Making enterprise information systems resilient against disruptive events: a conceptual view

Enterprise Information Systems (EIS) are designed to deal with normal variability in their inputs and data. Empowered by CONTEXT-AWARENESS, some EIS even count on sensors and/or data analytics for capturing changes outside of the system. Nevertheless, context-awareness would often fail when EIS are affected by (large-scale) disruptive events, such as disasters, virus outbreaks, or military conflicts. Hence, in the current paper, we take a step forward, by considering context-awareness for disruptive events. We combine context-awareness with risk management techniques, such as FMECA and FTA, that are useful for defining and mitigating risk events. To avoid having to define the likelihood for such very-low-probability disruptive risks, we use CONSEQUENCE-BASED RISK MANAGEMENT rather than traditional risk management. We augment this approach with the context-awareness paradigm, delivering a contribution that is two-fold: (i) We propose context-awareness-related measures and consequence-based-risk-management-related measures, to address disruptive events; (ii) We reflect this in a method featuring the application of context-awareness and risk management for designing robust and resilient EIS.Green Open Access added to TU Delft Institutional Repository ‘You share, we take care!’ – Taverne project https://www.openaccess.nl/en/you-share-we-take-care Otherwise as indicated in the copyright section: the publisher is the copyright holder of this work and the author uses the Dutch legislation to make this work public.Policy Analysi

PLAGER-VG: platform for managing educational multiplayer video games

Information and communication technologies, in general, and multimedia systems, in particular, are currently incorporated into the learning processes with certain normality. Furthermore, the scientific community agrees that video games, as a specific expression of these technologies, present additional benefits that improve many student skills. In an educational context which uses video games as learning tools, the need for a well-defined framework to develop effective educational games seems evident. However, most educational games are not supported by specific architectures; perhaps because the existing ones do not include fundamental aspects such as collaboration, adaptation or gameplay, or its conceptual language is hardly understandable to the educational team. With the aim of fill this gap, we here describe the architecture PLAGER-VG to design, execute, monitor and adapt collaborative learning processes supported by video games, focusing the paper in the design and personalization aspects. PLAGER-VG is a modular platform composed of five sub-systems which allows incrementally designing video games and using them, as well as integrating a video game with other related to it. In particular, we propose the Design Sub-system for managing the educational game design process and the Personalization Sub-system for adapting the gameplay, and therefore the educational process, to the needs of students. The architecture has been considered during the development of several video games and a set of thirty teachers have expressed their acceptance regarding the main elements of PLAGER-VG