Improving Public Administration Performance through Electronic Government Applications

Electronic Government applications have been the focus of hundreds of local and national government administrations all over the world during the past decade. The emphasis of most of these applications lies in their effort to improve the experience of the user in interacting with public administration services and to minimise waiting times in completing transactions public services and citizens. Early applications were relying mainly on the speed and simplicity of submitting a request by the user while most of the work beyond the web based interaction was carried out as in the era before the introduction of the web based applications. The benefits from such endeavours have been short lived as citizens are looking for real enhancements in they way public administration serves their needs and responds to their requests. The authors argue that for e-government applications to succeed changes would have to be effected in the way public administration organizes itself and how it utilizes information management systems to respond to user / citizen requirements including and addressing the goals of all stakeholders involved. Currently the number of successful applications to that end is quite low when compared to the projects implemented so far. The authors propose steps that would maintain the focus of future implementations in doing so

Learning styles, personalisation and adaptable e-learning

Common Learning Management Systems (for example Moodle [1] and Blackboard [2]) are limited in the amount of personalisation that they can offer the learner. They are used widely and do offer a number of tools for instructors to enable them to create and manage courses, however, they do not allow for the learner to have a unique personalised learning experience. The e-Learning platform iLearn offers personalisation for the learner in a number of ways and one way is to offer the specific learning material to the learner based on the learner's learning style. Learning styles and how we learn is a vast research area. Brusilovsky and Millan [3] state that learning styles are typically defined as the way people prefer to learn. Examples of commonly used learning styles are Kolb Learning Styles Theory [4], Felder and Silverman Index of Learning Styles [5], VARK [6] and Honey and Mumford Index of Learning Styles [7] and many research projects (SMILE [8], INSPIRE [9], iWeaver [10] amonst others) attempt to incorporate these learning styles into adaptive e-Learning systems. This paper describes how learning styles are currently being used within the area of adaptive e-Learning. The paper then gives an overview of the iLearn project and also how iLearn is using the VARK learning style to enhance the platform's personalisation and adaptability for the learner. This research also describes the system's design and how the learning style is incorporated into the system design and semantic framework within the learner's profile

Engineering Advanced Training Environment for Crisis Management: The Pandora Project

The paper describes the technical framework of a near real-life training environment for learning activities suitable for training in crisis scenarios. The underlying architecture features a design that makes provision for a learning environment capable of training collaborative, as well as independent, decision making skills among crisis managers in potential crisis situations. Modelling the training scenarios takes into consideration both the pragmatic nature of responding to crisis, as well as the human behavioural factors involved in dealing with situations of chaos and uncertainty. This work is part of ongoing research on the Pandora1 project, which aims to provide a near-real training environment at affordable cost

Designing interactice multimedia systems

xii, 206 p. ; 25 cm

Issues in delivering multimedia content to mobile devices

The scalability of a computer system is its response to growth. It is also depended on its hardware, its operating system and the applications it is running. Most distributed systems technology today still depends on bus-based shared memory which do not scale well, and systems based on the grid or hypercube scheme requires significantly less connections than a full inter-connection that would exhibit a quadratic growth rate. The rapid convergence of mobile communication, digital broadcasting and network infrastructures calls for rich multimedia content that is adaptive and responsive to the needs of individuals, businesses and the public organisations. This paper will discuss the emergence of mobile Multimedia systems and provides an overview of the issues regarding design and delivery of multimedia content to mobile devices

Can hypermedia aided learning (HAL) deliver?

This paper presents the results of a research project aimed at evaluating (HAL) as a mode of course delivery. More specifically the paper will deal with: • Developing a hypermedia courseware for students studying research methods; and • Evaluating hypermedia courseware as a method of delivery against traditional methods. This paper concentrates on pedagogical issues regarding computer aided learning and reports that this research gives tentative indications that hypermedia based learning (either through CD-ROM or the, as means of course delivery could be as effective as traditional modes of course delivery

Personalised e-learning, semantic web and learning ontologies

Kurzel(2004) points out that researchers in e-learning and educational technologists, in a quest to provide improved Learning Environments (LE) for students are focusing on personalising the experience through a Learning Management System (LMS) that attempts to tailor the LE to the individual (see amongst others Eklund & Brusilovsky, 1998; Kurzel, Slay, & Hagenus, 2003; Martinez,2000; Sampson, Karagiannidis, & Kinshuk, 2002; Voigt & Swatman; 2003). According to Kurzel (2004) this tailoring can have an impact on content and how it’s accessed; the media forms used; method of instruction employed and the learning styles supported. This project is aiming to move personalisation forward to the next generation, by tackling the issue of Personalised e-Learning platforms as pre-requisites for building and generating individualised learning solutions. The proposed development is to create an e-learning platform with personalisation built-in. This personalisation is proposed to be set from different levels of within the system starting from being guided by the information that the user inputs into the system down to the lower level of being set using information inferred by the system’s processing engine. This paper will discuss some of our early work and ideas

An overview of iLearn: an e-learning platform

Learning styles and how we learn is a vast research area, Busilovsky and Millan (2007) state that learning styles are typically defined as the way people prefer to learn. Examples of commonly used learning styles are Kolb Learning Styles Theory (Kolb 1985), Felder and Silverman Index of Learning Styles, VARK (Fleming 1995) and Honey and Mumford Index of Learning Styels (1992) and many research projects (SMILE, INSPIRE, iWeaver amongst others) attempt to incorporate these learning styles into adaptive e-Learning systems. These research projects offer some personalisation to the learner that many common Learning Managmeent Systems (for example Moodle and Blackboard) cannot as they tend to be limited in the amount of personalisation that they offer the learner. These Learning Management Systems are used widely and do offer a number of tools for instructors to enable them to create and manage courses, however, they do not allow for the learner to have a unique personalised learning experience. The eCentre project iLearn is an e-Learning platform that proposes to offer personalisation for the learner in a number of ways. The proposed personalistion is to provide the learner with a bespoke learning package based on their learning style and pedagogical needs. This research describes how learning styles will be used within the iLearn profile and it also describes an overview of the iLearn project and also how iLearn is using the VARK learning style to enhance the platform's personalistion and adaptability for the learner