Proposal for the Creation of a Subdiscipline: Education Informatics

“Education Informatics” is the name for an emerging new sub-discipline of education. We define “Education Informatics” as the application of technology to discovering and communicating education information. This article will provide an historical and theoretical foundation for the emergence of this new sub-discipline. Existing definitions of informatics, the literature on education informatics, and the evolution of academic disciplines will be examined. The authors will explore commonalities between the two disciplines from which education informatics is derived: information science and education. They will justify the foundation of the sub-discipline, grounding it within the existing discipline of education. The article will conclude with a discussion of how this new sub-discipline might impact research and practice; a plan for incorporating the new sub-discipline in the educational system; and a proposed research agenda

Open Agriculture and the Right-to-Repair Community Movement

Technological changes in the agriculture industry cause shifts in the roles and power relations of stakeholders. As stakeholders vie for control of intellectual property and increased revenue, tensions can be observed through the emergence of open agriculture and the right-to-repair community movements. The goal of this research-in-progress paper aims to explore these tensions and offers a background of current research, providing a road map for our continued work. Research investigating information technology use in agriculture, precision farming, agriculture decision support, and analytics is relevant and important for the Information Systems discipline because it continues to push the investigation of the changing nature of work due to technology

Indonesian Text Dataset for Determining Sentiment Classification Using Mechine Learning Approach

Advances in information technology encourage the emergence of unlimited textual information with the use of online media developing so rapidly that the emergence of the need for information presentation without reducing the value of the information presented. Basicaly the concept of the dataset is a general form of almost every discipline, where the dataset provides empirical basic information for research activities. Sentiment analysis is done to see opinions or feelings about a problem or identify and classify information trends from the problem. The dataset analysis in determining sentiment classification is a model of sentiment classification that has relevance to the dataset with the use of machine learning techniques with supervision that learns from experience to predict output from labeled input data and output from machine learning. The results of experiments and tests that have been carried out on machine learning techniques with supervision can classify sentiments in the tweet text properly and the level of accuracy can still be improved to a better direction with data namely baseline 100 (days) and 83 (weeks), naivebayes 100 (days) and 82 (weeks), maxent 100 (days) and 83 (weeks), and SVM 100 (days) and 83 (weeks)

Sociomateriality and IS Identity

Challenges to identifying the information systems (IS) field originate within the community, from external institutional forces, from the change in technology, from the emergence of new phenomena, and finally, from the changing understanding of what a “field” or “discipline” entails. In this study we trace the historiography of the IS field to illustrate sources of confusion arising from deeply held assumptions regarding the formation and legitimacy of IS identity. By introducing the identity of IS as a “human science” as opposed to that of a natural science, we illuminate an interstitial gap in knowledge which IS inhabits. To address this gap, we posit sociomateriality as a perspective that offers IS a distinct identity as an academically and socially relevant field by uncovering and enabling research into the entanglement of humans, information, and technologies

New students, new learning, new environments in higher education : literacies in the digital age

Information literacy is developing new meanings and importance in the online age of teaching and learning in higher education. Information literacy, as a highly prized graduate attribute, is related to the development of lifelong learning capacities. Its strong re-emergence in the form of digital literacy in the context of major online developments at Deakin University is considered through four cases. In each case the reader is asked to consider how the teaching staff members have conceived critical discipline-based information and digital literacies, how these conceptions are related to desired learning outcomes, the types of digital and online environments designed to support the development of these literacies, and how each one contributes to the development of lifelong learning capacities. Information and digital literacy is enlivened through being situated in broader understandings of new generations of learners, new forms of learning and new e-supported learning environments. Educational design, evaluation, research and technology implications of these new types of digital and online-based teaching and learning environments are finally examined.<br /

Rebordering the borders created by multidisciplinary sciences: A study

Emergence of “Glass ceiling” like phenomena in the minds of professionals doing research in a multidisciplinary subject needs to be studied. For an example, computational neurosciences(CNS) comprises of neurology, cognitive science, psychology, computer science, physics, mathematics, information technology, radiology, anthropology, sociology, and biology. When a specialist doing research in a multidisciplinary science like computational neuroscience, know less about other disciplines. This at times leads to tension among the members of the multidisciplinary group. This may create an environment where some members feel excluded. This may also lead to a power structure among different professionals. In case of CNS, the biological scientists feel the computational and engineering sciences may use their mathematical power to control them. On the other hand the engineering scientists feel they need to learn more about biology to understand CNS. The highly technical medical specialist such as Electro physiologists were also feeling like the biologists. As computational neurosciences gaining more importance, it is important to understand the interaction among the scientists from different disciplines and its effect on the development of discipline. The present paper is an attempt to study the dynamics of the members of the multidisciplinary group, who have done their short course on CNS.Multidisciplinary Research, Computational Neuroscience, interaction, education, research

A comparative study on communication structures of Chinese journals in the social sciences

We argue that the communication structures in the Chinese social sciences have not yet been sufficiently reformed. Citation patterns among Chinese domestic journals in three subject areas -- political science and marxism, library and information science, and economics -- are compared with their counterparts internationally. Like their colleagues in the natural and life sciences, Chinese scholars in the social sciences provide fewer references to journal publications than their international counterparts; like their international colleagues, social scientists provide fewer references than natural sciences. The resulting citation networks, therefore, are sparse. Nevertheless, the citation structures clearly suggest that the Chinese social sciences are far less specialized in terms of disciplinary delineations than their international counterparts. Marxism studies are more established than political science in China. In terms of the impact of the Chinese political system on academic fields, disciplines closely related to the political system are less specialized than those weakly related. In the discussion section, we explore reasons that may cause the current stagnation and provide policy recommendations

ICT Research, the New Economy, and the Evolving Discipline of Economics: Back to the Future?

Economics-related ICT research has moved from the fringes of the discipline to penetrate all of its branches. It is, therefore, not a separate economics sub-discipline. It is also unlikely to become part of an 'ICT or Internet Research' proto-discipline. Instead, it should be seen as only one part of a bigger agenda toward a proper 'information and knowledge economics' and possibly a future proto-discipline of a 'unified theory of information and knowledge' or a meta-discipline of information sciences. This is the post-print version of a short article for the Special Issue: ICT Research and Disciplinary Boundaries: Is “Internet Research” a Virtual Field, a Proto-Discipline, or Something Else?”(Guest Editor: Nancy K. Baym), Information Society, Volume 21, No. 4, 2005, pp. 317-320. See: http://www.indiana.edu/~tisj