Mängden information och informationskällor ökar exponentiellt med tiden och metoder för hantering av information blir därför allt mer relevanta. Privata och offentliga organisationer uppmärksammar allt mer behovet av en strukturerad och effektiv metod för att kunna hantera denna oundvikliga informationstillväxt. Uppsatsen syftar till att identifiera potential att förbättra det nuvarande informationssystemet inom Bild- och Funktionsregistret genom att tillämpa en Information Lifecycle Management-strategi utifrån Leanperspektivets värderingar. Studien inleddes med en litteraturstudie där de huvudsakliga Lean- och Information Lifecycle Management-principer definierades för att skapa ett teoretiskt underlag för vidare studier. Den efterföljande empiriska fallstudien av Bild- och Funktionsregistret och Sahlgrenska Universitetssjukhuset genomfördes för att få en ordentlig och tydlig bild av den organisationen och dess informationssystem. Fallstudien identifierade de huvudsakliga problemen och möjligheterna i den nuvarande organisationen. Problemen i form av organisatoriska brister, bristande användning av systemet och växande informationsvolymer bemöts genom införande av klassificering, strategisk integration och hierarkisk lagring av information. Möjligheterna i form av en stabil teknisk infrastruktur och en väletablerad standard för information underlättar även realiseringen av dessa processer. Riktlinjer för införandet sätts samman i en modell kallad Lean Information Lifecycle Management som utgår ifrån organisationens förutsättningar och kombinerar de grundläggande principerna i Lean och Information Lifecycle Management för att skapa en strategi för hållbar informationshantering. Resultaten av studien implicerar potentiella förbättringar för informationshantering genom att implementera Lean Information Lifecycle Management, specifikt sett till problem med växande informationsvolymer och långsiktig hållbarhet. Det finns däremot särskilda förutsättningar för en sådan strategi som måste uppfyllas innan en fullskalig implementation kan realiseras.

Univ., Diss. u.d.T.: Müller-Wolff, Susanne: Ein Landschaftsgarten im Ilmtal--Jena, 2004, die Geschichte des herzoglichen Parks in Weimar im Spiegel der kunsttheoretischen Diskussion um 1800.

In this self-study inquiry, I studied my graphic design practice in a professional setting, focusing on my Arabic typographic skills and knowledge. My roles as researcher and design educator indivisibly intertwined throughout this research. I worked to understand the value of calligraphy in art and design education, highlighting its power as an art form while also emphasizing its pedagogical potentials. I utilized two theoretical approaches suited to investigating and understanding the Arabic letters as text and image, Ibn Arabi’s science of letters, or 'ilm al-hurûf, and semiotics. I applied my theoretical framework to three distinctive artworks to investigate their uses of the Arabic letters, contemplating their roles in modern and contemporary Arab art. Essential to my research was learning Arabic calligraphy through two approaches: 1) I attended a calligraphy workshop, and 2) I conducted three self-study experimentations. I analyzed my experience through visual representations, commentary, and narrative inquiry to assess Arabic calligraphy’s significance for graphic design education. As such, my experimentations confirmed Arabic calligraphy’s aesthetic and educational value. I employed my findings to create a contemporary Arabic typography curriculum suitable for university-level students. This curriculum is built on learning theories such as visual culture analysis, semiotics, constructivist theory, play principles, and critical thinking, aiming to situate Arabic calligraphy as a modern learning model significant for typography education. Finally, I constructed a basic course for Arabic typography to support students’ development of Arabic typography fluency.

Os atuais avanços na área das Tecnologias da Informação e da Comunicação (TIC) estão mudando a Educação, com a disponibilização de sistemas educativos para apoiar as atividades no processo de ensino e de aprendizagem. Embora o tópico de combinatória seja relevante para o ensino médio e para os cursos de Ciências Exatas, este tópico tem sido desconsiderado nos avanços da Informática na Educação, principalmente ao se considerar o uso de ambientes de aprendizagem via Web. Atualmente, o iComb é, no melhor de nosso conhecimento, o único sistema Web integrável a tais ambientes. Ele é um Módulo de Aprendizagem Interativa (iMA) integrável ao Sistema Gerenciador de Cursos (SGC) Moodle, por meio do plugin iTarefa. O iComb oferece atividades de autoria de exercícios, bem como, sua avaliação automática. No entanto, considerando sua usabilidade, foram detectados alguns problemas na interface. O foco deste trabalho está relacionado ao reprojeto do sistema iComb e seu impacto na aprendizagem de combinatória. Para a reconstrução do iComb adotou-se o método de design de interação, buscando-se a participação efetiva de usuários finais do sistema, em todas as atividades desse processo, com (i) sessões de teste de usabilidade utilizando a versão Java do iComb para identificar problemas e guiar o redesenho do sistema, e (ii) prototipagem e avaliação da interface do sistema redesenhado. Esse processo permitiu implementar uma nova versão do iComb utilizando tecnologias associadas ao HTML5, que será brevemente disponibilizado como software livre. / Current advances in Information and Communication Technologies (ICT) are changing Education with delivering software to support learning/teaching activities. Although being relevant for Science, Technology, Engineering, and Mathematics (STEM) courses, Combinatorial Analysis is almost disregarded in these advances, mostly if we consider their integration with earning Management Systems. Currently, iComb is, at the best of our knowledge, the only system with such a possibility. It is an interactive Learning Module (iLM) that can be integrated to Moodle, through the iAssign plugin. iComb provides authoring activities as well as their automatic assessment. Nevertheless, considering the system usability, several interaction problems were detected during sessions with teachers and students. In this work it is described the process of redesigning the iComb system by adopting Interactive Design, to conduct controlled sessions of system use for (i) identifying usability issues for guiding the system redesign; and (ii) prototyping and evaluate the redesigned system interface, with end-users. This process allowed to implement new version of iComb using HTML5 related technologies that will be sooner available as free software, in order to reach a larger audience. Preliminary results on the interface evaluation indicate that both students and teachers felt more comfortable using the new interface of iComb and found it easier to execute common tasks.

A crescente demanda por cursos baseados na World Wide Web (Web) tem imposto uma série de desafios para a área da Tecnologia da Informação e da Comunicação (TIC), em particular quando se considera a Educação apoiada pela Web. Uma das necessidades emergentes da Educação via Web está relacionada com o uso de Objetos de Aprendizagem (OA) dentro de Sistemas Gerenciadores de Curso (SGC). Além de considerar a produção de OA com \"qualidade\", deve-se providenciar seu armazenamento e disseminação de modo eficaz. Entretanto, algumas dificuldades tem sido reportadas por professores envolvidos com cursos pela Web, tais como: o \"custo elevado\" para a autoria do OA; a falta de ferramentas para o compartilhamento desses materiais; e experiências práticas negativas no reúso desses conteúdos em um SGC. Uma primeira proposta para mitigar esses problemas tem sido o desenvolvimento de ferramentas de Repositório de Objetos de Aprendizagem (ROA), visando principalmente facilitar a disseminação dos OA. Apesar do progresso já alcançado, ainda existem várias barreiras para a sua adoção pelos professores, como falta de integração simples entre o SGC e o ROA. Em geral as integrações atuais mostram-se difíceis para um usuário típico. Neste cenário, o objetivo deste projeto é apresentar um ROA inovador, o Repositório Interativo de Conteúdo Digital - iRepositório, cujo modelo prevê uma integração simplificada com um particular SGC e ainda oferece vários recursos para melhorar os processos de ensino e de aprendizagem, como o registro da eficácia educacional do OA. Como contribuição prática os fundamentos do iRepositório foram implementados para um SGC específico, o Moodle. Além de compartilhar OA entre cursos e usuários, ele provê recursos a outro componente do Moodle, o Tarefa Interativa - iTarefa, para armazenamento, classificação e busca de OA ou ainda facilidades para a manipulação dos Módulos de Aprendizagem Interativa (iMA). / The increasing demand for World Wide Web (Web) based courses has imposed some challenges in Information and Communications Technology (ICT) field, in particular when considering the education supported by the Web. One of the emerging needs of education supported by the Web is related to the Learning Objects (LO) usage inside Learning Management Systems (LMS). Besides production of \"good quality\" LO, it must be provided efficient methods concerning their storage and dissemination. However, some difficulties have been reported by teachers of Web based courses: \"expensive costs\" for LO authoring; lack of tools for sharing these materials; and negative practical experiences for reusing them in an LMS. Some proposals to mitigate these problems have been the development of Learning Object Repository (LOR) tools, mainly in order to facilitate the dissemination of LO. Despite the progress already achieved, there are still several barriers for their adoption by teachers such as lack of easy integration between LMS environment and LOR. In general, current integrations are not simple for typical users. In this context, the target of this project is to presents an innovative LOR, the Interactive Repository of Digital Contents - iRepository. Its model provides seamless integration with a particular LMS and offers several resources to help teaching and learning processes, such as registry of LO educational effectiveness. As a practical contribution, the fundamentals of iRepository model were implemented for an specific LMS, the Moodle system. Besides promoting LO sharing among courses and users, it provides resources to other Moodle component, the Interactive Assignment - iAssign, for storage, classification e searching of LO, or even ease management of Interactive Learning Module (iLM).

Os atuais avanços na área das Tecnologias da Informação e da Comunicação (TIC) estão mudando a Educação, com a disponibilização de sistemas educativos para apoiar as atividades no processo de ensino e de aprendizagem. Embora o tópico de combinatória seja relevante para o ensino médio e para os cursos de Ciências Exatas, este tópico tem sido desconsiderado nos avanços da Informática na Educação, principalmente ao se considerar o uso de ambientes de aprendizagem via Web. Atualmente, o iComb é, no melhor de nosso conhecimento, o único sistema Web integrável a tais ambientes. Ele é um Módulo de Aprendizagem Interativa (iMA) integrável ao Sistema Gerenciador de Cursos (SGC) Moodle, por meio do plugin iTarefa. O iComb oferece atividades de autoria de exercícios, bem como, sua avaliação automática. No entanto, considerando sua usabilidade, foram detectados alguns problemas na interface. O foco deste trabalho está relacionado ao reprojeto do sistema iComb e seu impacto na aprendizagem de combinatória. Para a reconstrução do iComb adotou-se o método de design de interação, buscando-se a participação efetiva de usuários finais do sistema, em todas as atividades desse processo, com (i) sessões de teste de usabilidade utilizando a versão Java do iComb para identificar problemas e guiar o redesenho do sistema, e (ii) prototipagem e avaliação da interface do sistema redesenhado. Esse processo permitiu implementar uma nova versão do iComb utilizando tecnologias associadas ao HTML5, que será brevemente disponibilizado como software livre. / Current advances in Information and Communication Technologies (ICT) are changing Education with delivering software to support learning/teaching activities. Although being relevant for Science, Technology, Engineering, and Mathematics (STEM) courses, Combinatorial Analysis is almost disregarded in these advances, mostly if we consider their integration with earning Management Systems. Currently, iComb is, at the best of our knowledge, the only system with such a possibility. It is an interactive Learning Module (iLM) that can be integrated to Moodle, through the iAssign plugin. iComb provides authoring activities as well as their automatic assessment. Nevertheless, considering the system usability, several interaction problems were detected during sessions with teachers and students. In this work it is described the process of redesigning the iComb system by adopting Interactive Design, to conduct controlled sessions of system use for (i) identifying usability issues for guiding the system redesign; and (ii) prototyping and evaluate the redesigned system interface, with end-users. This process allowed to implement new version of iComb using HTML5 related technologies that will be sooner available as free software, in order to reach a larger audience. Preliminary results on the interface evaluation indicate that both students and teachers felt more comfortable using the new interface of iComb and found it easier to execute common tasks.

A crescente demanda por cursos baseados na World Wide Web (Web) tem imposto uma série de desafios para a área da Tecnologia da Informação e da Comunicação (TIC), em particular quando se considera a Educação apoiada pela Web. Uma das necessidades emergentes da Educação via Web está relacionada com o uso de Objetos de Aprendizagem (OA) dentro de Sistemas Gerenciadores de Curso (SGC). Além de considerar a produção de OA com \"qualidade\", deve-se providenciar seu armazenamento e disseminação de modo eficaz. Entretanto, algumas dificuldades tem sido reportadas por professores envolvidos com cursos pela Web, tais como: o \"custo elevado\" para a autoria do OA; a falta de ferramentas para o compartilhamento desses materiais; e experiências práticas negativas no reúso desses conteúdos em um SGC. Uma primeira proposta para mitigar esses problemas tem sido o desenvolvimento de ferramentas de Repositório de Objetos de Aprendizagem (ROA), visando principalmente facilitar a disseminação dos OA. Apesar do progresso já alcançado, ainda existem várias barreiras para a sua adoção pelos professores, como falta de integração simples entre o SGC e o ROA. Em geral as integrações atuais mostram-se difíceis para um usuário típico. Neste cenário, o objetivo deste projeto é apresentar um ROA inovador, o Repositório Interativo de Conteúdo Digital - iRepositório, cujo modelo prevê uma integração simplificada com um particular SGC e ainda oferece vários recursos para melhorar os processos de ensino e de aprendizagem, como o registro da eficácia educacional do OA. Como contribuição prática os fundamentos do iRepositório foram implementados para um SGC específico, o Moodle. Além de compartilhar OA entre cursos e usuários, ele provê recursos a outro componente do Moodle, o Tarefa Interativa - iTarefa, para armazenamento, classificação e busca de OA ou ainda facilidades para a manipulação dos Módulos de Aprendizagem Interativa (iMA). / The increasing demand for World Wide Web (Web) based courses has imposed some challenges in Information and Communications Technology (ICT) field, in particular when considering the education supported by the Web. One of the emerging needs of education supported by the Web is related to the Learning Objects (LO) usage inside Learning Management Systems (LMS). Besides production of \"good quality\" LO, it must be provided efficient methods concerning their storage and dissemination. However, some difficulties have been reported by teachers of Web based courses: \"expensive costs\" for LO authoring; lack of tools for sharing these materials; and negative practical experiences for reusing them in an LMS. Some proposals to mitigate these problems have been the development of Learning Object Repository (LOR) tools, mainly in order to facilitate the dissemination of LO. Despite the progress already achieved, there are still several barriers for their adoption by teachers such as lack of easy integration between LMS environment and LOR. In general, current integrations are not simple for typical users. In this context, the target of this project is to presents an innovative LOR, the Interactive Repository of Digital Contents - iRepository. Its model provides seamless integration with a particular LMS and offers several resources to help teaching and learning processes, such as registry of LO educational effectiveness. As a practical contribution, the fundamentals of iRepository model were implemented for an specific LMS, the Moodle system. Besides promoting LO sharing among courses and users, it provides resources to other Moodle component, the Interactive Assignment - iAssign, for storage, classification e searching of LO, or even ease management of Interactive Learning Module (iLM).

近年來由於網際網路的普及，資訊成爆炸性的成長，無論是企業e化、電子商務的應用服務，或是數位家庭的興起，加上網路應用服務的創新，出現如影音部落格等。這些資訊除透過網路傳遞流通外，不管是個人或企業，是使用者或提供服務的業者，都需面對管理如此龐大的資訊儲存服務。 隨著數位資訊的快速成長，檔案的體積與數量日漸增加，雖然資訊科技的進步讓儲存媒體的種類更加多元化且容量越來越大，例如一顆SATA磁碟就有500GB的容量、藍光光碟一片容量達100GB，但根據IDC公佈調查指出，2006年全球資訊量大爆炸，全年的照片、影音檔、電子郵件、網頁、即時通訊與行動電話等數位資料量，高達1610億GB，所以儲存容量的提升似乎永遠趕不上資訊的成長速度。 企業目前分散在各分支機構的IT機房，面臨人員設備的重複投資及分散管理不易，隨著寬頻網路的來臨，企業將IT基礎設施集中化，建置企業的資料中心已成趨勢，我國政府的資訊改造就規劃機房共構成13+1個資料中心，如何建構一個資料中心，應用集中化、虛擬化的趨勢讓儲存系統集中化，同時企業的資訊也集中化，大量的資訊與儲存，更需對資訊做有效的儲存管理。 根據SNIA統計，儲存系統上的資訊，30天內沒有被存取過的大約占80%不常用、不重要的資訊不只造成儲存空間的浪費，也間接影響資訊存取沒有效率，所以在有限的高階線上儲存空間下，將較少用到的資訊搬到較低階的儲存系統，不用的資訊歸檔保存。資訊也有生命週期的演變，本研究將資訊生命週期分四個階段，分別為資訊建立導入新生期、資訊使用黃金成熟期、資訊參考使用衰老期、資訊處置歸檔終老期，透過資訊價值的分類，區分資訊對企業的重要程度，融合資訊生命週期的演進，制定資訊生命週期管理策略，協助企業從資訊的建立、存取、備份、複製、資安、歸檔保存到刪除，使得資訊的儲存保護與存取效率能達到最佳化，確保資訊服務不中斷，獲得最好的儲存投資效益。 / Due to the prevalence of Internet in recent years, information grows explosively. No matter it is e-enable, the service that electronic commerce offers, or the spring up of digital family, in addition to the innovation of the application service that the Internet offers, they all enabled the appearance of products such as Vlog. These information not only circulate through the Internet, no matter it is personal or companies, users or dealers who offer service, all of them have to face the problem of managing such huge information storage service. With the rapid growth of digital information, the volume and the amount of files are getting larger and larger. The advance in information technology makes the type of storage media more various and with larger and larger capacity. For instance, a SATA hard drive has the capacity of 500GB, a Blue-ray disk has the capacity of 100GB, but according to the survey of IDC, the information around the world exploded in year 2006. The total digital information such as pictures, video/audio archive, emails, web sites, messengers, and mobile phones in the year is as much as 161 billion GB. So the storage capacity never seems to catch up with the growth of information. Companies now scatter over the IT control room of each branch. They face the difficulties of repeatedly investing in manual and facilities, and separate management. With the appearance of broadband network, companies consolidate the infrastructure of IT, building companies’ data center has become a current. The information engineering step that our government takes is to draw the control room into 13+1data center. How to build a data center? We use the current of consolidation and virtualization to consolidate storage systems. Mean while, the information of companies should be consolidated. Mass amount of information and storage needs a more efficient way of managing and storing information. According to statistic that SNIA shows, there are about 80% of information in storage system will not be accessed within 30 days. Information that are not often used or are not important can be a waste of capacity, and it can indirectly affect the inefficiency of storing information. So, in the limited high level online storage capacity, we should move the information that are not so often used to lower level storage systems, and we will not have to archive the information. There is also a life cycle within information. This research classify the life cycle of information into 4 stages, which include the introduction/emergence stage in the establishment of information, the decline stage during the reference and usage of information, as well as the final stage in the management and filing of information. Through the classify of information value, we classify the importance of the information to the company, integrate the evolution of information life cycle, establish tactics of information life cycle management, assist companies from the establishment of information, to the storage, backup, copy, information security, archiving and then to the delete of the information. This optimizes the storing, accessing efficiency, assures the continuance of information service and acquires most benefit of storage investment.