Systematic Comparison of Methods in Threat and Risk Analysis of ICT Security in Industry 4.0

Industry 4.0 is the connection of intelligent objects with information technology and thus with the internet. This leads to new fields of application in information technology. To protect intelligent objects security approaches are necessary. Several security standards already exist for ICT, but not for Industry 4.0. The present paper considers standards to conduct threat analysis and risk analysis of ICT security based on a literature review. A catalogue of criteria relevant to such standards for Industry 4.0 is developed which serves as the basis of their evaluation. Thirteen standards are identified as relevant regarding the criteria, among them IT-Grundschutz

Potentials of Chatbot Technologies for Higher Education: A Systematic Review

Chatbots are used in different areas such as customer service, healthcare and education. The potential for improving outcomes and processes in education is high but differs for different types of chatbots. As universities want to provide excellent teaching, it is important to find the chatbot technologies with the greatest possible benefit. This paper presents a systematic review of chatbot technologies in five application areas. For each application area, the ten most cited publications are analysed and a possible categorisation scheme for chatbot technologies is derived. Furthermore, it is investigated which chatbot technology types are used and their suitability for higher education is analysed. The results show that chatbots can be categorised using five categories derived from the 50 publications. A total of 14 different types of chatbot technologies are found in the five areas. Nine of them are suitable for use in higher education

Towards a Holistic Evaluation Concept for Personalised Learning in Flipped Classrooms (21)

Incorporating the student’s preferences regarding pace, methods, and contents into teaching is particularly hard in today’s higher education, providing courses to large numbers of students often over electronic media. Such personalised learning can be implemented via self-regulated learning approaches using the method of the flipped classroom. However, literature on the design and evaluation of such courses is scarce. Evaluation models and instruments are not adapted to the specific nature of the flipped classroom yet, combining presence and online teaching. The present paper aims at conceptualising a holistic approach towards an evaluation concept for personalised learning. Based on an overview of evaluation models in the learning sciences and information systems domains an evaluation concept is presented and applied to a course instantiation focusing on the topics of (1) fulfilment of general requirements and effects on (2) learning outcomes, (3) adoption, and (4) individual factors of the students

Individual End-User Training For Information Systems Using Learning Styles

End-user trainings account for an important part of teaching how to use information systems effectively in practice. This paper examines which individual characteristics and differences between end-users can be leveraged to improve end-user trainings further. Therefore, relevant literature on end-user trainings is used to define relationships between individual characteristics (i.e. learning styles) of trainees and matching training methods. Following a design-based research methodology, two different end-user trainings are developed in the domain of electronic negotiation support systems to define and evaluate design principles and theories for individual end-user trainings. The trainings follow either an exploration-based approach or an instruction-based approach. For the evaluation of these trainings a general concept implementing a negotiation experiment assessing learning outcomes and acceptance of the target information system is developed and first descriptive results are presented

Personality-based versus Task-based Factors as Indicators for Personalised Learning Environments

Personalised learning aims to improve learning outcomes by adhering to personal needs of learners. The research question of this paper is to discuss how such personal needs can be defined to inform the design of a tool to support personalisation of learning methods in learner-centred personalised learning environments. Therefore two approaches, i.e. the analysis of personality-based factors and task-based factors as indicators of personal needs, are discussed regarding their adequacy. We argue that the analysis of task performance based on clearly defined cognitive tasks is the sounder approach. Further steps how to implement and evaluate a proof-of-concept within the domain of electronic negotiation training conclude our argumentation

Inherent Game Characteristics of Electronic Negotiations

Negotiation activities have often been referred to as a game. For example, negotiators dance around each other, play with different strategies, follow rules and protocols, decide on particular moves from a set of alternatives, and try to achieve the ultimate goal of agreement. This paper presents the results of an explorative literature study examining the inherent game characteristics of electronic negotiations. To consider the context of information system explicitly, we analyse e-negotiations conducted in negotiation support systems. Our results reveal among others a strong social interaction element, various levels of difficulties and challenges, different activity choices that may lead to the same goal and continual feedback during these activities. With respect to current IS trends such as serious games and gamification, these identified game characteristics may serve as a basis for a gamified negotiation support system

Enabling Agile Environments - Software Tools Revisited with an Agile Mindset

Technology plays an increasing role in organisations and agile environments. The growing adoption of digital technology and the resulting unprecedented transformation of workplaces are potentially putting agile values and principles under attack. Agile mindset is a central aspect of agile concepts and embodies agile values and principles among other characteristics. In order to reconcile technology adoption and agile values, a framework is proposed which integrates agile mindset properties into software tool appropriation. The framework is based on information systems (IS) models of structuration and provides a means to translate implicit mindset properties into explicit actions performable by users. The research follows the design science research paradigm and utilises qualitative methods of data collection and analysis to create an artefact that was evaluated in practice

Sentiment-Based Assessment Of Electronic Mixed-Motive Communication - A Comparison Of Approaches

In this paper, we seek to analyse specific types of bilateral electronic communication processes, namely such processes where there is a distinction between individual goals of the communicating parties and their joint goals. We argue that there exists a distinction between successful and unsuccessful processes. This distinction is manifest in the communication patterns used by the participants. Sentiment analysis can enable researchers to identify these distinctions automatically, based on a classification model previously trained for the exact type of communication process. This paper discusses an adaption of sentiment-based techniques for the domain of electronic business negotiations

Assessment of Multi-Criteria Preference Measurement Methods for a Dynamic Environment

Multi-criteria decision analysis is required in various domains where decision making reoccurs as part of a longer-term process. When the decision context changes or the preferences evolve due to process dynamics, one-shot preference measurement is not sufficient to build an adequate basis for decision making. Process dynamics require taking into account the dimension of time. We investigate six interactive preference measurement methods providing the possibility to assess alternatives in terms of utility for an individual decision maker, whether they are suitable for dynamic preference adjustment. We use a mixed-methods approach to analyse them towards 1) requirements for a dynamic method, and 2) their efficiency, validity, and complexity. Our results show that the best method to be further developed for dynamic context is Adaptive Self-Explication slightly preferable over Pre-Sorted Self-Explication. Our assessment implicates that an extension of the Adaptive Self-Explication will enable efficient dynamic decision support

LEARNING UNDER THE DREAMING SPIRES – PERSONALISATION IN OXFORD TUTORIAL (46)

Traditionally, teaching in universities has been done in lectures, example classes, and tutorials. Knowledge transfer in these forms of teaching is mainly teacher-focused and unidirectional with attempts to activate students to initiate a dialogue between students and lecturers. Oxford University has always offered tutorials as well as lectures but these tutorials are less tutor-focused because of the low number of tutees (typically 1-4 per tutorial). Thus, Oxford tutorials seem to be an instance of a personalised form of teaching and learning. In this paper, we will discuss our qualitative research into personalisation in such tutorials. In particular, we will analyse the results of observations and discuss the implications of information systems for providing personalised learning environments in and beyond these tutorials