Aligning business processes and work practices

Current business process modeling methodologies offer little guidance regarding how to keep business process models aligned with their actual execution. This paper describes how to achieve this goal by uncovering and supervising business process models in connection with work practices using BAM. BAM is a methodology for business process modeling, supervision and improvement that works at two dimensions; the dimension of processes and the dimension of work practices. The business modeling component of BAM is illustrated with a case study in an organizational setting

Service-oriented coordination platform for technology-enhanced learning

It is currently difficult to coordinate learning processes, not only because multiple stakeholders are involved (such as students, teachers, administrative staff, technical staff), but also because these processes are driven by sophisticated rules (such as rules on how to provide learning material, rules on how to assess students’ progress, rules on how to share educational responsibilities). This is one of the reasons for the slow progress in technology-enhanced learning. Consequently, there is a clear demand for technological facilitation of the coordination of learning processes. In this work, we suggest some solution directions that are based on SOA (Service-Oriented Architecture). In particular, we propose a coordination service pattern consistent with SOA and based on requirements that follow from an analysis of both learning processes and potentially useful support technologies. We present the service pattern considering both functional and non-functional issues, and we address policy enforcement as well. Finally, we complement our proposed architecture-level solution directions with an example. The example illustrates our ideas and is also used to identify: (i) a short list of educational IT services; (ii) related non-functional concerns; they will be considered in future work

Model-driven Enterprise Systems Configuration

Enterprise Systems potentially lead to significant efficiency gains but require a well-conducted configuration process. A promising idea to manage and simplify the configuration process is based on the premise of using reference models for this task. Our paper continues along this idea and delivers a two-fold contribution: first, we present a generic process for the task of model-driven Enterprise Systems configuration including the steps of (a) Specification of configurable reference models, (b) Configuration of configurable reference models, (c) Transformation of configured reference models to regular build time models, (d) Deployment of the generated build time models, (e) Controlling of implementation models to provide input to the configuration, and (f) Consolidation of implementation models to provide input to reference model specification. We discuss inputs and outputs as well as the involvement of different roles and validation mechanisms. Second, we present an instantiation case of this generic process for Enterprise Systems configuration based on Configurable EPCs

Professional Learning Communities in the Expanded Learning Field

This white paper uses twelve evaluation reports of the Professional Learning Community (PLC) initiatives, as well as interviews with PLC participants and facilitators, to better understand how the PLC model is used in the Expanded Learning field, to demonstrate the benefits to participating staff and expanded learning programs, and to share best practices for youth-serving organizations interested in using PLCs

Using the Inquiry-based Learning Approach to Enhance Student Innovativeness: A Conceptual Model

Individual innovativeness has become one of the most important employability skills for university graduates. In this paper, we focus on how students could be better prepared to be innovative in the workplace, and we argue that inquiry-based learning (IBL) – a pedagogical approach in which students follow the inquiry-based processes used by scientists to construct knowledge – can be effective for this purpose. Drawing on research which examines the social and cognitive micro-foundations of innovative behaviour, we develop a conceptual model that links IBL and student innovativeness, and introduce three teacher-controlled design elements that can influence the strength of this relationship, namely whether an inquiry is open or closed, discovery-focused or information focused and individual or teambased. We argue that an open, discovery-focused and team-based inquiry offers the greatest potential for enhancing students’ skills in innovation. This paper has several implications for higher education research and practice

A semantic web services-based infrastructure for context-adaptive process support

Current technologies aimed at supporting processes whether it is a business or learning process - primarily follow a metadata- and data-centric paradigm. Whereas process metadata is usually based on a specific standard specification - such as the Business Process Modeling Notation (BPMN) or the IMS Learning Design Standard - the allocation of resources is done manually at design-time, and the used data is often specific to one process context only. These facts limit the reusability of process models across different standards and contexts. To overcome these issues, we introduce an innovative Semantic Web Service-based framework aimed at changing the current paradigm to a context-adaptive service-oriented approach. Following the idea of layered semantic abstractions, our approach supports the development of abstract semantic process model - reusable across different contexts and standards - that enables a dynamic adaptation to specific actor needs and objectives. To illustrate the application of our framework and establish its feasibility, we describe a prototypical application in the E-Learning domain

Designing an information system for updating land records in Bangladesh: action design ethnographic research (ADER)

Open Access. This article is distributed under the terms of the Creative Commons Attribution License which permits any use, distribution, and reproduction in any medium, provided the original author(s) and the source are credited.This article has been made available through the Brunel Open Access Publishing Fund.Information Systems (IS) has developed through adapting, generating and applying diverse methodologies, methods, and techniques from reference disciplines. Further, Action Design Research (ADR) has recently developed as a broad research method that focuses on designing and redesigning IT and IS in organizational contexts. This paper reflects on applying ADR in a complex organizational context in a developing country. It shows that ADR requires additional lens for designing IS in such a complex organizational context. Through conducting ADR, it is seen that an ethnographic framework has potential complementarities for understanding complex contexts thereby enhancing the ADR processes. This paper argues that conducting ADR with an ethnographic approach enhances design of IS and organizational contexts. Finally, this paper aims presents a broader methodological framework, Action Design Ethnographic Research (ADER), for designing artefacts as well as IS. This is illustrated through the case of a land records updating service in Bangladesh

Active Learning: Effects of Core Training Design Elements on Self-Regulatory Processes, Learning, and Adaptability

This research describes a comprehensive examination of the cognitive, motivational, and emotional processes underlying active learning approaches, their effects on learning and transfer, and the core training design elements (exploration, training frame, emotion-control) and individual differences (cognitive ability, trait goal orientation, trait anxiety) that shape these processes. Participants (N = 350) were trained to operate a complex computer-based simulation. Exploratory learning and error-encouragement framing had a positive effect on adaptive transfer performance and interacted with cognitive ability and dispositional goal orientation to influence trainees’ metacognition and state goal orientation. Trainees who received the emotion-control strategy had lower levels of state anxiety. Implications for developing an integrated theory of active learning, learner-centered design, and research extensions are discussed