research Committee’ (CIAL) in Latin America. Local innovations are broadly perceived as constituting a major under-utilized potential for development and rural poverty reduction, and ISFs as contributing to realize this potential. Local innovators continue to experiment and generated knowledge within a broad spectrum of areas, including improved mechanical tools for agriculture, natural resource management, medicinal and agricultural practices, and innovative ways of organizing and doing business. Th e signifi cance of local innovators as a source of knowledge and well-adapted solutions is high among the poorer sections of rural society, many of whom cannot aff ord, nor have access to, relevant advisory services. Th ere is growing recognition that a whole range of diff erent actors and organizations are required to stimulate widespread local technological development. New products and processes are brought into local economic and social use through networks of organizations, which are often referred to in the abstract as the innovation system. Th e key challenge is not perceived in terms of devising new technologies, e.g. doing diff erent things, but in bringing about changes in how the innovation system works, e.g. doing things diff diffff erently (Phila 2005). DIIS REPORT 2007:4 6 Our comparative analysis of the fi ve reviews listed above draws twelve preliminary conclusions: (i) NIF is globally the largest and most advanced ISF. However, although the other four ISFs are more limited in scope and focus, they can all contribute valuable experiences, complementary to those of NIF. In our assessment, the eff ectiveness of investing in innovation support could be enhanced if existing complementary experiences were exchanged and acted on in a systematic manner. (ii) ISFs understand innovation as a matter of both processes and products, the latter varying from hard mechanical implements to soft institutional innovations. ISFs support both innovators and their links with public institutions and private entrepreneurs, and groups of rural producers, as platforms for innovations and as their links with innovators. It is our assessment that all ISFs could benefi t from a more balanced mix of the two areas of innovation support. (iii) ISFs’ understandings of who the innovators are varies. NIF celebrates the qualities of individual, small-scale entrepreneurs with a proven record of being innovative, while the remaining ISFs place their eff orts in facilitating poor rural producers and users of innovations to learn to become ‘researchers’ in their own right. It is our assessment that supporting both types of innovator is likely to increase the development outcomes of ISFs. (iv) A general lesson learned by all ISFs is that innovations have to be understood in their context. ISFs currently diff erentiate between innovations on the basis of the types of issues they are concerned with (e.g. soil and water conservation, biological pest management, etc.). It is our assessment that it would be useful if the ISFs could instead distinguish between innovations in relation to (i) the relevance of formal property rights; (ii) public/private goods; and (iii) market/non-market value. (v) When using a ‘learning selection’ analytical framework for rural innovations for development, the focus shifts away from simply understanding innovators as inventors and rural producers as the users of innovations towards a focus on how innovations are continuously improved upon through interaction between the various actors. In our assessment, the facilitation of cycles of ‘ learning selection’ involving innovators, entrepreneurs and innovative adopters is a potential area of activity for ISFs that could contribute to scaling out use and the commercialization of rural innovations. DIIS REPORT 2007:4 7 (vi) Understanding capacity development as ‘the ability of an organization to produce appropriate outputs (e.g. services and products) helps clarify the aim of capacity development eff orts in these ISFs. ISF-supported eff orts are centered on the one hand on building eff ective mechanisms for identifying, documenting, vetting and promoting innovations, and on the other hand on ensuring organizational and fi nancial sustainability. (vii) Th e ISF funds reviewed here have a decentralized management structure linked together by a central management unit or committee. Th e Indian NIF has the most formalized and well-established governance structure, including a national Governing Board that coordinates activities among the web of independent organizations, each with diff erent functions and foci. Coordination of activities is less visible in the case of CIAL and PFI-FFS, as most management decisions in these organizations are taken at the farmer-group level and at the district-level networks of these groups. Th e PROLINNOVA concept provides a refreshing mix of centralized and decentralized decision-making management. (viii) None of these ISFs have a comprehensive system for monitoring outcomes and assessing the impact of support activities. Since none of the M&E systems diff erentiates between diff erent social categories, one potential development impact of ISF activities has not been documented. ISF documents are also unclear in their understandings of the social and economic mechanisms through which support for local innovations result in improved levels of well-being for poor people. (ix) Th e review reveals a diverse picture of Innovation Scouting, from none or implied (PROLINNOVA,) via criteria-based (SSPF), the village walks and student scouts of the NIF, reliance on grassroots “champions” and/or use of extension workers (FFS), to the structured group innovation process encoded in the CIALs. Th e use by NIF of students who return to their villages during their vacations to scout for innovations seems to be a successful approach that may be replicable in other areas where university students come from rural areas. Th e availability of comprehensive standardized forms and criteria that the students can easily apply has contributed to the success of this approach. An unintended side eff ect has been changes in student’s own attitudes to rural development. (x) Most of the funds reviewed made few if any attempts to support any genuine commercialization of local innovations. Th e exception is NIF, which we found to be more advanced in this sense. NIF includes both formal and informal sector DIIS REPORT 2007:4 8 commercialization. While primarily focusing on innovations of a public-good nature with a view to informal commercialization or information-sharing, NIF has developed a proven capacity to work with innovations of a rival good or excludable nature, in other words, those with the potential for commercialization based on standard or sui-generis IPRs. Th e other funds focus mostly (CIAL) or almost exclusively (FFS) on non-excludable and non-rival goods. In the latter cases, most or all the innovations they support are likely to be of a public-good nature. (xi) Th ree complementary forms of innovation vetting are practiced by the IFSs, each with their merits. One of the funds reviewed rely on two separate innovation “review” committees, one “scientifi c”, and one by peers among innovators (NIF), while another used joint experiments involving both external facilitators and researchers (CIAL). Vetting by potential users (e.g. rural producers) is widely practiced in PFI-FFS. (xii) Th e approach to learning varies within the ISFs, from the highly complex and elaborate learning programmed for at all levels, through a wide array of instruments and forums (NIF), to a far more specifi c and scoped adult or joint learning model (CIAL, FFS), to the rather more amorphous “collective learning” envisioned by the PROLINNOVA concept. A global innovation facility (GIF) could play a role in compiling existing documentation of experience, initiating cross-country studies, and assisting in ensuring that these experiences are made available and exchanged in a systematic manner among the existing ISFs. Th e mission of such a GIF could be to enhance the effectiveness of existing ISFs and the global expansion of activities by facilitating institutional learning, the exchange of experience between existing ISFs and the provision of technical assistance

Software-based dialogue systems: Survey, taxonomy and challenges

The use of natural language interfaces in the field of human-computer interaction is undergoing intense study through dedicated scientific and industrial research. The latest contributions in the field, including deep learning approaches like recurrent neural networks, the potential of context-aware strategies and user-centred design approaches, have brought back the attention of the community to software-based dialogue systems, generally known as conversational agents or chatbots. Nonetheless, and given the novelty of the field, a generic, context-independent overview on the current state of research of conversational agents covering all research perspectives involved is missing. Motivated by this context, this paper reports a survey of the current state of research of conversational agents through a systematic literature review of secondary studies. The conducted research is designed to develop an exhaustive perspective through a clear presentation of the aggregated knowledge published by recent literature within a variety of domains, research focuses and contexts. As a result, this research proposes a holistic taxonomy of the different dimensions involved in the conversational agents’ field, which is expected to help researchers and to lay the groundwork for future research in the field of natural language interfaces.With the support from the Secretariat for Universities and Research of the Ministry of Business and Knowledge of the Government of Catalonia and the European Social Fund. The corresponding author gratefully acknowledges the Universitat Politècnica de Catalunya and Banco Santander for the inancial support of his predoctoral grant FPI-UPC. This paper has been funded by the Spanish Ministerio de Ciencia e Innovación under project / funding scheme PID2020-117191RB-I00 / AEI/10.13039/501100011033.Peer ReviewedPostprint (author's final draft