Evaluating cost taxonomies for information systems management

The consideration of costs, benefits and risks underpin many Information System (IS) evaluation decisions. Yet, vendors and project-champions alike tend to identify and focus much of their effort on the benefits achievable from the adoption of new technology, as it is often not in the interest of key stakeholders to spend too much time considering the wider cost and risk implications of enterprise-wide technology adoptions. In identifying a void in the literature, the authors of the paper present a critical analysis of IS-cost taxonomies. In doing so, the authors establish that such cost taxonomies tend to be esoteric and difficult to operationalize, as they lack specifics in detail. Therefore, in developing a deeper understanding of IS-related costs, the authors position the need to identify, control and reduce IS-related costs within the information systems evaluation domain, through culminating and then synthesizing the literature into a frame of reference that supports the evaluation of information systems through a deeper understanding of IS-cost taxonomies. The paper then concludes by emphasizing that the total costs associated with IS-adoption can only be determined after having considered the multi-faceted dimensions of information system investments

Mapping the e-Learning Assessment Domain: Concept Maps for Orientation and Navigation

Concept or Topic Maps have long been used as a method of categorizing and organizing information about a domain. Building them can help people conceptualize an area and spot trends or gaps, and as a presentation method they quickly provide an overview and general impression of a space. We are currently constructing a Reference Model of the Assessment Domain that takes the form of a highly interlinked dynamic website. This represents the assessment domain via the software, projects, standards and use cases of which it is composed. In this paper we present our efforts to create complimentary concept maps of the assessment domain, not as an overview, but for navigation and orientation within the domain. These concept maps, which model resources and activities independently, have been corroborated with practitioners in the e-learning community

FISA Reform

Congress and the Executive Branch are poised to take up the issue of FISA reform in 2014. What has been missing from the discussion is a comprehensive view of ways in which reform could be given effect—i.e., a taxonomy of potential options. This article seeks to fill the gap. The aim is to deepen the conversation about abeyant approaches to foreign intelligence gathering, to allow fuller discussion of what a comprehensive package could contain, and to place initiatives that are currently under consideration within a broader, over-arching framework. The article begins by considering the legal underpinnings and challenges to the President\u27s Surveillance Program. It then examines how technology has altered the types of information available, as well as methods of transmission and storage. The article builds on this to develop a taxonomy for how a statutory approach to foreign intelligence gathering could be given force. It divides foreign intelligence gathering into two categories: front-end collection and back-end analysis and use. Each category contains a counterpoise structured to ensure the appropriate exercise of Congressionally-mandated authorities. For the front-end, this means balancing the manner of collection with requirements for approval. For the back-end, this means offsetting implementation with transparency and oversight. The article then considers the constituent parts of each category

Keeping Research Data Safe 2: Final Report

The first Keeping Research Data Safe study funded by JISC made a major contribution to understanding of long-term preservation costs for research data by developing a cost model and indentifying cost variables for preserving research data in UK universities (Beagrie et al, 2008). However it was completed over a very constrained timescale of four months with little opportunity to follow up other major issues or sources of preservation cost information it identified. It noted that digital preservation costs are notoriously difficult to address in part because of the absence of good case studies and longitudinal information for digital preservation costs or cost variables. In January 2009 JISC issued an ITT for a study on the identification of long-lived digital datasets for the purposes of cost analysis. The aim of this work was to provide a larger body of material and evidence against which existing and future data preservation cost modelling exercises could be tested and validated. The proposal for the KRDS2 study was submitted in response by a consortium consisting of 4 partners involved in the original Keeping Research Data Safe study (Universities of Cambridge and Southampton, Charles Beagrie Ltd, and OCLC Research) and 4 new partners with significant data collections and interests in preservation costs (Archaeology Data Service, University of London Computer Centre, University of Oxford, and the UK Data Archive). A range of supplementary materials in support of this main report have been made available on the KRDS2 project website at http://www.beagrie.com/jisc.php. That website will be maintained and continuously updated with future work as a resource for KRDS users

Voices for Change: A Taxonomy of Public Communications Campaigns and Their Evaluation Challenges

Makes the case that communications campaigns cover a broad range of different types and characteristics, and can be differentiated along the axes of purpose, scope, and maturity. Examines what communications campaigns that fall on different areas of these three axes look like, and how where they fall may affect the evaluation approach used and lead to distinct evaluation challenges and needs

Supporting mediated peer-evaluation to grade answers to open-ended questions

We show an approach to semi-automatic grading of answers given by students to open ended questions (open answers). We use both peer-evaluation and teacher evaluation. A learner is modeled by her Knowledge and her assessments quality (Judgment). The data generated by the peer- and teacher- evaluations, and by the learner models is represented by a Bayesian Network, in which the grades of the answers, and the elements of the learner models, are variables, with values in a probability distribution. The initial state of the network is determined by the peer-assessment data. Then, each teacher’s grading of an answer triggers evidence propagation in the network. The framework is implemented in a web-based system. We present also an experimental activity, set to verify the effectiveness of the approach, in terms of correctness of system grading, amount of required teacher's work, and correlation of system outputs with teacher’s grades and student’s final exam grade

The impact of technology: value-added classroom practice: final report

This report extends Becta’s enquiries into the ways in which digital technologies are supporting learning. It looks in detail at the learning practices mediated by ICT in nine secondary schools in which ICT for learning is well embedded. The project proposes a broader perspective on the notion of ‘impact’ that is rather different from a number of previous studies investigating impact. Previous studies have been limited in that they have either focused on a single innovation or have reported on institutional level factors. However, in both cases this pays insufficient attention to the contexts of learning. In this project, the focus has been on the learning practices of the classroom and the contexts of ICT-supported learning. The study reports an analysis of 85 lesson logs, in which teachers recorded their use of space, digital technology and student outcomes in relation to student engagement and learning. The teachers who filled in the logs, as well as their schools’ senior managers, were interviewed as part of a ‘deep audit’ of ICT provision conducted over two days. One-hour follow-up interviews with the teachers were carried out after the teachers’ log activity. The aim of this was to obtain a broader contextualisation of their teaching

Designing for e-Social Action An Application Taxonomy

In this paper, we present a taxonomy for understanding designs and designing of Information & Communication Technologies (ICT) in the field of ‘Social Action’. We use the term ‘Social Action’ to refer to activities of individuals and organisations in civil society, which are oriented towards social (rather than primarily economic) goals. We then apply the term e-Social Action to refer to the application of ICT in these activities. This definition incorporates a wide range of initiatives, varying from: trade-unions logging safety inspections on ships, Age Concern York organising volunteers to place on-line supermarket orders on behalf of housebound elderly people; the International Red Cross using logistics software to deliver emergency aid; and Martus.org providing technology to enable victims of human-rights abuse to report their experience whilst protecting their anonymity and thus avoiding reprisals. To study designing in this broad space, it is necessary to understand key dimensions of the settings where designing takes place. The aim of this paper is to examine how information and communication technologies in social action can be understood, classified and distinguished, to allow for more refined explorations of designing in this space. Keywords: e-SocialAction, Taxonomy, design and society</p

A Primer for Work-Based Learning: How to Make a Job the Basis for a College Education

Provides an overview of the Jobs to Careers model, in which employers and colleges collaborate to embed curricula and training in the work process, as a way to meet healthcare labor force needs. Includes grantee profiles, lessons learned, and worksheets