Back to practice, a decade of research in E-government

E-government is a multidisciplinary field of research based initially on empirical insights from practice. Efforts to theoretically found the field have opened perspectives from multiple research domains. The goal of this chapter is to review evolution of the e-government field from an institutional and an academic point of view. Our position is that e-government is an emergent multidisciplinary field of research in which focus on practice is a prominent characteristic. Each chapter of the book is then briefly presented and is positioned according to a vision of the e-government domain of research.E-government, Case study, E-administration, Public domain

Introduction to Serious Games, Gamification, and Innovation Minitrack

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Using cartography to sustain inter-generation knowledge transfer : the M3C methodology

Knowledge transfer problem between two generations of professionals (usually from the old one to the new one) to a new dimension. Knowledge transfer is no longer reducible to classical solutions as face to face training, technical education, tutoring. Knowledge to transfer is professional knowledge (Business Knowledge). It involves the whole Knowledge Capital within an organization. Identify the knowledge components that are worthwhile to transfer is not an easy task. This is the problem addressed in this paperKnowledge management, Knowledge transfer

Can Collaboration Engineering help Open Source Communities to structure their activities?

Collaborative work became an importantstake for productivity, performance andinnovation for companies. They bet more andmore on communities of practice to supportcollaboration, sharing and creation of knowledge.The goal of this paper is to analyze the possiblecontribution of the Collaboration Engineering inthe working of these communities, by taking asexample, the Open Source communities.Collaboration Engineering, communities of practice,collaboration, Open Source communities.

Critical knowledge map as a decision tool for knowledge transfer actions

Knowledge transfer is no longer reducible to classical solutions such as face-to-face training, technical education or tutoring. Knowledge to be transferred is professional knowledge (Business Knowledge). It involves the whole Knowledge Capital within an organization. Identifying the knowledge components that are worthwhile transferring is not an easy task. This is the problem addressed in this paper.Knowledge transfer, Knowledge Management, Knowledge mapping, Knowledge capitalization

L'impact de la pluralité des objectifs sur la capitalisation des connaissances au sein des organisations.

La performance de toute organisation dépend de sa capacité à mobiliser et à combiner les connaissances individuelles de son capital humain pour construire un système de connaissances collectives. Or, cette tâche s’avère de plus en plus difficile si l’on se situe dans un environnement social animé par une pluralité des ob- jectifs. Notre travail consiste à étudier le comportement des individus appartenant à une même organisation, et ayant des objectifs multiples afin d’assurer la capitalisation des connaissances collectives en résolvant les situations conflictuelles.The performance of every organization depends on its capacity to mobilize and combine individual knowledge of its human capital to build a knowledge system. However, this task is difficult to realize if we consider that social environment is animated by a plurality of objectives. Our work consists in studying the behavior of the individuals belonging to the same organization, and having multiple objectives in order to ensure the capitalization of collective knowledge by solving the conflict situations.knowledge capitalization; conflicts; Objectives; Capital humain; capitalisation des connaissances; conflits; Objectifs;

TECHNOLOGY ACCEPTANCE AND ACTUAL USE WITH MOBILE LERANING: FIRST STAGE FOR STUDYING THE INFLUENCE OF LEARNING STYLES ON THE BEHAVIORAL INTENTION

Technology and mobile devices have been successfully integrated in peoples´ everyday activities. Educational institutions around the world are increasing their interest to create mobile learning (ML) environments considering the advantage of connectivity, situated learning, individualized learning, social interactivity, portability, affordability and more widely ubiquity. Even with the fast development of ML environments. There is however a lack of understanding about the factors that influnce ML adoption. This paper proposes a framework for ML adoption integrating a modified Unified Theory of Acceptance and Use of Technology (UTAUT) with constructs from the Expectation-Confirmation Theory (ECT). Since the goal for education is learning, this research will include individual attributes such as learning styles (LS) and experience to understand how they moderate ML adoption and actual use. For this reason, the framework brings together the adoption theory for initial use and the constructs of continuance intention for actual and habitual use as an outcome of learning. The framework is divided in two stages, acceptance and actual use. The purpose of this paper is to test the first stage: ML acceptance through the structural equation modeling statistical techniqu. The data was collected from students that already are experiencing ML. Findings demonstrate that performance and effort expectation constructs are significant predictors of ML and there is some influnce of LS and experience as moderators for ML adoption. The practical implication in educational services is to incorporate LS influnce when designing strategies for learning enhanced by mobile devices

Social Loafing Impact on Collaboration in 3D Virtual Worlds: An Empirical Study

Collaboration is increasingly distributed and influenced by the technologies involved in the workspace. 3D Virtual Worlds (VWs) are rich and promising collaboration tools that provide highly interactive environments. Several researchers and practitioners are particularly interested in the potential of these new media to support collaborative practices. However, the literature does not provide yet satisfactory and accurate response to companies about impacts of these technologies’ use for professional collaboration purposes. The present research attempts to address this gap and looks at this effect more closely. This research in progress presents the research model and research methodology used. The research model hypothesizes social loafing as substantial factor that determines team members’ involvement in knowledge sharing and application processes. In the future, this empirical study suggests quantitative assessment of the impact of 3D virtual world use in workspace on knowledge sharing and knowledge application

Does Technology Enabled Design-Thinking Influence Digital Innovation? An Innovation Affordance Perspective

Though prior research recognizes the vital role of the ‘innovation agents’ in effectuating digital innovation, little attention has been given to examine the role of ‘innovation affordances’. Drawing on digital innovation literature, we conceptualize the influence of both —‘innovation agent’ and ‘innovation affordance’ factors on the extent of digital innovation. We then test the theorized model via a quasi-experimental study, where the extent of digital innovation from a technology enabled design-thinking creative process is examined. Though the results from our study demonstrate the salience of both ‘innovation agent’ and ‘innovation affordance’ factors, the latter operationalized through technology enabled design-thinking process, the construct for which is developed in our study, has a stronger influence on digital innovation. Our research emphasizes the need for having a well-structured technology enabled creative process to actualize the innovation affordances. The findings have significant theoretical and practical implications

Exploring Teacher’s Perception and Potential Use of Mobile Learning in a Business School

As the mobile technology evolves, the possibilities for Mobile Learning (ML) are becoming increasingly attractive. However, the lack of perceived learning value and institutional infrastructure are hindering the possibilities for ML attempts. The purpose of our study is to understand the use and adoption of mobile technologies by teachers in a business school. We developed a questionnaire based on current research about the use of technology on higher education and it was used to interview 14 teachers. Participants provided insights about ML opportunities, such as availability, interactive environments, enhanced communication and inclusion on daily activities. Participants also realized that current teaching practices should change in mobile environments to include relevant information, to organize mobile materials, to encourage reflection and to create interactive activities with timely feedback. Further, they identified technological, institutional, pedagogical and individual obstacles that are threaten ML practices