This research analyses hackathons which are collaborative innovation making by using technology events, in terms of using these as a tool to facilitate a lifelong learning process in obtaining digital competence among other 21 st century skills. The aim of this research is to explore and analyse the perceptions and experiences of hackathon participants and different stakeholders about the learning process experienced during a hackathon event. The following research questions are studied: RQ1. How do interviewees perceive hackathons in relation to key elements of the UNESCO Learning Cities Framework?; RQ2. How do participants of the hackathons perceive their learning process?; RQ3. How do participants of the hackathons perceive their learning process by using digital tools during the hackathon events? Kolb’s experiential learning theory and UNESCO Learning Cities Framework are used as the ground for the theoretical-methodological frameworks. The methods chosen to collect the data are survey questionnaire and interviews. The results provide insights that apart from developing digital competence and using technology as a tool for learning, collaboration, communication and problem-solving are the main skills practiced during a hackathon. This implies that hackathons could be used on a wider scale to help with UNESCO Learning Cities development by facilitating the learning process for adults in the development of 21 st century skills. / <p>This article was presented in May 2020 at Stockholm University, Department of Education.</p><p>This finalized article was presented to UNESCO Learning Cities Program Specialist at the Institute of Lifelong Learning in Hamburg, in July 2020.</p><p>Key findings of this research were presented at the Joint International Seminar with Stockholm University, University of Tokyo and Jyväskuylä University in February 2020.</p><p>Interviews with this article's author about this research:</p><p>By Future Position X, digital innovation hub in Sweden (available in English &amp; Swedish): https://fpx.se/en/people-come-to-learn-network-and-make-a-difference/</p><p>Canberra Innovation Network mentions my research: https://cbrin.com.au/women-in-innovation/women-in-innovation-monika-lionaite/?fbclid=IwAR1mTBwXI8yS9uxkoTZSdhnB2jhpKA4kRs_GztyrAqCmbAJNNZ_KH0DR_Jo</p><p>Presentations about this research were done by the author at the Rotary Clubs of Canberra Sundowners and Canberra Weston Creek, also at the international conference of Rotary International activities during the global pandemic.</p><p>The author shared key findings as a speaker at the international conference promoting tolerance and peace on the topic 'Crisis and the role of states in developing solutions' November 2020 which was organized by the American International Education Federation and Alliance for Humanity; at the international online conference of Young Scientists on the topic of 'Leadership in peace-building and international development in the digital age' in November 2020 which was organized by Western Asian Development Institute.</p><p></p><p></p>

Small, medium and micro-enterprises (SMMEs) play an important part in all economies but particularly in developing economies. Growth 'SMMEs seek to grow either in size, revenue and/or asset value by reinvesting available resources; these enterprises tend to spend their available resources on operational when it comes to information and communication technology (ICT). But these systems, whilst necessary are not sufficient. They are geared toward capturing data but not producing information. Business intelligence (BI) can provide decision-makers, who in SMMEs are predominantly owner-managers, with access to information that enables them to make informed decisions on where to apply limited resources. Because BI requires operational systems to be in place to gather the data it is the logical next step. Despite increasing discussion in the press and amongst BI practitioners, academic research with regard to BI in SMMEs remains sparse. Since the potential contribution of BI to SMMEs can only be assessed by first understanding current information practices and needs in such enterprises, the purpose of this study is to explore the use of use of BI to support strategic, tactical and operational decision-making. This research uses an interpretive approach to collect data using semi-structured interviews from the owner-managers of six knowledge-based growth SMMEs in South Africa selected through purposive sampling. The research results suggest that BI can play an important role in knowledge-based growth SMMEs but that support and guidance is needed to ensure that BI is used appropriately to fully exploit available data for decision-making in addition to expanding available data sources. Future research can adopt a more rigorous positivist approach to confirm the findings of this study, expand the population to other sectors in South Africa and/or SMMEs in other countries. An action research methodology can also be used to apply BI interventions in SMMEs to investigate specific BI solutions in-depth. The research may be of value to participating and other SMME owner-managers, policy makers, government agencies, business advisers, and academic researchers. / Thesis (PhD)--University of Pretoria, 2011. / Information Science / unrestricted

Magister Commercii - MCom / The Internet is now facilitating the provision of an increasing number of services. Thus, technology has become a more integrated part of people‟s daily routine. Some of these technologies include electronic communication, online banking, and shopping as well as electronic learning - to name but a few. However, for various reasons, such as limited formal education (which is a key promoter of reading and writing skills), access and skills, not everyone has an equal opportunity to benefit from the use of these technologies. The unequal distribution of opportunities of such nature is often broadly referred to as the digital divide. That is the gap between those who have access to Information and Communication Technology (ICT) and those who do not. One noted challenge that influences the use of ICT consists of socioeconomic conditions, which together elicit high levels of poverty. An identified strategy for uplifting these areas was (and still is) entrepreneurship, notably small businesses. These small businesses however, generally have very short and mostly unsuccessful lives. As a result the government at all levels (national, provincial and local) has endeavoured to provide support to these businesses. Some of this support is provided through mediums, such as the Internet (here named “electronic support”) to assist these small businesses. This support, which comes from government, is however, not being fully utilised by the intended beneficiaries. Thus, the small businesses are not benefiting from the support provided. Consequently, many are still experiencing a short and unsuccessful existence. This research thus analyses the small businesses in areas of the greater Cape Town, which are characterised by high levels of poverty and unemployment. Previous studies in these areas have reported the lack of ICT related skills, also known as electronic skills (e-skills), as one of the reasons for the low uptake of electronic support (e-support). This e-support is provided by various levels of government through selected agencies (service providers). In essence, this study is aimed at investigating the influence of e-skills in the access and use of the provided e-support by owners of small businesses. Considering that the lack of adequate e-skills has been identified as influencing the use of e-support, the study also aims to identify the e-skills needed to fully utilise the provided e-support. The approach to this investigation included a review of pertinent literature and devising a conceptual model. This model was then tested in the empirical setting of this study. This setting included: (i) Providers of e-support (various specialised government agencies) and (ii) the intended beneficiaries of this esupport, i.e. small businesses in the previously disadvantaged areas (PDAs) of the greater Cape Town. Through the use of case study methodology and face to face interviews, it was found that many small business owners were not able to appropriately use the provided e-support. This was due to their lack of e-skills, which resulted in their inability to use ICT. Additionally, some were unaware of the existence of the e-support or the service providers. During the review of pertinent literature done as part of the study, an e-skills framework was designed. The framework identified the e-skills considered necessary in order for small business owners to effectively utilise the provided e-support and other technologies. The e-skills framework suggested by this study could be used as a tool to assist: (i) The providers of e-support to understand the usage of their services and enable (ii) a more informed understanding of the need for appropriate e-skills among small business owners, in relation to their use of the provided e-support. Additionally, (iii) small business owners should be in a better position to recognise the benefits of using technology, especially the Internet. The contribution of this study is seen as twofold. Firstly, it should assist the providers and users of e-support. This is done by addressing the practical side of the provision and usage of these services. Secondly, the study contributes an informative e-skills framework related to the effective use of esupport. This study also furthers academic knowledge in the area of the investigation, and suggests further directions for research. Considering, the limited small business sample (only participants from three PDAs), the generalisation of this study is limited. This limitation does not however, influence the validity of this research, or the credibility of the findings.

Orientador: Cibele Cecílio de Faria Rozenfeld / Resumo: Nos últimos anos, com a expansão das tecnologias, presenciamos o surgimento de diferentes dispositivos, programas e aplicativos, tornando as Tecnologias Digitais da Informação e Comunicação (TDICs) cada vez mais presentes no mundo, em diferentes contextos na era da Cultura Digital (SANTAELLA, 2003; BERTOLDO, SALTO E MILL, 2018; KENSKI, 2018). Desse modo, no panorama educacional contemporâneo, ressalta-se os desafios advindos dessa nova era, pois, se por um lado essas ferramentas podem potencializar o trabalho dos educadores, sem delimitação espaçotemporal, por outro elas exigem suporte e Competência Digital dos professores e alunos (UNESCO, 2008, 2014, 2016). Nesse sentido, inúmeras são as discussões acerca da formação de professores, em uma perspectiva crítico-reflexiva (FREIRE, 1979; MOURA-FILHO, 2011) e perceptiva (MERLEAU-PONTY, 1999; MATOS E JARDILINO, 2016), para o ensino de línguas aliado ao uso das tecnologias (BAX, 2003; LEFFA, 2012; PAIVA, 2013; MARQUES-SCHÄFER E ROZENFELD, 2017). Além do mais, percebe-se o descompasso entre a velocidade transformacional das TDICs e a morosidade em integrá-las na Educação e na formação docente, bem como as condições de infraestrutura, a oferta e o manejo de recursos tecnológicos (KENNISNET, 2015; ALMEIDA E VALENTE, 2016). Partindo desse cenário, o presente trabalho tem como objetivo analisar as percepções de professores de inglês da rede pública de ensino acerca da relevância do uso das TDICs em sala de aula, da infraestrutura para ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: In recent years, with the expansion of technologies, we have witnessed the emergence of different devices, programs and applications, making Digital Information and Communication Technologies (DICTs) increasingly present in the world, in different contexts in the era of Digital Culture (SANTAELLA, 2003; BERTOLDO, SALTO AND MILL, 2018; KENSKI, 2018). Thus, in the contemporary educational perspective, the challenges arising from this new era are emphasized, since, on the one hand, these tools can enhance the work of educators, without spatiotemporal delimitation, on the other, they require support and Digital Competence from teachers and students (UNESCO, 2008, 2014, 2016). In this sense, there are countless discussions about teacher education, in a critical-reflexive (FREIRE, 1979; MOURA-FILHO, 2011) and perceptive view (MERLEAU-PONTY, 1999; MATOS E JARDILINO, 2016), for teaching languages combined with the use of technologies (BAX, 2003; LEFFA, 2012; PAIVA, 2013; MARQUES-SCHÄFER AND ROZENFELD, 2017). Furthermore, there is a mismatch between the transformational speed of DICTs and the delay in integrating them in Education and teacher education, as well as the conditions of infrastructure, proposition and use of technological resources (KENNISNET, 2015; ALMEIDA AND VALENTE, 2016). Based on this scenario, the present work aims to analyze the perceptions of English teachers in the public school about the relevance of using DICTs in the classroom, the infrastructure for such use ... (Complete abstract click electronic access below) / Mestre

Outbreaks of novel influenza viruses are continually occurring on many places on our planet, with the ultimate and most extreme consequence being a full-scale pandemic. Modern communication technology is widely used for risk communication regarding recommended change in behavior patterns and other precautions in order to mitigate the transmission. However, the assumption and bias that modern communication technology constitutes the norm causes vulnerable groups to be at possible risk of systematic exclusion to correct and updated information. Through conducting a literature- and case analysis, the aim of this study is to identify insufficient or inadequate risk communication efforts in South Korea and Vietnam during influenza outbreaks, especially with concern of vulnerable groups. Further, to analyze how national influenza preparedness plans observe or ignore these insufficiencies. Results show that vulnerable groups are explicitly recognized in the preparedness plan of Vietnam. However, the South Korean preparedness plan show a more homogenous approach. Both South Korea and Vietnam showed a broad variety of channels used in their risk communication strategies which could be positive in terms of a broad outreach to a heterogenous population, including vulnerable groups. Four key factors that moderate the outcomes of risk communication were identified: Channels, Messages, Transparency and Trust.

The aim of this study was to examine guidance counselors' experience of the transition to digital guidance counseling during the covid-19 pandemic. The guidance counselors attitude towards change, as well as contributing challenges are studied. Through semi-structured interviews and a thematic analysis the limitations and opportunities that the change entailed, are studied both on the basis of the guidance counselors' own perception, as well as the impact they feel it had on the students. The results were analyzed by using Cognitive information processing theory (CIP) and Pierre Bourdieu Theory of capital. The study shows that certain groups of students have been negatively affected by the change, and that body language and facial expressions are often lost during digital guidance counseling. The attitude has been important for the perceived challenges, and views on opportunities and limitations. The study shows that flexibility has been important during the transition to the use of ICT in guidance counseling. Guidance counselors have been forced to learn new digital tools during the pandemic and they can see the future benefits of using them. A combination of traditional and digital guidance counseling, so-called hybrid- guidance, is highlighted as a future way of working.

In traditional schooling, one-way monologue from teacher to student is the established way of communica­tion in the classroom. Modern pedagogues are presently breaking free of this status quo.  This master thesis explores whether there is a change in the student’s attitudes towards their school­ing and whether there is an academic benefit for the student when applying a flipped class­room model. This study was performed in Swedish upper secondary school during the students’ last course in mathematics. The study was carried out using focus group interviews and direct participat­ing observation. During the six-week period of interviews and participating in the class­room written tasks were collected and analysed, and the classroom was filmed to help analysing behav­iour of the students, both with flipped classroom and without. The outcome shows positive reac­tions from the students concerning this change in pedagogics, but also some inertia in some individuals. The result shows a positive attitude change concerning communication and collabora­tion in the classroom, although no difference in academic achievement were visible. More studies are needed, but a theoretical base needs to be built before future studies can be con­ducted. Today flipped classroom is undertheorized in ways of an academic model. Future research could be theorizing flipped classroom and exploring whether implementing this pedagogic model also brings forth a change in academic achievement apart from changing the attitudes of the stu­dents.

Both companies and individuals have observed positive effects after implementing working from home (WFH) practices as digital technology expands collaborative possibilities. As a result, the hybrid workplace has emerged as a sustainable possibility for future workplace solutions. In a hybrid workplace, the workforce is distributed between a co-located office and WFH to different extents, naturally inferring an intense use of collaborative technology in daily operations. However, despite reports of aforementioned positive effects, research show that the feeling of professional isolation (PI) is a reoccurring issue for knowledge workers WFH. And although the spread of the issue appears to be severe in literature, little is known about the effects that the collaborative technology actually has on the level of experienced PI.  Within the interdisciplinary research field of CSCW (Computer-Supported Cooperative Work), collaborative information technology systems are studied from both technological and social perspectives. Thus, in order to gain a deeper understanding of the phenomenon of professional isolation in relation to the use of collaborative information technology systems, this study aims to explore how knowledge workers currently WFH experience and perceive the support of CSCW systems for communication in relation to PI.  Based on a qualitative, focused ethnographic approach, nine knowledge workers from different companies and positions currently WFH were interviewed about their perceptions of CSCW systems for communication support in relation to PI. The empirical data that the interviews generated was subjected to a thematic analysis, from which five themes emerged and constituted the empirical findings. These themes were then analyzed in the light of the research questions and discussed with the concepts in the literature review as well as with a symbolic interactionist perspective.  The results of this master’s thesis research show that most of the participants do not experience professional isolation as defined in literature, however, they display a loss of connectedness to co-workers when using the CSCW systems for communication support when working from home. The connectedness in question is achieved with ‘social interaction’, however, the research findings of this master’s thesis illustrate that ‘social interaction’ is not symbolically connected to any of the CSCW systems for communication support for the participants. Based on these research findings, it is proposed that ‘social interaction’ is not included in the concept of ‘communication’ within the field of CSCW. Furthermore, it is suggested that organizations aspiring to implement working from home (WFH), or hybrid workplace practices may want to re-evaluate current and future social activities within the CSCW systems for communication support based on the insights provided by the master’s thesis research study.

Till följd av coronapandemin tvingades många organisationer göra en hastig och ofrivillig övergång till distansarbete. Detta skifte i arbetssätt för med sig nya krav, inte minst på ledare som tvingas kommunicera och leda via digitala verktyg. Följaktligen ämnade denna studie undersöka ledares upplevelser under denna tidsperiod och hur ledarskapet medierats med hjälp av informations- och kommunikationsteknik (IKT). För att besvara forskningsfrågan genomfördes semistrukturerade intervjuer med tolv ledare. Empirin analyserades sedan huvudsakligen utifrån en affordance-lins, i kombination med ett leader-member exchange-perspektiv vilket belyser den dyadiska relationen mellan ledare och medarbetare. Resultatet visar på att IKT är oumbärligt för ledarskap på distans, men att en stor problematik ligger i att ledare tidigare utvecklat en ledarskapsstil som till stor del förlitar sig på informell kommunikation och uppföljning som sker fysiskt. Även om individuella egenskaper har en avgörande betydelse för hur väl och i vilken omfattning digitala affordances aktualiseras, påvisas att IKT inte lyckas skapa och förmedla sociala affordances i samma utsträckning som den fysiska miljön. Emellertid har en utveckling skett sedan distansarbetets början och användandet av teknik har alltmer integrerats i ledarskapet. För att uppnå e-ledarskap behöver dock nya e-kompetenser utvecklas, där IKT används effektivt, medvetet och ändamålsenligt. / Due to the covid-19 pandemic, organisations were forced to make a rapid and involuntary transition to teleworking. This shift in labour entails new demands, especially on leaders who are forced to rely on digital tools for communication and leadership. Accordingly, the aim of this study was to investigate experiences of leaders during this period of time, and how leadership is mediated through information and communication technology (ICT). To answer the research question, semi structured interviews were conducted with twelve leaders. The results were primarily analyzed through an affordance lens, combined with a leader-member exchange perspective, which emphasizes the dyadic relationship between leader and follower. The results imply that ICT is essential for remote leadership. However, a major issue arises as leaders previously has developed a leadership style that primarily relies on informal communication and following up with employees face-to-face. Although individual characteristics matter in regards to how well and to what extent digital affordances are actualized, digital tools do not manage to create and transmit social affordances to the same extent as the physical environment. Yet, a progress has been made since the start of the pandemic-induced telework, and the use of ICT has increasingly been integrated in the leadership. To fully reach so-called e-leadership, new e-competencies are nevertheless required, where ICT is applied effectively, deliberately and appropriately.

This research aimed to design a support system to facilitate the decisionmaking process in terms of selecting the acceptance of Integrated ICT (Information and Communication Technology) Laboratory assistants using the Analytical Hierarchy Process (AHP) and Technique for Order Preference by Similarity to Ideal Solution (TOPSIS) methods. The AHP method was used for the process of determining the weight of each criterion determined from the Integrated ICT Laboratory, Budi Luhur University, while the TOPSIS method was used to determine the ranking based on the calculated values. The method used in this research was the waterfall method consisting of 4 stages, including the needs analysis stage, design, testing and implementation. For testing, User Interface Testing was used which aimed to determine whether the functionality of interface elements such as buttons and hyperlinks contained on each page was working properly. In addition, validation testing was also carried out which aims to determine whether the validations in the system had been running well. The results showed that the decision support system designed using the Analytical Hierarchy Process (AHP) method had been tested to determine the weight of each criterion needed in the assistant selection process, it was attendance with 0.284, Competence 0.143, Project 0.414, Hardware 0.089 and interview with 0.070. Meanwhile, the Technique for Order Preference by Similarity to Ideal Solution (TOPSIS) was able to determine the ranking based on the results of calculating the criteria values for each assistant candidate and the 2 people who occupied the top rankings were declared to have passed the selection. The test results showed that all system elements functioned as designed.