A conceptual architecture for interactive educational multimedia

Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. A conceptual architecture for interactive educational multimedia can support the development of such multimedia systems. Such an architecture needs to embed multimedia technology into a coherent educational context. A framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, to describe them in the human-computer context, and to integrate them with mechanisms and principles of multimedia interaction

A taxonomy for interactive educational multimedia

Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. We will present a taxonomy for interactive educational multimedia that supports the classification, description and development of such systems. Such a taxonomy needs to embed multimedia technology into a coherent educational context. A conceptual framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, describe them in the human-computer context, and integrate them with mechanisms and principles of multimedia interaction

Multi-agency training and the artist (Sharing our experience, Practitioner-led research 2008-2009; PLR0809/032)

The Multi-Agency Team Project approached issues of multi-agency training indirectly by using an artist as a catalyst in a group exercise examining movement and sound in relation to early childhood. The aim of the research was to run an experiential non-traditional training programme based on using an artist as a catalyst to promote inter-agency dialogue in one setting, Woodlands Park Nursery and Children’s Centre, and to analyse the findings. Eleven participants used this common experiential focus to frame collective research both as a focus group and as individual fieldworkers. The research demonstrated shared professional discourse but also collected judgements relevant to policy issues based on collaborative professional reflection triggered by the exercise. The findings are presented theoretically in terms of critical discourse analysis using the interpretation-supporting software ATLASti. We next take a further look at the role play exercise in which the group constituted itself as a ‘House of Commons Select Committee’ before summarizing what theoretical insights might be brought to bear and attempting to draw some provisional conclusions. Some evidence is presented suggesting there is a degree of tension and ambiguity between alterative models of multi-agency working

The Structured Process Modeling Theory (SPMT): a cognitive view on why and how modelers benefit from structuring the process of process modeling

After observing various inexperienced modelers constructing a business process model based on the same textual case description, it was noted that great differences existed in the quality of the produced models. The impression arose that certain quality issues originated from cognitive failures during the modeling process. Therefore, we developed an explanatory theory that describes the cognitive mechanisms that affect effectiveness and efficiency of process model construction: the Structured Process Modeling Theory (SPMT). This theory states that modeling accuracy and speed are higher when the modeler adopts an (i) individually fitting (ii) structured (iii) serialized process modeling approach. The SPMT is evaluated against six theory quality criteria

Project Controls and Management Systems : current practice and how it has changed over the past decade

Project Controls and Management System (PCMS) refers to an ecosystem of processes, tools and personnel required for the proper planning and execution of capital projects throughout the different phases of design, procurement, construction and startup. This can be divided into different focus areas (functions) that would include Estimating, Planning, Scheduling, Cost Control, Change Management, Progressing, and Forecasting. Various trends such as globalization, contractor specialization and information technology developments have impacted the way PCMS are implemented and made it the subject of extensive research over the past years to investigate how to best utilize those trends. Replicating the research methodology used in a 2011 report published by the Construction Research Institute (CII), this work aims to investigate the current status of PCMS implementation and how it has changed over the past decade. It was concluded that while the original PCMS principles are still valid, adoption has drastically changed in terms of efficiency for the majority of the functions. The research also identifies areas of potential concerns and provides recommendations for further improvement.Civil, Architectural, and Environmental Engineerin

System implementation: managing project and post project stage - case study in an Indonesian company

The research reported in this paper aims to get a better\ud understanding of how the implementation process of\ud enterprise systems (ES) can be managed, by studying the\ud process from an organisational perspective. A review of\ud the literature on previous research in ES implementation\ud has been carried out and the state of the art of ES\ud implementation research is defined. Using several body of\ud literature, an organisational view on ES implementation is\ud described, explaining that ES implementation involves\ud challenges from triple domain, namely technological\ud challenge, business process related challenge, and\ud organisational challenge. Based on the defined state of the\ud art and the organisational view on ES implementation\ud developed in this research, a research framework is\ud presented, addressing the project as well as the postproject\ud stage, and a number of essential issues within the\ud stages. System alignment, knowledge acquisition, change\ud mobilisation are the essntial issues to be studied in the\ud project stage while institutionalisation effort and\ud continuous improvement facilitation are to be studied in\ud the post-project stage. Case studies in Indonesian\ud companies are used to explain the framework