Moving Towards Sustainable and Resilient Smart Water Grids

abstract: Urban water systems face sustainability and resiliency challenges including water leaks, over-use, quality issues, and response to drought and natural disasters. Information and communications technology (ICT) could help address these challenges through the development of smart water grids that network and automate monitoring and control devices. While progress is being made on technology elements, as a system, the smart water grid has received scant attention. This article aims to raise awareness of the systems-level idea of smart water grids by reviewing the technology elements and their integration into smart water systems, discussing potential sustainability and resiliency benefits, and challenges relating to the adoption of smart water grids. Water losses and inefficient use stand out as promising areas for applications of smart water grids. Potential barriers to the adoption of smart water grids include lack of funding for research and development, economic disincentives as well as institutional and political structures that favor the current system. It is our hope that future work can clarify the benefits of smart water grids and address challenges to their further development.The final version of this article, as published in Challenges, can be viewed online at: http://www.mdpi.com/2078-1547/5/1/12

Key Factors for Effective Organisation of e-Assessment

The benefits of e-assessment are widely documented (Bull and McKenna 2004). However, instances of good practice have not been systematically reported. Recognising and acknowledging this gap in the research, the JISC Organisational Committee has funded a number of projects on e-assessment practice: 'E-Assessment Glossary?, 'The Roadmap to E-Assessment? together with a set of case studies of innovative and effective practice. This paper is based on the findings of the JISC Case Study Project 'The innovative and effective use of E-Assessment'. Members of the project team conducted over 90 interviews with teaching staff, senior management, developers and students to showcase all aspects of e-assessment. The project offered a unique opportunity to observe different organisational structures and gain inside-information about the effectiveness of a number of different applications. The 17 case studies and their follow-up surveys have been studied to identify the facilitating factors for the introduction of e-assessment and the organisational structures supporting e-assessment have also been investigated. The focus of this analysis was to study the different organisational structures and to identify patterns herein. We suggest that the key characteristics for the typology are the position of the e-assessment within the organisational structure and the support from the senior management. Three types of organisational structures are identified by the study, which support innovative practice. These are the Central Team, the Faculty based Team and the Departmental Champion. The Central Team offers e-assessment support and, in some cases, production services to all academics on a university-wide basis whilst the Faculty Based Team provides a more limited discipline-related service. The Departmental Champion usually implements e-assessment within his/her specific discipline and may be an early adopter or have a special interest in this area

Can New Modes of Digital Learning Help Resolve the Teacher Crisis in Sub-Saharan Africa?

Sub-Saharan Africa, more than any other part of the world, is experiencing a crisis in finding sufficiently qualified teachers to meet the needs of expanding school systems. The professional development support provided to serving teachers is also inadequate in most countries. The most recent data on learner outcomes has revealed a worrying picture of significant under-achievement across the region. This paper argues that the teacher education and training structures of the last century will never be able to meet urgent contemporary needs. Given population growth, especially among the young, large-scale expansion of the teaching force and the associated teacher education systems will be the norm through to the middle years of the century and beyond. In this context the paper argues for a significant policy shift to expand quality teacher education and professional support at scale through a more school-based and digitally supported network model of provision. Examples of current digital programmes within the region are considered as well as the new technologies that are emerging with relevance to teacher education. The paper suggests a three-phase process through which national governments might move in making the necessary changes in policy and practice

The adoption of e-business technology by SMEs

The paper examines the key factors influencing the adoption ofe-business technology by SMEs. To this end, the paper draws on a rangeof literatures on the diffusion of new information and communicationtechnologies (ICTs), many of which have hitherto been treated asseparate. The reasons for this are two-fold. First, e-businesstechnologies are the latest in a line of new ICT technologies. Whenexploited successfully, ICTs have increased firm competitiveness eitherby raising the efficiency of internal communication and organisationand/or supply chain relationships, or by facilitating the development ofnew/improved products and services. Second, it is hypothesised that manyof the factors affecting the successful adoption of new technologies aregeneric in nature. With regards to SMEs specifically, consideration ofearlier research may assist us in identifying a set of enablers andbarriers to e-business adoption. Hence, by explicitly acknowledging thecontext and prior history of research in the area, we are able to mapout the dimensions of future theoretical and empirical research ine-business adoption by SMEs. In addition to drawing together factors identified by existing research,the paper highlights the implications of network externalities for thetiming of technology investments and the returns that accrue to earlyand late adopters. It also draws attention to a number of problemsassociated with the analytical concept of ‘the SME’ when it is appliedto this area. The research proceeds by clearly defining thetechnological and organisational characteristics of the e-business modeland a brief consideration of the trends in adoption in the UK vis-à-visadoption in the other G7 countries. Together these set up a detailedconsideration of the internal and external factors influencing adoption.A qualitative approach, in the form of a detailed case study, is thenused to explore the potential usefulness of the factors that have beenidentified. The results of these findings are then drawn together in theconcluding section of the paper.economics of technology ;

Adoption of e-business: patterns and consequences of network externalities

The paper analyzes the adoption of various e-business technologies. Strong empirical evidence is found for the existence of increasing returns to adoption due to indirect network externalities between related technologies. If a company is close to the technological frontier, its probability of adoption increases. The empirical analysis is based on more than 5,000 observations from a cross-sectional European enterprise survey conducted in June 2002. A classification and regression tree (CART) is used to illustrate technological complementarities and their effect for the adoption probability of a firm. --Technology Adoption,Path Dependence,Classification Trees

Digital Learning: Reforming Teacher Education to Promote Access, Equity and Quality in Sub-Saharan Africa

The purpose of this report is to provide an overview of the present and future impact of digital learning on teacher education in Sub-Saharan Africa. Digital learning in this report is defined as any instructional practice that uses new communication technologies effectively to improve access to and strengthen learning. The focus of the report is student-teachers and teachers. The 2015–2030 Sustainable Development Goals (SDGs) explicitly seek to substantially increase the supply of well-qualified teachers in the region, drawing on international forms of development and co-operation where necessary (Goal 4)

Research Agenda for Studying Open Source II: View Through the Lens of Referent Discipline Theories

In a companion paper [Niederman et al., 2006] we presented a multi-level research agenda for studying information systems using open source software. This paper examines open source in terms of MIS and referent discipline theories that are the base needed for rigorous study of the research agenda