315,741 research outputs found
VALS: Virtual Alliances for Learning Society
[EN] VALS has the aims of establishing sustainable methods and processes to build knowledge partnerships between Higher
Education and companies to collaborate on resolving authentic business problems through open innovation mediated by
the use of Open Source Software. Open Source solutions provide the means whereby educational institutions, students,
businesses and foundations can all collaborate to resolve authentic business problems. Not only Open Software provides
the necessary shared infrastructure and collaborative practice, the foundations that manage the software are also hubs,
which channel the operational challenges of their users through to the people who can solve them. This has great
potential for enabling students and supervisors to collaborate in resolving the problems of businesses, but is constrained
by the lack of support for managing and promoting collaboration across the two sectors. VALS should 1) provide the
methods, practice, documentation and infrastructure to unlock this potential through virtual placements in businesses and
other public and private bodies; and 2) pilot and promote these as the âSemester of Codeâ. To achieve its goals the
project develops guidance for educational institutions, and for businesses and foundations, detailing the opportunities and
the benefits to be gained from the Semester of Code, and the changes to organisation and practice required. A Virtual
Placement System is going to be developed, adapting Apache Melange, and extending it where necessary. In piloting, the
necessary adaptations to practice will be carried out, particularly in universities, and commitments will be established
between problem owners and applicants for virtual placements
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Similarities, challenges and opportunities of wikipedia content and open source projects
Copyright @ 2012 John Wiley & Sons, Ltd.Several years of research and evidence have demonstrated that Open Source Software (OSS) portals often contain a large amount of software projects that simply do not evolve, developed by relatively small communities, struggling to attract a sustained number of contributors. These portals have started to
increasingly act as a storage for abandoned projects, and researchers and practitioners should try and point out how to take advantage of such content. Similarly, other online content portals (like Wikipedia) could be harvested for valuable content. In this paper we argue that, even with differences in the requested expertise, many projects reliant on content and contributions by users undergo a similar evolution, and follow similar patterns: when a project fails to attract contributors, it appears to be not evolving, or abandoned. Far from a negative finding, even those projects could provide valuable content that should be harvested and identified based on common characteristics: by using the attributes of âusefulnessâ and âmodularityâ we isolate valuable content in both Wikipedia pages and OSS projects
Creating business value from big data and business analytics : organizational, managerial and human resource implications
This paper reports on a research project, funded by the EPSRCâs NEMODE (New Economic Models in the Digital Economy, Network+) programme, explores how organizations create value from their increasingly Big Data and the challenges they face in doing so. Three case studies are reported of large organizations with a formal business analytics group and data volumes that can be considered to be âbigâ. The case organizations are MobCo, a mobile telecoms operator, MediaCo, a television broadcaster, and CityTrans, a provider of transport services to a major city. Analysis of the cases is structured around a framework in which data and value creation are mediated by the organizationâs business analytics capability. This capability is then studied through a sociotechnical lens of organization/management, process, people, and technology. From the cases twenty key findings are identified. In the area of data and value creation these are: 1. Ensure data quality, 2. Build trust and permissions platforms, 3. Provide adequate anonymization, 4. Share value with data originators, 5. Create value through data partnerships, 6. Create public as well as private value, 7. Monitor and plan for changes in legislation and regulation. In organization and management: 8. Build a corporate analytics strategy, 9. Plan for organizational and cultural change, 10. Build deep domain knowledge, 11. Structure the analytics team carefully, 12. Partner with academic institutions, 13. Create an ethics approval process, 14. Make analytics projects agile, 15. Explore and exploit in analytics projects. In technology: 16. Use visualization as story-telling, 17. Be agnostic about technology while the landscape is uncertain (i.e., maintain a focus on value). In people and tools: 18. Data scientist personal attributes (curious, problem focused), 19. Data scientist as âbricoleurâ, 20. Data scientist acquisition and retention through challenging work. With regards to what organizations should do if they want to create value from their data the paper further proposes: a model of the analytics eco-system that places the business analytics function in a broad organizational context; and a process model for analytics implementation together with a six-stage maturity model
Adoption of innovative e-learning support for teaching: A multiple case study at the University of Waikato
In response to recent social, economic, and pedagogical challenges to tertiary-level teaching and learning, universities are increasingly investigating and adopting elearning as a way to engage and motivate students. This paper reports on the first year of a two-year (2009-2010) qualitative multiple case study research project in New Zealand. Using perspectives from activity theory and the scholarship of teaching, the research has the overall goal of documenting, developing, and disseminating effective and innovative practice in which e-learning plays an important role in tertiary teaching. A âsnapshotâ of each of the four 2009 cases and focused findings within and across cases are provided. This is followed by an overall discussion of the context, âwithinâ and âacrossâ case themes, and implications of the research
Implementing Web 2.0 in secondary schools: impacts, barriers and issues
One of the reports from the Web 2.0 technologies for learning at KS3 and KS4 project. This report explored Impact of Web 2.0 technologies on learning and teaching and drew upon evidence from multiple sources: field studies of 27 schools across the country; guided surveys of 2,600 school students; 100 interviews and 206 online surveys conducted with managers, teachers and technical staff in these schools; online surveys of the views of 96 parents; interviews held with 18 individual innovators in the field of Web 2.0 in education; and interviews with nine regional managers responsible for implementation of ICT at national level
A Research Agenda for Studying Open Source I: A Multi-Level Framework
This paper presents a research agenda for studying information systems using open source software A multi-level research model is developed at five discrete levels of analysis: (1) the artifact; (2) the individual; (3) the team, project, and community; (4) the organization; and (5) society. Each level is discussed in terms of key issues within the level. Examples are based on prior research. In a companion paper, [Niederman, et al 2006], we view the agenda through the lens of referent discipline theories
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