`ICT Policy` for ICT service management - role of business organizations in national reforms agenda for services sector

Several governments around the world have made significant endeavours and allegiances to deliver new National Reforms Agenda (NRA) in order to drive sustained prosperity for their citizens e.g. the cases of Australian, Georgia, Kingdom of Saudi Arabia (KSA) governments etc. In general, the rationale for transformation in NRA has been manifold such as: (a) healthier and more active the population, the stronger the economy; (b) the more skilled the population, the higher the productivity; (c) the greater the degree of social inclusion, the greater the workforce/stakeholder participation and (b) improving individual government’s investment climate and strengthening democratic and political institutions. Notwithstanding, in the present and coming decades nationals of different countries around the world are (to a greater extent due to the credit crunch) and further will be facing immense challenges, due to mounting competitiveness in the global economy. Some governments are highly aware of the magnitude and complexity of these challenges. Nevertheless, resolving these challenges is not merely within the jurisdiction of the national government – success will essentially hinge on a collaborative working relationship within all levels of governments (e.g. local, national, central) and business/trading stakeholders. As a result of this collaboration, formulating and consigning prosperity to citizens. The research carried out in this paper strives to exemplify the objectives of the national reforms in general. In addition, structural change of the reformation policy is presented to the business organisations for the purpose of enabling them by focusing on Information and Communication Technologies (ICT) based participation and productivity in service management

Challenges and opportunities to develop a smart city: A case study of Gold Coast, Australia

With the rapid growth of information and communication technologies, there is a growing interest in developing smart cities with a focus on the knowledge economy, use of sensors and mobile technologies to plan and manage cities. The proponents argue that these emerging technologies have potential application in efficiently managing the environment and infrastructure, promoting economic development and actively engaging the public, thus contributing to building safe, healthy, sustainable and resilient cities. However, are there other important elements in addition to technologies which can contribute to the creation of smart cities? What are some of the challenges and opportunities for developing a smart city? This paper aims to answer these questions by developing a conceptual framework for smart cities. The framework is then applied to the city of Gold Coast to identify challenges and opportunities for developing the city into a ‘smart city’. Gold Coast is a popular tourist city of about 600,000 populations in South East Queensland, Australia, at the southern end of the 240km long coastal conurbation that is centred by Brisbane. Recently, IBM has nominated Gold Coast as one of the three cities in Australia for its Smarter Cities Challenge Grant. The grant will provide the Gold Coast City Council with the opportunity to collaborate with a group of experts from IBM to develop strategies for enhancing its ICT arrangements for disaster response capabilities. Gold Coast, meanwhile, has potential to diversify its economy from being centred on tourism to a knowledge economy with focus on its educational institutions, investments in cultural precincts and high quality lifestyle amenities. These provide a unique opportunity for building Gold Coast as an important smart city in the region. As part of the research methodology, the paper will review relevant policies of the council. Finally, lessons will be drawn from the case study for other cities which seek to establish themselves as smart cities

Distance learners: connected, mobile and resourceful individuals

In recent years the student experience of higher education in general and distance education in particular has been strongly influenced by the wide scale uptake of Internet based learning approaches and an expanding distance education market, amongst many other trends. As competition within the sector increases because of access to the WWW and other in-country socio-political influences, the push to attract and retain students is becoming a key issue for institutions. Understanding the distance student's voice in relation to these trends and developing appropriate responses to ensure a satisfactory learning experience is of critical importance. This paper reports on a recently completed study that explored the distance learners' experience at one dual-mode Australian institution. The paper outlines a rationale for investigating the student voice to meet the unique needs of the distance learner. It describes the approaches that were adopted to undertake the research and discusses some of the main themes that emerged from the study - individualness, connectedness, quality, mobility, and resourcefulness. The paper concludes with considerations for policy and practice in relation to utilising the distance learners' voice in enhancing distance learners' experiences

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

Indonesia at home and abroad: economics, politics and security

Overview: This inaugural suite of papers for the National Security College Issue Brief Series is also a component of an NSC research grant investigating the prospects, challenges and opportunities associated with Indonesia’s ascent in the political-security, economic, and socio-cultural spheres. The chief investigators for this project are Dr Christopher Roberts, Dr Ahmad Habir, and Associate Professor Leonard Sebastian. These issue briefs represent a short precursor to a fi fteen chapter edited book, titled Indonesia’s Ascent: Power, Leadership and the Regional Order, to be published by Palgrave MacMillan in late 2014. The project also involved conferences and fi eldwork in both Canberra and Jakarta between 2012 and 2013

Research methodologies in creative practice: literacy in the digital age of the twenty first century - learning from computer games

Literacy remains one of the central goals of schooling, but the ways in which it is understood are changing. The growth of the networked society, and the spread of Information and Communications Technologies (ICT), has brought about significant changes to traditional forms of literacy. Older, print based forms now take their place alongside a mix of newer multi-modal forms, where a wide range of elements such as image, sound, movement, light, colour and interactivity often supplant the printed word and contribute to the ways in which meaning is made. For young people to be fully literate in the twenty-first century, they need to have clear understandings about the ways in which these forms of literacy combine to persuade, present a point of view, argue a case or win the viewers’ sympathies. They need to know how to use them themselves, and to be aware of the ways in which others use them. They need to understand how digital texts organise and prioritise knowledge and information, and to recognise and be critically informed about the global context in which this occurs. That is, to be effective members of society, students need to become critical and capable users of both print and multimodal literacy, and be able to bring informed and analytic perspectives to bear on all texts, both print and digital, that they encounter in everyday life. This is part of schools’ larger challenge to build robust connections between school and the world beyond, to meet the needs of all students, and to counter problems of alienation and marginalisation, particularly amongst students in the middle years. This means finding ways to be relevant and useful for all students, and to provide them with the skills and knowledge they will need in the ICT-based world of the Twentyfirst century. With respect to literacy education, engagement and technology, we urgently need more information as to how this might be best achieved

Developing the vision: preparing teachers to deliver a digital world-class education system

In 2008 Australians were promised a \u27Digital Education Revolution\u27 by the government to dramatically change classroom education and build a \u27world-class education system\u27. Eight billion dollars have been spent providing computer equipment for upper secondary classrooms, yet there is little evidence that a revolution has occurred in Australian schools. Transformation of an education system takes more than a simplistic hardware solution. Revolutions need leaders and leaders need vision. In this paper, I argue that we must first develop educational leaders by inspiring future teachers with a vision and by designing our teacher-education courses as technology-rich learning-spaces. A multi-layered scenario is developed as the inspiration for a vision of a future-orientated teacher-education system that prepares teachers to deliver a \u27worldclass digital education\u27 for every Australian child. Although written for the Australian context this paper has broad relevance internationally for teacher education

Managing ubiquitous eco cities: the role of urban telecommunication infrastructure networks and convergence technologies

A successful urban management system for a Ubiquitous Eco City requires an integrated approach. This integration includes bringing together economic, socio-cultural and urban development with a well orchestrated, transparent and open decision making mechanism and necessary infrastructure and technologies. Rapidly developing information and telecommunication technologies and their platforms in the late 20th Century improves urban management and enhances the quality of life and place. Telecommunication technologies provide an important base for monitoring and managing activities over wired, wireless or fibre-optic networks. Particularly technology convergence creates new ways in which the information and telecommunication technologies are used. The 21st Century is an era where information has converged, in which people are able to access a variety of services, including internet and location based services, through multi-functional devices such as mobile phones and provides opportunities in the management of Ubiquitous Eco Cities. This paper discusses the recent developments in telecommunication networks and trends in convergence technologies and their implications on the management of Ubiquitous Eco Cities and how this technological shift is likely to be beneficial in improving the quality of life and place. The paper also introduces recent approaches on urban management systems, such as intelligent urban management systems, that are suitable for Ubiquitous Eco Cities