Culture-based artefacts to inform ICT design: foundations and practice

Cultural aspects frame our perception of the world and direct the many different ways people interact with things in it. For this reason, these aspects should be considered when designing technology with the purpose to positively impact people in a community. In this paper, we revisit the foundations of culture aiming to bring this concept in dialogue with design. To inform design with cultural aspects, we model reality in three levels of formality: informal, formal, and technical, and subscribe to a systemic vision that considers the technical solution as part of a more complex social system in which people live and interact. In this paper, we instantiate this theoretical and methodological view by presenting two case studies of technology design in which culture-based artefacts were employed to inform the design process. We claim that as important as including issues related to culture in the ICT design agenda—from the conception to the development, evaluation, and adoption of a technology—is the need to support the design process with adequate artefacts that help identifying cultural aspects within communities and translating them into sociotechnical requirements. We argue that a culturally informed perspective on design can go beyond an informative analysis, and can be integrated with the theoretical and methodological framework used to support design, throughout the entire design process

Refactorings of Design Defects using Relational Concept Analysis

Software engineers often need to identify and correct design defects, ıe} recurring design problems that hinder development and maintenance\ud by making programs harder to comprehend and--or evolve. While detection\ud of design defects is an actively researched area, their correction---mainly\ud a manual and time-consuming activity --- is yet to be extensively\ud investigated for automation. In this paper, we propose an automated\ud approach for suggesting defect-correcting refactorings using relational\ud concept analysis (RCA). The added value of RCA consists in exploiting\ud the links between formal objects which abound in a software re-engineering\ud context. We validated our approach on instances of the <span class='textit'></span>Blob\ud design defect taken from four different open-source programs

Philosophy of Blockchain Technology - Ontologies

About the necessity and usefulness of developing a philosophy specific to the blockchain technology, emphasizing on the ontological aspects. After an Introduction that highlights the main philosophical directions for this emerging technology, in Blockchain Technology I explain the way the blockchain works, discussing ontological development directions of this technology in Designing and Modeling. The next section is dedicated to the main application of blockchain technology, Bitcoin, with the social implications of this cryptocurrency. There follows a section of Philosophy in which I identify the blockchain technology with the concept of heterotopia developed by Michel Foucault and I interpret it in the light of the notational technology developed by Nelson Goodman as a notational system. In the Ontology section, I present two developmental paths that I consider important: Narrative Ontology, based on the idea of order and structure of history transmitted through Paul Ricoeur's narrative history, and the Enterprise Ontology system based on concepts and models of an enterprise, specific to the semantic web, and which I consider to be the most well developed and which will probably become the formal ontological system, at least in terms of the economic and legal aspects of blockchain technology. In Conclusions I am talking about the future directions of developing the blockchain technology philosophy in general as an explanatory and robust theory from a phenomenologically consistent point of view, which allows testability and ontologies in particular, arguing for the need of a global adoption of an ontological system for develop cross-cutting solutions and to make this technology profitable. CONTENTS: Abstract Introducere Tehnologia blockchain - Proiectare - Modele Bitcoin Filosofia Ontologii - Ontologii narative - Ontologii de intreprindere Concluzii Note Bibliografie DOI: 10.13140/RG.2.2.24510.3360

Supply chain decision making supported by an Open books policy

Based on a study of a buyer–seller relationship in the automotive industry, this article identifies 17 different decision-making processes where openly sharing cost data—a so-called open books policy—plays an important supporting role. These processes relate to supplier selection, various activities that occur prior to production, and the full-speed production stage of the exchange process. Overall, open books plays the greatest role in the pre-production stage, although it is found to support decision-making relating to supplier selection and decision-making during full-speed production to a greater extent than the literature recognizes

The exploration of relationships between information fulfilment and organisational design

Purpose: The purpose of this paper is to explore the relationship between information fulfilment and organisational design. Design/ Methodology/Approach: This exploration is undertaken in four ways. First, the early part of the paper places information fulfilment within the literature. Second, there is an attempt to further determine the meaning of Information Fulfilment. Third, the factors that impact on Information Fulfilment are identified within the context of organisational design. Fourth, empirical findings are reported in the form of a European project which investigated the “relationship” between organisational design and information fulfilment. Findings: Information fulfilment is shown to be about the process of taking an intuitive “feel” and delineating a number of aspects which are concerned with what might be called emotion. Fulfilment is also connected with organisational roles and wider environmental issues Originality/ Value: The contribution of this paper to the discipline of information management is that information fulfilment is found to exist and to be an important issue influenced by the design of an organisatio

On Properties of Policy-Based Specifications

The advent of large-scale, complex computing systems has dramatically increased the difficulties of securing accesses to systems' resources. To ensure confidentiality and integrity, the exploitation of access control mechanisms has thus become a crucial issue in the design of modern computing systems. Among the different access control approaches proposed in the last decades, the policy-based one permits to capture, by resorting to the concept of attribute, all systems' security-relevant information and to be, at the same time, sufficiently flexible and expressive to represent the other approaches. In this paper, we move a step further to understand the effectiveness of policy-based specifications by studying how they permit to enforce traditional security properties. To support system designers in developing and maintaining policy-based specifications, we formalise also some relevant properties regarding the structure of policies. By means of a case study from the banking domain, we present real instances of such properties and outline an approach towards their automatised verification.Comment: In Proceedings WWV 2015, arXiv:1508.0338

Models for Learning (Mod4L) Final Report: Representing Learning Designs

The Mod4L Models of Practice project is part of the JISC-funded Design for Learning Programme. It ran from 1 May – 31 December 2006. The philosophy underlying the project was that a general split is evident in the e-learning community between development of e-learning tools, services and standards, and research into how teachers can use these most effectively, and is impeding uptake of new tools and methods by teachers. To help overcome this barrier and bridge the gap, a need is felt for practitioner-focused resources which describe a range of learning designs and offer guidance on how these may be chosen and applied, how they can support effective practice in design for learning, and how they can support the development of effective tools, standards and systems with a learning design capability (see, for example, Griffiths and Blat 2005, JISC 2006). Practice models, it was suggested, were such a resource. The aim of the project was to: develop a range of practice models that could be used by practitioners in real life contexts and have a high impact on improving teaching and learning practice. We worked with two definitions of practice models. Practice models are: 1. generic approaches to the structuring and orchestration of learning activities. They express elements of pedagogic principle and allow practitioners to make informed choices (JISC 2006) However, however effective a learning design may be, it can only be shared with others through a representation. The issue of representation of learning designs is, then, central to the concept of sharing and reuse at the heart of JISC’s Design for Learning programme. Thus practice models should be both representations of effective practice, and effective representations of practice. Hence we arrived at the project working definition of practice models as: 2. Common, but decontextualised, learning designs that are represented in a way that is usable by practitioners (teachers, managers, etc).(Mod4L working definition, Falconer & Littlejohn 2006). A learning design is defined as the outcome of the process of designing, planning and orchestrating learning activities as part of a learning session or programme (JISC 2006). Practice models have many potential uses: they describe a range of learning designs that are found to be effective, and offer guidance on their use; they support sharing, reuse and adaptation of learning designs by teachers, and also the development of tools, standards and systems for planning, editing and running the designs. The project took a practitioner-centred approach, working in close collaboration with a focus group of 12 teachers recruited across a range of disciplines and from both FE and HE. Focus group members are listed in Appendix 1. Information was gathered from the focus group through two face to face workshops, and through their contributions to discussions on the project wiki. This was supplemented by an activity at a JISC pedagogy experts meeting in October 2006, and a part workshop at ALT-C in September 2006. The project interim report of August 2006 contained the outcomes of the first workshop (Falconer and Littlejohn, 2006). The current report refines the discussion of issues of representing learning designs for sharing and reuse evidenced in the interim report and highlights problems with the concept of practice models (section 2), characterises the requirements teachers have of effective representations (section 3), evaluates a number of types of representation against these requirements (section 4), explores the more technically focused role of sequencing representations and controlled vocabularies (sections 5 & 6), documents some generic learning designs (section 8.2) and suggests ways forward for bridging the gap between teachers and developers (section 2.6). All quotations are taken from the Mod4L wiki unless otherwise stated

A case study for measuring informal learning in PLEs

The technological support for learning and teaching processes is constantly changing. Information and Communication Technologies (ICT) applied to education, cause changes that affect the way in which people learn. This application introduces new software systems and solutions to carry out teaching and learning activities. Connected to ICT application, the emergence of Web 2.0 and its use in learning contexts enables an online implementation of the student-centred learning paradigm. In addition, 2.0 trends provide “new” ways to exchange, making easier for informal learning to become patent. Given this context, open and user-centered learning environments are needed to integrate such kinds of tools and trends and are commonly described as Personal Learning Environments. Such environments coexist with the institutional learning management systems and they should interact and exchange information between them. This interaction would allow the assessment of what happens in the personal environment from the institutional side. This article describes a solution to make the interoperability possible between these systems. It is based on a set of interoperability scenarios and some components and communication channels. In order to test the solution it is implemented as a proof of concept and the scenarios are validated through several pilot experiences. In this article one of such scenarios and its evaluation experiment is described to conclude that functionalities from the institutional environments and the personal ones can be combined and it is possible to assess what happens in the activities based on them.Peer ReviewedPostprint (published version