Role and task recommendation and social tagging to enable social business process management

Traditional Business Process Management (BPM) poses a number of limitations for the management of ad-hoc processes, where the execution paths are not designed a priori and evolve during enactment. Social BPM, which predicates to integrate social software into the BPM lifecycle, has emerged as an answer to such limitations. This paper presents a framework for social BPM in which social tagging is used to capture process knowledge emerging during the enactment and design of the processes. Process knowledge concerns both the type of activities chosen to fulfil a certain goal and the skills and experience of users in executing specific tasks. Such knowledge is exploited by recommendation tools to support the design and enactment of future process instances. We first provide an overview of our framework, introducing the concepts of role and task recommendations, which are supported by social tagging. These mechanisms are then elaborated further by an example. Eventually, we discuss a prototype of our framework enabling collaborative process design and execution

The role of social networks in students’ learning experiences

The aim of this research is to investigate the role of social networks in computer science education. The Internet shows great potential for enhancing collaboration between people and the role of social software has become increasingly relevant in recent years. This research focuses on analyzing the role that social networks play in students’ learning experiences. The construction of students’ social networks, the evolution of these networks, and their effects on the students’ learning experience in a university environment are examined

A Service based Development Environment on Web 2.0 Platforms

Governments are investing on the IT adoption and promoting the socalled e-economies as a way to improve competitive advantages. One of the main government’s actions is to provide internet access to the most part of the population, people and organisations. Internet provides the required support for connecting organizations, people and geographically distributed developments teams. Software developments are tightly related to the availability of tools and platforms needed for products developments. Internet is becoming the most widely used platform. Software forges such as SourceForge provide an integrated tools environment gathering a set of tools that are suited for each development with a low cost. In this paper we propose an innovating approach based on Web2.0, services and a method engineering approach for software developments. This approach represents one of the possible usages of the internet of the future

Emergent Capabilities for Collaborative Teams in the Evolving Web Environment

This paper reports on our investigation of the latest advances for the Social Web, Web 2.0 and the Linked Data Web. These advances are discussed in terms of the latest capabilities that are available (or being made available) on the Web at the time of writing this paper. Such capabilities can be of significant benefit to teams, especially those comprised of multinational, geographically-dispersed team members. The specific context of coalition members in a rapidly formed diverse military context such as disaster relief or humanitarian aid is considered, where close working between non-government organisations and non-military teams will help to achieve results as quickly and efficiently as possible. The heterogeneity one finds in such teams, coupled with a lack of dedicated private network infrastructure, poses a number of challenges for collaboration, and the current paper represents an attempt to assess whether nascent Web-based capabilities can support such teams in terms of both their collaborative activities and their access to (and sharing of) information resources

Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning

The realities of the 21st-century learner require that schools and educators fundamentally change their practice. "Educators must produce college- and career-ready graduates that reflect the future these students will face. And, they must facilitate learning through means that align with the defining attributes of this generation of learners."Today, we know more than ever about how students learn, acknowledging that the process isn't the same for every student and doesn't remain the same for each individual, depending upon maturation and the content being learned. We know that students want to progress at a pace that allows them to master new concepts and skills, to access a variety of resources, to receive timely feedback on their progress, to demonstrate their knowledge in multiple ways and to get direction, support and feedback from—as well as collaborate with—experts, teachers, tutors and other students.The result is a growing demand for student-centered, transformative digital learning using competency education as an underpinning.iNACOL released this paper to illustrate the technical requirements and functionalities that learning management systems need to shift toward student-centered instructional models. This comprehensive framework will help districts and schools determine what systems to use and integrate as they being their journey toward student-centered learning, as well as how systems integration aligns with their organizational vision, educational goals and strategic plans.Educators can use this report to optimize student learning and promote innovation in their own student-centered learning environments. The report will help school leaders understand the complex technologies needed to optimize personalized learning and how to use data and analytics to improve practices, and can assist technology leaders in re-engineering systems to support the key nuances of student-centered learning

Reaching for the Moon: Expanding transactive memory\u27s reach with wikis and tagging

Transactive memory systems (TMS) support knowledge sharing and coordination in groups. TMS are enabled by the encoding, storage, retrieval, and communication of knowledge by domain experts-knowing who knows what. The NASA Ames Intelligent Robotics Group provides an example of how TMS theoretical boundaries are stretched in actual use. This group is characterized as being highly innovative as they routinely engage in field studies that are inherently difficult due to time and technology resource constraints. We provide an expanded view of TMS that includes the technology support system available to this group, and possible further extensions to NASA\u27s or other such dynamic groups\u27 practice

Towards Social Information Seeking and Interaction on the Web

User generated content is one of the key concepts of the social web (a. k. a “Web 2.0”) and enables users to search and interact with information that has been created (e.g. blogs) or annotated by other users (e.g. in tagging systems). Consequently, information seeking and interaction have been extended by a social dimension. The interaction can be social in so far that user generated content is searched and retrieved or, in a more direct manner that social interactions are carried out before, during or after search by communicating through Web 2.0 features like (micro-)blog posts, comments, and ratings. This paper focuses on social interactions during the search process by combining a model introduced by Shneiderman (2002) which attempts to describe human motivation for collaboratively using computers with an explorative model for social search by Evans and Chi (2008)