ARIES: Acquisition of Requirements and Incremental Evolution of Specifications

This paper describes a requirements/specification environment specifically designed for large-scale software systems. This environment is called ARIES (Acquisition of Requirements and Incremental Evolution of Specifications). ARIES provides assistance to requirements analysts for developing operational specifications of systems. This development begins with the acquisition of informal system requirements. The requirements are then formalized and gradually elaborated (transformed) into formal and complete specifications. ARIES provides guidance to the user in validating formal requirements by translating them into natural language representations and graphical diagrams. ARIES also provides ways of analyzing the specification to ensure that it is correct, e.g., testing the specification against a running simulation of the system to be built. Another important ARIES feature, especially when developing large systems, is the sharing and reuse of requirements knowledge. This leads to much less duplication of effort. ARIES combines all of its features in a single environment that makes the process of capturing a formal specification quicker and easier

A methodology for the 'live' capture and reuse of project knowledge in construction

The importance of capturing and sharing useful knowledge from construction projects has been recognised by the construction industry. However, issues such as the loss of important insights due to the time lapse in capturing the knowledge, the need for sharing the knowledge captured as soon as possible in order to maximise the benefits brought about by reusing the knowledge, and the need to share the knowledge before the opportunities for reusing the knowledge diminish have not been adequately addressed. To address this, it is crucial for knowledge to be captured as soon as possible once it is created or identified (i.e. 'live') in a collaborative environment, and presented in a format that will facilitate its reuse during and after the project. This research was aimed at developing a methodology that facilitates the `live' capture and reuse of project knowledge in construction. An extensive literature review was first conducted on the concept of knowledge management and the current practices for managing project knowledge. Subsequently, case studies involving six companies were carried out to investigate the shortcomings of current practice and the end-user requirements for the capture and reuse of project knowledge. These requirements informed the development of the methodology for `live' capture and reuse of project knowledge. The Web IS Development Methodology (Avison and Fitzgerald, 2003) employing ASP. NET 2.0 was adopted to encapsulate the methodology into a Web-based prototype application. The evaluation of the prototype revealed that the methodology can enable project knowledge to be captured and shared `live' across different organisations without significant additional workload and costs. It is concluded that the `live' capture and reuse of project knowledge in construction is important in preventing knowledge loss and helping to harness the project knowledge captured. A combination of both KM technologies and techniques is essential for the effective management of tacit and explicit knowledge. The prototype application developed can facilitate the `live' capture and reuse of project knowledge as shown by the results of the evaluation. There is scope for enhancing this study by exploring the integration of the prototype application with other information systems, and the use of software agents to automatically locate useful knowledge from the Internet and project extranets. The methodology developed will help construction organisation to leverage their knowledge in a timely way to meet the challenge of today's fast evolving world

Designing an artefact for sharing and reusing teaching practices in Higher Education institutions : an exploratory study

Knowledge management (KM) is considered as a significant source of success in many organisations, specifically higher education institutions. Instructors generate a considerable amount of valuable teaching-related knowledge that should be identified and shared among communities of instructors to enhance informal learning and deliver better quality teaching. However, many universities are facing difficulties in documenting, sharing and applying the teaching experiences gained by instructors. In the field of KM, a vast amount of research exists focusing on the activities of sharing knowledge, disregarding the importance of knowledge application and reuse. This research aims to close this gap by designing a system enabling instructors to share and apply teaching experiences. Therefore, we have followed a design research approach to explore meta-requirements by conducting an investigative study with instructors who work in Saudi universities. Through our exploratory study, we identified three challenges that might prevent instructors from sharing and reusing knowledge using the current communication channels: lack of access to experts and expertise, lack of structured knowledge, and lack of motivation. To overcome these challenges, a new artefact will be designed based on the resulting meta-requirements to ensure effective sharing and reuse of teaching experiences

Exploring the Experiences of Call Center Employees Regarding Business Scripting

Scripting, defined as the mechanization of business processes through automated tools or orchestrated responses, has played a significant role in shaping call center activities and the resultant customer relationship. However, findings of industry research have shown that the use of scripting to maximize operational efficiency has had a disempowering effect on call center employees by lowering their job-skill and knowledge requirements. Grounded in the concepts of knowledge management and knowledge transfer, this study explored the experiences of frontline call center employees on the effects of scripting on customer problem solving. A single-case study design with semistructured interviews was used with a population of 20 frontline employees in a North American call center to gather insights. Thematic analysis was applied to the interview data using nodes to identify emerging themes and insights. Three major themes emerged: First, although scripting had contributed to improved service quality and operational efficiency, scripted practices undermined the use of team knowledge and limited the amount of shared information. Second, the employees requested that call center scripted solutions be more intuitive and better aligned to knowledge requirements. Third, the employees suggested that an object-oriented approach to solution management be used, one that could better leverage communities of practices and collective team knowledge sharing within the organization. This object-oriented approach to solution management may promote virtual knowledge flow and the building of subject matter expertise that could elicit higher agent engagement and problem ownership. The proposed object-oriented approach to knowledge sharing is important to management, as it could help facilitate knowledge reuse and improved organizational performance

Open Educational Resources and Language Teachers' Professional Practice: A Case Study of Engagement With OER

Open Educational Resources (OER) are educational materials that are in the public domain or published with an open license. The OER lifecycle involves users locating, adapting, reusing and sharing OER. In the past fifteen years considerable funding has been devoted to creating OER repositories; however, it appears that the promise of OER has not been fully realised, and the anticipated adoption, reworking and sharing has had only limited success. There have been very few studies of 'real world' reuse of OER, and there have been questions about whether reuse is indeed occurring at all. This case study explores engagement with OER from a specific OER collection, LORO (Languages Open Resources Online, www.loro.open.ac.uk), by teachers on two blended beginners' language courses at The Open University, UK. It fills a gap in research by investigating the teachers' practices in order to ascertain whether they follow the steps in the OER lifecycle, as this might have a positive influence in their teaching. The research also seeks to understand the often tacit professional knowledge that teachers draw on when engaging with OER, as it has been argued that, through open educational practices, this tacit knowledge can be made explicit, and therefore useable and shareable, and thus contribute to enhancing teaching quality. The study found that teachers engage with the steps of the OER lifecycle: they find and reuse resources in their teaching, and adapt them to suit their specific requirements. Most of the teachers in the study mix resources they find with others they create themselves. Although they do not share them back through LORO, they do share them through other, less public means, especially with colleagues and students. Some of the teachers' cognitive, affective and systemic tacit professional knowledge was also made explicit, a first step towards making it usable and shareable

A methodology for the 'live' capture and reuse of project knowledge in construction

The importance of capturing and sharing useful knowledge from construction projects has been recognised by the construction industry. However, issues such as the loss of important insights due to the time lapse in capturing the knowledge, the need for sharing the knowledge captured as soon as possible in order to maximise the benefits brought about by reusing the knowledge, and the need to share the knowledge before the opportunities for reusing the knowledge diminish have not been adequately addressed. To address this, it is crucial for knowledge to be captured as soon as possible once it is created or identified (i.e. 'live') in a collaborative environment, and presented in a format that will facilitate its reuse during and after the project. This research was aimed at developing a methodology that facilitates the `live' capture and reuse of project knowledge in construction. An extensive literature review was first conducted on the concept of knowledge management and the current practices for managing project knowledge. Subsequently, case studies involving six companies were carried out to investigate the shortcomings of current practice and the end-user requirements for the capture and reuse of project knowledge. These requirements informed the development of the methodology for `live' capture and reuse of project knowledge. The Web IS Development Methodology (Avison and Fitzgerald, 2003) employing ASP. NET 2.0 was adopted to encapsulate the methodology into a Web-based prototype application. The evaluation of the prototype revealed that the methodology can enable project knowledge to be captured and shared `live' across different organisations without significant additional workload and costs. It is concluded that the `live' capture and reuse of project knowledge in construction is important in preventing knowledge loss and helping to harness the project knowledge captured. A combination of both KM technologies and techniques is essential for the effective management of tacit and explicit knowledge. The prototype application developed can facilitate the `live' capture and reuse of project knowledge as shown by the results of the evaluation. There is scope for enhancing this study by exploring the integration of the prototype application with other information systems, and the use of software agents to automatically locate useful knowledge from the Internet and project extranets. The methodology developed will help construction organisation to leverage their knowledge in a timely way to meet the challenge of today's fast evolving world.EThOS - Electronic Theses Online ServiceGBUnited Kingdo