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31	WHAT ARE PROJECT MEMBERS’ ISD PROJECT MENTAL MODELS AND HOW DO THEY AFFECT THE MANAGEMENT OF ISD PROJECTS? Chiu, YI-TE 17 April 2014 (has links) To help organizations better understand and improve the management of information systems development (ISD) projects, this dissertation aims to understand what ISD project knowledge and beliefs ISD professionals work with and how the knowledge and beliefs are organized in their minds. Drawing on the cognitive perspective using a mental model approach, I define a new construct, ISD Project (ISDP) mental model, which refers to ISD professionals’ knowledge and belief structures that help them understand, conduct, and manage ISD projects. Particularly, two essential elements of ISDP mental models - content and structure – were explored. Regarding the content, forty fundamental concepts were derived from literature reviews and cognitive interviews with 19 ISD experts. Analysis of 95 ISD professionals’ cognitive responses using Multidimensional Scaling revealed four types of evaluative beliefs - customer-, team-, enterprise-, and product-oriented beliefs. This new construct, along with its assessment procedures, provides a useful starting point for academics and organizations to explore the people factor in ISD. To investigate the impact of ISDP mental models, I examined work relationships between project managers and developers where effective work relationships are crucial to project success. Specifically, I explored how the similarity of mental models and an understanding of others’ mental models influence work relationships. Through a multiple case study on 6 project manager-developer pairs in different case conditions (i.e., similarity of mental models x accuracy of understanding), the results provide preliminary support that the project manager-developer pairs who hold accurate understanding have more effective implicit coordination - they are sensitive to one another’s knowledge, beliefs, and preferences and they adjust their task and interpersonal coordination accordingly. Accurate understanding also stimulates the process of knowledge integration in which the dyad builds upon one another’s knowledge to resolve project challenges. This dissertation contributes to the literature on ISD project management by capturing the organization of ISDP knowledge in ISD professionals’ minds and identifying underlying beliefs. Furthermore, it contributes to an understanding of how project managers and developers can coordinate effectively when they have high cross-understanding, despite dissimilarities of knowledge and beliefs. / Thesis (Ph.D, Management) -- Queen's University, 2014-04-17 11:18:07.356 Repertory Grid Technique Multidimensional Scaling Cognition Knowledge Structures Work Relationships ISD Methodologies Understanding ISD Project Management Mental Models
32	ICTS: A catalyst for enriching the learning process and library services in India Chandra, Smita, Patkar, Vivek January 2007 (has links) The advances in ICTs have decisively changed the library and learning environment. On the one hand, ICTs have enhanced the variety and accessibility to library collections and services to break the barriers of location and time. On the other, the e-Learning has emerged as an additional medium for imparting education in many disciplines to overcome the constraint of physical capacity associated with the traditional classroom methods. For a vast developing country like India, this provides an immense opportunity to provide even higher education to remote places besides extending the library services through networking. Thanks to the recent initiatives by the public and private institutions in this direction, a few web-based instruction courses are now running in the country. This paper reviews different aspects of e-Learning and emerging learning landscapes. It further presents the library scene and new opportunities for its participation in the e-Learning process. How these ICTs driven advances can contribute to the comprehensive learning process in India is highlighted. Library Science World Wide Web Virtual Communities Library Systems Communications Archives Interdisciplinarity Community Informatics Digital Libraries Internet Libraries Information Seeking Behaviors Knowledge Structures Electronic Publishing Distributed Learning Reference Services Social Informatics Information Systems Information Literacy Scholarly Communication Science Technology Studies
33	Att skriva, tala och tänka samhällskunskap : En studie av gymnasisters lärandeprocess / To write, speak and think social science : A study of the learning process of upper secondary school students Wesslén, Karin January 2011 (has links) This study is based on the presumption that language is fundamental to the construction of knowledge. In addition, linguistic demands are incorporated in the policy documents of the upper secondary education of Sweden; students shall, during their education, be given the opportunity to appropriate certain linguistic tools. The purpose of this thesis is to investigate how teachers and students in upper secondary education manage and utilize the discourse of social science in both speech and writing. More specifically, two classes are studied during three terms. The teachers’ ability to organize and support the students vocally and in written is examined, so are the effects of the teaching on students’ writing. The origin of the study is constituted by a sociocultural stance provided by Vygotskij, Bakhtin and Halliday. A combination of a functional perspective on language and a cognitive is probed, where the study is comparative in nature consisting of an experimental class and a control class. The importance of language for the creation of knowledge has been communicated to the teachers of the experimental class, with provided complementary subject didactic literature. This literature offers support for teachers to augment the use of explicit teaching and enhance student awareness of how conceptual structures mould social science. Qualitative analyses are performed on the basis of teacher-student dialogue and written tasks by a group of selected students. The analytical tools object language – metalanguage, linguistic operations and knowledge structures are developed for the purpose of processing data, and have been combined with the tools activity analysis, subject-related concepts and text activity. The results from the analyses display no difference in the handling of the discourse of social science between the experimental class and the control class. The teachers of the experimental class, like the teacher of the control class, are primarily utilizing object language where knowledge structures are visible, as opposed to a combination of object language – metalanguage. Furthermore, they exhibit diminutive use of dialogue in their teaching. The students of both classes, on their hand, demonstrate an equal progress in textual development. This study concludes that the experimental class has not been provided with sufficiently explicit support to advance in the structuring of knowledge and in level of reasoning. A more efficient support to teachers to manage these analytical tools would, in all probability, give them, and through this the students, an increasingly profound insight into structuring of text activities, the meaning and signalling of linguistic operations, the construction of subject-related concepts and, most importantly, how these three tools are interrelated. language linguistic demands upper secondary education appropriate linguistic tools the discourse of social science explicit teaching object language – metalanguage linguistic operations knowledge structures subject-related concepts text activity the structuring of knowledge level of reasoning språk språkliga krav gymnasium gymnasial utbildning appropriera språkliga redskap språkliga verktyg samhällskunskapsdiskurs samhällskunskap explicit undervisning objektspråk metaspråk språkliga operationer kunskapsstruktur ämnesanknutna begrepp textaktiviteter strukturering av kunskap utvecklat resonemang Specific Languages Studier av enskilda språk
34	e-Research and the Ubiquitious Open Grid Digital Libraries of the Future Patkar, Vivek, Chandra, Smita January 2006 (has links) Libraries have traditionally facilitated each of the following elements of research: production of new knowledge, its preservation and its organization to make it accessible for use over the generations. In modern times, the library is constantly required to meet the challenges of information explosion. Assimilating resources and restructuring practices to process the large data volumes both in the print and digital form held across the globe, therefore, becomes very important. A recourse by the libraries to application of successive forms of what can be called as Digital Library Technologies (DLT) has been the imperative. The Open Archives Initiative (OAI) is one recent development that is expected to assist the libraries to partner in setting up virtual learning environment and integrating research on a near universal scale. Future extension of this concept is envisaged to be that of Grid Computing. The technologies driving the â Gridâ would let people share computing power, databases, and other on-line tools securely across institutional and geographic boundaries without sacrificing the local autonomy. Ushering an era of the ubiquitous library helping the e-research is thus on the card. This paper reviews the emerging technological changes and charts the future role for the libraries with special reference to India. Virtual Communities Library Systems Archives Knowledge Organization Information Analysis Community Informatics Digital Libraries Internet Economics of Information Information Seeking Behaviors Knowledge Structures Electronic Publishing Wireless Technologies Information Extraction Geography Academic Libraries Social Informatics Information Ethics Knowledge Management Information Retrieval World Wide Web Digital Preservation Interdisciplinarity Learning Science User Studies Government Information Libraries Distributed Learning null Training Public Libraries Information Systems Information Literacy Geographic Digital Libraries Scholarly Communication Science Technology Studies Knowledge Representation

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