Modelling Collaboration Processes Through Design Patterns

Enterprise 2.0 has been introduced in the SME (Small Medium Enterprise) modifying common organizational and operative practices. This brings the `knowledge workers' to change their working practices through the use of web 2.0 communication tools. Unfortunately, these tools do not allow intercepting and tracing the exchanged data, which can produce a loss of information. This is an important problem in an enterprise context because knowledge of the exchanged information can increase the efficiency and competitiveness of the company. In this article we demonstrate that it is possible to extract this knowledge by an abstraction process of the new operative practices, named collaboration processes, thanks to the use of design patterns. Therefore, we propose design patterns for the collaboration processes useful for modelling typical Enterprise 2.0 activities, having the goal of making more flexible and traceable the use of emerging operative practices

Innovation in GI teaching and learning: a case-based approach

There is a need to align the geospatial education and training offered by European universities with the requirement of the private and public sector to have access to a well-trained Geographic Information workforce. Over the past decades the collaboration between academia and the private and public sector gained importance in research as well as education. However, a more intense collaboration and more innovative methods are necessary to cope with the challenges of the fast evolving technological developments in the geospatial and ICT fields. In the context of the giCASES Erasmus+ project, a case-based and collaborative learning method has been designed based on the concept of co-creation of knowledge. Six case studies have been identified and described to test the approach. The case studies have been analysed and modelled with focus on three collaborative learning patterns. This poster describes the approach, the identified case studies, as well as the collaborative learning patterns. In ongoing and future work, the different patterns will serve as use cases for the deployment of a collaborative learning platform and for testing the co-creation of knowledge

A SPEMOntology for Software Processes Reusing

Reusing the best practices and know-how capitalized from existing software process models is a promising solution to model high quality software processes. This paper presents a part of AoSP (Architecture oriented Software Process) for software processes reuse based on software architectures. The solution is proposed after the study of existing works on software process reusing. AoSP approach deals with the engineering "for" and "by" reusing software processes, it exploits the progress of two research fields that promote reusing in order to improve the software process reusing: domain ontologies and software architectures. AoSP exploits a domain ontology to reuse software process know-how, it allows retrieving, describing and deploring software process architectures. This article details the engineering "for" reusing SPs step of AoSP, it explains how the software process architectures are described and discusses the software process ontology conceptualization and software process knowledge acquisition

A portal of educational resources: providing evidence for matching pedagogy with technology

The TPACK (Technology, Pedagogy and Content Knowledge) model presents the three types of knowledge that are necessary to implement a successful technology-based educational activity. It highlights how the intersections between TPK (Technological Pedagogical Knowledge), PCK (Pedagogical Content Knowledge) and TCK (Technological Content Knowledge) are not a sheer sum up of their components but new types of knowledge. This paper focuses on TPK, the intersection between technology knowledge and pedagogy knowledge – a crucial field of investigation. Actually, technology in education is not just an add-on but is literally reshaping teaching/learning paradigms. Technology modifies pedagogy and pedagogy dictates requirements to technology. In order to pursue this research, an empirical approach was taken, building a repository (back-end) and a portal (front-end) of about 300 real-life educational experiences run at school. Educational portals are not new, but they generally emphasise content. Instead, in our portal, technology and pedagogy take centre stage. Experiences are classified according to more than 30 categories (‘facets’) and more than 200 facet values, all revolving around the pedagogical implementation and the technology used. The portal (an innovative piece of technology) supports sophisticated ‘exploratory’ sessions of use, targeted at researchers (investigating the TPK intersection), teachers (looking for inspiration in their daily jobs) and decision makers (making decisions about the introduction of technology into schools)

FOSS4G as a key building block for case-based learning in Geographic Information education

In the sector of Geographic Information (GI) there is a gap between the education and training currently being offered by European universities and the knowledge and skills required by enterprises and public authorities. New forms of collaboration based on innovative methods are needed to cope with the challenges derived from the fast technological developments in the geospatial and ICT field. This paper presents the approach and the first findings of the EU Erasmus+ project giCASES – Creating a University-Enterprise Alliance for a Spatially Enabled Society (2016–2018) which addresses this challenge by introducing new methods for case-based and collaborative learning, and for the co-creation, management and sharing of knowledge between universities and enterprises. The aim of the project is to develop new training material and create innovative, multi-disciplinary learning processes based on real-world case studies (case-based learning). The paper focuses on the methodological approach developed during the first half of the project, and presents the 6 case studies where this approach will be tested during the second half. Despite the diversity of application domains (indoor mapping, environmental hazards, e-Government, utility networks, energy saving policies, and forestry), the case studies are all relevant to open source software and FOSS4G technologies will play a key role in their implementation, thus demonstrating their matureness and flexibility not only as GI teaching tools at the universities, but also as powerful means to develop innovative new services at the companies