Collaborative mind mapping to support online discussion in teacher education

Mind maps that combine text, images, colour and layout elements, have been widely used in classroom teaching to improve retention, knowledge organization and conceptual understanding. Furthermore, studies have shown the advantages of using mind-maps to facilitate collaborative learning. However, there are gaps in the literature regarding the use and study of collaborative mind-mapping in online learning settings. This integrated-article dissertation explores the implementation of online collaborative mind mapping activities in a mathematics teacher education program at a Canadian university. The studies were developed with participants enrolled in three different courses where at least two of the online activities used collaborative mind mapping for knowledge construction. Rather than prove the efficacy of a visual tool, as other studies have, this research provides an understanding of how the learning and knowledge construction process occurs when student interact with one another using a mind mapping tool. The set of articles contained in this dissertation answers to the questions: (1) What are the roles that collaborative mind mapping plays in the participants’ education as mathematics teachers? (2) What are the differences between student interaction in threaded forums and mind-maps? (3) How does online collaborative mind mapping enhance the aspects of engagement, representation, and expression in teacher education? (4) How can grounded theory methods be developed with sources of online multimodal data such as online mind mapping? (5) How do students interact and construct knowledge when they engage in online collaborative mind mapping? The research view is qualitative and uses a variety of descriptive case study, content analysis, and constructivist grounded theory methods. This dissertation provides insights into online collaborative knowledge construction when using collaborative mind-mapping and adds to the existing literature on online learning, especially concerning the use of visual, collaborative tools. It contains guidelines and suggestions to implement this type of learning experiences in other courses and/or other education levels

Examining the Role of Business Intelligence and Analytics in Hospitality Revenue Management

Most hospitality revenue management forecasting systems were built prior to the business intelligence and analytics movement. Only recently these systems have been enhanced to offer contemporary business intelligence and analytics functionalities. In addition, revenue management professionals are receiving support from standalone, supplementary business intelligence and analytics platforms. The purpose of this dissertation was to produce a holistic review of and establish the role of business intelligence and analytics within hospitality revenue management. Data was collected from twenty-three interviews; all participants were employed by hospitality organizations in revenue management specific positions. Grounded theory methodology was utilized. The results show that nearly all of revenue management tasks are supported by business intelligence and analytics functionalities, irrespective of where the functionalities are housed, in revenue management systems or in business intelligence and analytics tools. Also, opportunities to integrate more advanced functionalities into revenue management systems, including those relating to interfaces, were identified. As part of this inquiry, revenue managers’ beliefs and perceptions - including relative advantage, job-fit, and trust - were examined to determine which have influence on the usage of business intelligence and analytics within revenue management systems and as standalone tools. Overall, twenty-two categories/themes were formulated across four research questions. This dissertation contributes to the examination of the role of business intelligence and analytics in hospitality revenue management, but there is still much more to investigate, particularly as compatibility of hospitality systems and data management are improved

Design Analytics Dashboards to Support Students and Instructors

Design coursework is iterative and continuously-evolving. Separation of digital tools used in design courses disaffects instructors’ and students’ iterative process experiences. As technology becomes increasingly integrated into design education, new opportunities arise for supporting the iterative, living process of design. These opportunities include providing on-demand, automatically computed insights to instructors, and facilitating instructor and student communication of feedback. I present a system that integrates support for design ideation with a learning analytics dashboard. The system enables instructors gain insights into a student's work across multiple dimensions. Instructors can view design work in the same environment in which students create it, which allows them to provide assessment and feedback in-context. I conducted semi-structured interviews, and recorded interaction logs over the course of an academic year to understand users' experiences. My research contributes to our understanding of how to present interactive, on-demand insights to instructors, as well as how to facilitate communication in an iterative process between instructors and students. Findings indicate benefits when systems enable instructors to contextualize creative work with assessment by integrating support for ideation with a learning analytics dashboard. Instructors are better able to track students and their work. Students are supported in reflecting on the relationship between assignments, and contextualizing instructor feedback with their work. We derive implications for contextualizing design with feedback to support creativity, learning, and teaching

Grounded Visual Analytics: A New Approach to Discovering Phenomena in Data at Scale

We introduce Grounded Visual Analytics, a new method that integrates qualitative and quantitative approaches in order to help investigators discover patterns about human activity. Investigators who develop or study systems often use log data, which keeps track of interactions their participants perform. Discovering and characterizing patterns in this data is important because it can help guide interactive computing system design. This new approach integrates Visual Analytics, a field that investigates Information Visualization and interactive machine learning, and Grounded Theory, a rigorous qualitative research method for discovering nuanced understanding of qualitative data. This dissertation defines and motivates this new approach, reviews relevant existing tools, builds the Log Timelines system. We present and analyze six case studies that use Log Timelines, a probe that we created in order explore Grounded Visual Analytics. In a series of case studies, we collaborate with a participant-investigator on their own project and data. Their use of Grounded Visual Analytics generates ideas about how future research can bridge the gap between qualitative and quantitative methods

Cyber risk at the edge: Current and future trends on cyber risk analytics and artificial intelligence in the industrial internet of things and industry 4.0 supply chains

Digital technologies have changed the way supply chain operations are structured. In this article, we conduct systematic syntheses of literature on the impact of new technologies on supply chains and the related cyber risks. A taxonomic/cladistic approach is used for the evaluations of progress in the area of supply chain integration in the Industrial Internet of Things and Industry 4.0, with a specific focus on the mitigation of cyber risks. An analytical framework is presented, based on a critical assessment with respect to issues related to new types of cyber risk and the integration of supply chains with new technologies. This paper identifies a dynamic and self-adapting supply chain system supported with Artificial Intelligence and Machine Learning (AI/ML) and real-time intelligence for predictive cyber risk analytics. The system is integrated into a cognition engine that enables predictive cyber risk analytics with real-time intelligence from IoT networks at the edge. This enhances capacities and assist in the creation of a comprehensive understanding of the opportunities and threats that arise when edge computing nodes are deployed, and when AI/ML technologies are migrated to the periphery of IoT networks

A Novel Design Science Approach for Integrating Chinese User-Generated Content in Non-Chinese Market Intelligence

Market research has long relied on reactive means of data gathering, such as questionnaires or focus groups. With the wide-spread use of social media, millions of comments about customer opinions and feedback regarding products and brands are available. However, before using this ‘wisdom of the crowd’ as a source for marketing research, several challenges have to be tackled: the sheer volume of posts, their unstructured format, and the dozens of different languages used on the internet. All of them make automated usage of this data challenging. In this paper, we draw on dashboard design principles and follow a design science research approach to develop a framework for search, integration, and analysis of cross-language user-generated content. With ‘MarketMiner’, we implement the framework in the automotive industry by analyzing Chinese auto forums. The results are promising in that MarketMiner can dramatically improve utilization of foreign-language social media content for market intelligence purposes

Instruments for visualization of self, co, and socially shared regulation of learning using multimodal analytics:a systematic review

Abstract. This thesis presents a systematic literature review in the intersection of multimodal learning analytics, regulation theories of learning, and visual analytics literature of the last decade (2011- 2021). This review is to collect existing research-based instruments designed to visualize Self-Regulation of Learning (SRL), Co-Regulation of learning (CoRL), and Socially Shared Regulation of learning (SSRL) using dashboards and multimodal data. The inclusion and exclusion criteria used in this review addressed two main aims. First, to distil settings, instruments, constructs, and audiences. Second, to identify visualization used for targets (i.e., cognition, motivation, and emotion), phases (i.e., forethought, performance, and reflection), and types of regulation (i.e., SRL, CoRL, and SSRL). By following the Preferred Reporting Items for Systematic Reviews and MetaAnalyses (PRISMA) guidelines, this thesis included 23 peer-reviewed articles out of 383 articles retrieved from 5 different databases searched in April 2021. The main findings from this literature review are (a) the included articles used theoretical grounding of SRL in all articles while CoRL is used only in 3 articles and SSRL only in 2 articles; (b) most articles used both teachers and students as the audience for visual feedback and operated in online learning settings; (c) selected articles focused mainly on visualizing cognition and motivation (17 articles each) as targets of regulation, while emotion as the target was applied only in 6 articles; (d) The performance phase was common to most of the articles and used various visualizations followed by reflection and forethought phases respectively. Simple visualizations, i.e., progress bar chart, line chart, color coding, are used more frequently than bubble chart, stacked column chart, funnel chart, heat maps, and Sankey diagram. Most of the dashboard instruments identified in the review are still improving their designs. Therefore, the results of this review should be put into the context of future studies to be utilized by researchers and teachers in recognizing the missing targets and phases of SRL, CoRL, and SSRL in visualized feedback. Addressing these could also assist them in giving timely feedback on students’ learning strategies to improve their regulatory skills

The use of social media by organisations when engaging with their online community: the collective storytelling phenomenon

The pervasive nature and use of social media has transformed society and this transformation has attracted significant attention from both industry and academia. The organisational implementation and use of social media are plagued with many challenges, leaving managers frustrated at not achieving the desired results. This emergent and complex nature of the social media phenomenon requires researchers to consider novel approaches when conducting social media research. As the number of Information Systems (IS) researchers conducting research on the social media phenomenon increases, so too does the need to develop relevant and rigorous social media theories. This challenge must be addressed by IS researchers who are contemplating, or are busy conducting research on the social media phenomenon. My PhD thesis responds to the call made by academics and practice for the development of relevant and rigorous social media theories, with the aim of providing a better explanation than what is currently found in the social media literature on social media use within an organisational context. Owing to the emergent nature of the social media phenomenon, the grounded theory method (GTM) is used to develop a substantive theory that increases understanding of this particular phenomenon. Two organisations are selected as the case studies. Both are industry leaders in South Africa, with one being a prominent retailer with a very visible social media presence and the other, being a leading university in South Africa, which is actively growing its social media presence. The results show that organisations enter into a collective storytelling process with their online community. Risk to reputation and the need for online community engagement are identified as reasons for this. Organisations using social media need to be aware of the following conditions that impact on social media use: (1) the social media landscape, (2) the characteristics of social media for use, (3) the relationship between content and social media, (4) content quality, (5) the online community-organisation power dynamic, and (6) the provision of a seamless online experience for the community. Challenges during the collective storytelling process lead to organisations experiencing social media use failures. To overcome these failures, organisations implement education interventions. An evolving supportive social media strategy that provides formal guidelines for social media use ultimately leads to a reduction in the organisational risk to reputation and an improvement in online community engagement, initially identified as the reasons why organisations decide to use social media. The main theoretical contribution is the development of a holistic theoretical framework using the GTM to better explain social media use within organisations when engaging with their online community