Developing a Directed Information Systems Capstone to Enhance Cloud Competencies

Abstract This work discusses transformation of an information systems (IS) capstone course to enhance cloud computing and consulting competencies, and incorporate lessons learned from a previous offering. It is well accepted that capstone course benefits include integration, improved self-efficacy and problem solving competencies, team experience, and incorporation of emerging technologies. The course is targeted to continuing non-traditional IS students at a small national liberal arts university. Lessons learned from the legacy course include changing from traditional to directed delivery model and using emerging cloud technologies. The traditional systems analysis capstone is transformed into a directed analysis of alternatives (AoA) to meet a cloud based requirement, followed by development of a prototype based on an AoA use case. The new course uses a real-world scenario to help students gain relevant workforce skills. The expected outcome is an understanding of cloud computing and its value, problem solving and basic information systems consulting competencies. Most importantly, Students reap the benefits of working on an integrative, real-world project in a team environment. This paper explains how the new course is developed, includes a detailed description of course activities and sequence, and discusses metrics to be used to evaluate the new course

Knowledge Management System Development Approaches: Evolution or Stagnation?

This paper investigates evolution of Knowledge Management (KM) systems development approaches. KM has been an important topic for over forty years. Period KM systems development has been based on definitions of knowledge that have evolved, with systems developed using tools and approaches characteristic of the time. The first KMS were gateways to static information supporting integrative business processes. As KM evolved, knowledge became seen as dynamic, moving within the enterprise due to organizational processes. Current thought focuses on tacit knowledge, which is hard to explicitly transfer, making KM a social process. Analytics will increasingly play a factor in new KM systems. The question is whether development approaches have kept up with evolving definitions of knowledge. This paper identifies approaches implementing new KM systems, draws on the literature to examine how they are used, and discusses whether they reflect knowledge’s changing nature. Themethodologies used to develop KM systems are examined with the goal of providing insight into approaches that work

Developing and Implementing an Undergraduate Data Analytics Program for Non-Traditional Students.

This paper discusses Implementation of a new educational approach to develop competencies for the future STEM workforce, and to build knowledge on success factors for educating a non-traditional target population in data competencies. It is widely accepted that a data capable workforce is critical to science and industry. The literature suggests that the need for data science and data analytics competencies in industry and academia is accelerating at a rapid pace. At the same time, census and demographic data predict that the pool of traditional college age students will continue to decrease. To meet the increasing demand for a data capable workforce, it is essential to leverage the non- traditional student pool, reskilling and upskilling the current workforce, simply because the traditional student output is nowhere near sufficient to meet the need. The current work is to implement a new program designed to provide adult learners with bachelor’s degrees and post baccalaureate certificates in Data Analytics. This results in upskilling or reskilling the existing workforce to add value to industry and academia. The program is differentiated from traditional programs by catering to non-traditional students through specific pedagogies such as incorporating required mathematics competencies into Data Analytics courses, using specific pedagogies proven to work with the non-traditional population, as well as removing constraints by offering evening courses, easing registration obstacles, etc. The paper suggests a proposed curriculum, discusses the rationale behind each differentiated option, and explains how the program is being implemented

Information Systems Education: The Case for the Academic Cloud

Abstract This paper discusses how cloud computing can be leveraged to add value to academic programs in information systems and other fields by improving financial sustainment models for institutional technology and academic departments, relieving the strain on overworked technology support resources, while adding richness and improving pedagogical delivery of course content. A literature review on cloud definitions and how cloud paradigms are being implemented in academia is conducted. The author suggests that for smaller programs and institutions, cloud hosting of applications, services and platforms in support of information systems programs may be the only financially viable solution to course technology requirements. The impact of transitioning core information systems courses to a cloud paradigm is discussed, and examples of how the transition can improve course content and delivery are provided. Finally, details are presented on how a transition to the cloud is being accomplished in the information systems program of the school of continuing studies at the author's small liberal arts university

Implementing Agile as an Instructional Methodology for Low-Code Software Development Courses.

The objective of traditional software development courses focuses on competencies of the programming languages and technical tools. Project methodologies and software development are typically taught as separate courses in Information Systems undergraduate programs and are not incorporated until the final Capstone course. Rather than teaching project methodologies as secondary to the learning phase of software development, these methodologies can be actively incorporated into the software development course, applying the theoretical concepts in the classroom. This research measures the outcome of instituting the project methodology, Agile, as an instructional tool for a low-code software development course using the Mendix platform

Information Systems Education Journal In this issue: 4. Full Flip, Half Flip and No Flip: Evaluation of Flipping an Introductory Programming Course The Relative Efficacy of Video and Text Tutorials in Online Computing Education 44. Use of Failure in IS De

The Information Systems Education Journal (ISEDJ) is a double-blind peer-reviewed academic journal published reviewed published by ISCAP, Information Systems and Computing Academic Professionals. The first year of publication was 2003. ISEDJ is published online (http://isedj.org). Our sister publication, the Proceedings of EDSIGCon (http://www.edsigcon.org) features all papers, panels, workshops, and presentations from the conference. The journal acceptance review process involves a minimum of three double-blind peer reviews, where both the reviewer is not aware of the identities of the authors and the authors are not aware of the identities of the reviewers. The initial reviews happen before the conference. At that point papers are divided into award papers (top 15%), other journal papers (top 30%), unsettled papers, and non-journal papers. The unsettled papers are subjected to a second round of blind peer review to establish whether they will be accepted to the journal or not. Those papers that are deemed of sufficient quality are accepted for publication in the ISEDJ journal. Currently the target acceptance rate for the journal is under 40%. Information Systems Education Journal is pleased to be listed in the 1st Edition of Cabell's Directory of Publishing Opportunities in Educational Technology and Library Science, in both the electronic and printed editions. Questions should be addressed to the editor at [email protected] or the publisher at [email protected]. Special thanks to members of AITP-EDSIG who perform the editorial and review processes for ISEDJ. AITP Education Special Interest Group (EDSIG) Board of Directors Abstract This paper discusses how cloud computing can be leveraged to add value to academic programs in information systems and other fields by improving financial sustainment models for institutional technology and academic departments, relieving the strain on overworked technology support resources, while adding richness and improving pedagogical delivery of course content. A literature review on cloud definitions and how cloud paradigms are being implemented in academia is conducted. The author suggests that for smaller programs and institutions, cloud hosting of applications, services and platforms in support of information systems programs may be the only financially viable solution to course technology requirements. The impact of transitioning core information systems courses to a cloud paradigm is discussed, and examples of how the transition can improve course content and delivery are provided. Finally, details are presented on how a transition to the cloud is being accomplished in the information systems program of the school of continuing studies at the author's small liberal arts university

Parental Perceptions and Recommendations of Computing Majors: A Technology Acceptance Model Approach Cloud-based Versus Local-based Web Development Education: An Experimental Study in Learning Experience Role-Playing and Problem-Based Learning: The Use of

Abstract For the past several years, there has been an increase in the number of job opportunities in the computing field. As a result, many schools and universities are facing a significant increase in the number of students seeking to major in one of several computing disciplines. This increase in the numbers and variety of majors in the computing field poses challenges for higher education institutions in the areas of advising, retention, scheduling, and enrollment management. This paper builds upon prior research documenting the association of personality type and affinity for a computing career, and proposes using personality testing early in a student's university experience by including it as one factor in the advising process. This study employs the Myers-Briggs Type Indicator (MBTI) as a tool to help students select an appropriate computing major better suited for their given personality. This initial exploratory study shows that there is a significant difference in personalities among computing majors, specifically in the area of introversion versus extroversion, and intuition versus sensing. Testing students early, before starting a specific major, allows institutions to provide better advising to students as they choose their major, with the goal of increasing retention, degree satisfaction and completion of the degree

Parental Perceptions and Recommendations of Computing Majors: A Technology Acceptance Model Approach Cloud-based Versus Local-based Web Development Education: An Experimental Study in Learning Experience Role-Playing and Problem-Based Learning: The Use of

Abstract Currently, there are more technology related jobs then there are graduates in supply. The need to understand user acceptance of computing degrees is the first step in increasing enrollment in computing fields. Additionally, valid measurement scales for predicting user acceptance of Information Technology degree programs are required. The majority of existing research regarding methods for increasing enrollment focus on subjective measures that are often invalid or invalidated. This research study adapts a well-known, validated and established user acceptance of information technology model (TAM) developed by Davis in 1989. The TAM model was adapted to understand factors for the acceptance of information technology and was based on the long standing Theory of Reasoned Action from behavioral psychology. This work adapts TAM to explore factors that influence parents' decision to recommend Information Technology as a Major to their children. Since parents have a high degree of influence over the major selection of their children, determining factors for recommending IT as a major can assist IT programs in improved marketing to increase enrollment. In this work, we hypothesize that perceived usefulness (PU) and perceived ease of use (PEoU) will impact a parent's likelihood of recommending IT as a major to their children. Results revealed parent's perception of the perceived usefulness of IT (PU) affected their willingness to recommend IT as a major to their children; conversely, parents were not concerned with the ease of use of IT (PEoU). Implications include improved marketing of IT programs to parents by focusing on the usefulness of IT as a discipline