The purpose of the study was to investigate knowledge practices in Nkangala District Municipality (NDM), situated in the Mpumalanga Province, South Africa. The objective of the study was to discover NDM managers’ level of understanding participation and establish any challenges of knowledge sharing in NDM. This study employed qualitative research method. An interview guide was designed to collect data through in-depth interviews. To determine the number of participants for the interview, stratified and purposive sampling methods were used. The study established that there is little knowledge and understanding of the knowledge sharing concept by NDM managers, hence, it is not formally recognised by the institution. However, managers acknowledged that knowledge sharing could play a huge role in improving service delivery. The study recommends that NDM should consider introducing the knowledge sharing concept, through the establishment of a knowledge sharing section. A culture of knowledge sharing could be developed through the development of knowledge sharing policies, which should be aligned to the Integrated Development Planning (IDP) process of NDM. In addition, the study recommends an upgrade on the existing ICT infrastructure and internet connection, especially in rural municipalities. This will ensure that ICT fully supports knowledge sharing activities. The study suggested that an additional study is conducted to establish knowledge sharing practices among the lower level staff members of NDM. / Information Science / M.A.(Information Science)

Governments around the world have pursued ICT based initiatives including the provision of infrastructure to assist regional areas to develop economically (Beckinsale et al. 2006). There has been considerable interest in exploiting ICT to develop high technology clusters and support innovative networks (Lawson & Lorenz 1999). However, these initiatives have met with mixed success. It is clear that such development depends on more than providing appropriate technology Attention to social and organisational factors is crucial if regional areas are to realise the potential of ICT as a tool for regional development (Gengatharen & Standing 2005). It is important to understand the nature of business networking as well as the perspective of those participating in such networks if successful initiatives are to be established. The aim of this research is to identify how ICT can be used for knowledge sharing among businesses in regional areas and how the online networks through which knowledge is shared can contribute to the development of the region. This research investigates the question of what value small businesses in those regions derive from knowledge sharing networks using ICT. It also seeks to identify the value creation potential of those networks for their region. Previous research has shown that large organisations have achieved significant value from virtual communities of practice (VCoPs) as a structure for sharing knowledge and supporting innovation (Wenger 2004). The concept of Communities of Practice and Virtual Communities of Practice provided a useful point of departure for this research. The investigation comprised interpretive case studies of two Australian regional areas and their local business networks which incorporated SMEs in a variety of industries. Each case study was conducted in three stages. First, semi-structured interviews were conducted with regional economic development leaders. Second, 192 small and medium business owners were surveyed about their business activities and their participation in local business networks. Third, in-depth interviews were conducted with 23 small business owners to gain a richer understanding of their participation in knowledge-sharing networks and the value they realised or anticipated from various knowledge-sharing activities. A combined analysis of the two cases was conducted as well as the individual analyses. The research adopted a modified Structured Case method (Carroll & Swatman 2000). The analysis of the two case studies revealed: a.) There was a significant difference between the majority of SMEs who traded within the region and those trading largely beyond the region. The latter’s more proactive online sharing knowledge and seeking of business opportunities would enable them to access most value from VCoEs. b.) The participating SMEs operated in a number of industries and what they had in common was an interest in improving their enterprises. Consequently they used their regional networks which were not aligned to any one industry to make connections and share knowledge. They did not necessarily seek to access specific information. c.) A necessary prerequisite of VCoEs is having vibrant CoEs where face-to-face interaction enhances the development of trust and social capital. This appeared as an important factor facilitating the move to incorporate online knowledge sharing. d.) Younger businesses appeared to gain the most value from knowledge sharing in CoEs as they were using their networks to determine how to grow their firm. e.) The value of VCoEs to the SME participants is primarily in their general connection to other businesses in the region. Since the participants operate in a number of industries, what they have in common is an interest in their enterprises. The main value appears to come from the potential of the VCoEs to add to this connection and to social capital. This study found that successful management of VCoEs must: i) Ensure the network website is actively used by members before attempting to incorporate online knowledge sharing. ii) Monitor and stimulate online forum interaction rather than rely on interaction to occur naturally. iii) Not rely on email as a mechanism for stimulating knowledge sharing. Email is seen as more appropriate for formal documentation than for candid exchange of views. The concept of virtual communities of practice was found to be somewhat inappropriate for the diverse SMEs in the regional networks. Because of their diversity, they do not necessarily see value in sharing knowledge about practice but they do see value in sharing more general information and in providing support, connection and ideas that facilitate the strategic direction of their business. To address this issue, the concept of virtual communities of enterprise (VCoEs) is proposed as recognition of what the participating SMEs had in common: an interest in their individual businesses as part of the region. The original contribution of this research consists of its identification of the issues in linking SMEs across industries. It provides new insights on the business practices of regional SMEs and developed the concepts of Community of Enterprise (CoE) and Virtual Community of Enterprise (VCoE) to capture the special nature of knowledge sharing in regional multi-industry business networks. New perspectives are revealed on the ways that value could be derived from knowledge sharing by these regionally networked SMEs, as such it adds to the body of knowledge in an area where there has been little systematic investigation. This research reinforces the importance of social capital as an essential pre-requisite for accessing the value of intellectual capital in regions. Social capital emerges as vital when establishing and maintaining face-to-face knowledge sharing in regional networks and a necessary pre-condition for successfully establishing online knowledge sharing. Trust is a key factor and this research extends understanding of the role of social capital and the importance of trust in regional networks and online interaction. Its findings have significant implications for the development and management of CoEs and VCoEs as it outlines the key elements that need to be addressed when establishing and maintaining them, the appropriate applications for this context and the issues involved in management of the networking and online contexts. These findings not only increase our understanding of the management dynamics of online networks, they can also provide guidance to those seeking to establish successful VCoEs.

Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2008.

This thesis aims to assess potential environmental impacts of media and communication and to contribute to the development of methods for sustainability assessment. Although the main focus is on printed and electronic media products and environmental impacts, a broader sector analysis is also included and social aspects are discussed. The thesis provides a review of different environmental assessment tools in order to better understand their relationships and the appropriateness of different tools in different situations. Life cycle assessment (LCA) is used to assess printed and electronic versions of newspapers, books and invoices. Results of the screening LCAs of newspapers and books indicate that when comparing printed and electronic versions there are benefits and drawbacks for both. For news and books read on e-reading devices with energy efficient e-ink screens, the main environmental impacts in the studies stemmed from the production of the device and partly from disposal, with the latter having the potential to reduce some environmental impacts through recycling of materials. However, there are data gaps regarding the production of the e-reading devices, most notably for the e-ink screen and the waste management of obsolete e-reading devices. Existing data on internet energy use are uncertain. The potential impacts from a hypothetical total change from paper invoices to electronic invoices in Sweden were assessed through a screening consequential LCA regarding greenhouse gas emissions and cumulative energy demand. The results indicate that emissions and energy demand could decrease as a result of a change. The screening LCAs performed indicate that users’ practices could substantially influence the environmental impacts. Key factors which can influence results and comparisons of printed and electronic media products are total use of electronic devices, total use of printed media, amount and type of paper, energy use of electronic devices, potential printing of electronic media, electricity mix, and the system boundaries set for the assessments. To get a wider perspective, a sector study of the ICT sector and media sector concerning global greenhouse gas emissions and operational electricity use was performed. It was estimated that the contribution to global greenhouse gas emissions in 2007 was roughly 1-2 % for each sector. To assess media and communication products from a sustainability perspective, social aspects should also be covered. The author participated in an international project group on social aspects and LCA, one outcome from which was guidelines for social LCA (S-LCA). In addition to providing guidance for S-LCA, another important role of the guidelines is to facilitate discussions, criticism and proposals for improvement and development of the methodology being developed. The LCA and sector studies in this thesis are limited to direct and to some extent indirect environmental impacts. Further studies of the environmental impacts of more long-term changes in practices and potential structural changes, as well as potential social impacts, could provide important additional insights. This could increase the possibility of facilitating sustainable practices related to ICT and media. / QC 20100610

This study aims to advance the understanding of Digital Opportunity Trust’s (DOT) value proposition by characterizing the ‘modus operandi’ and to develop a method to explore the impact of entrepreneurship in the developing (or under-developed) regions of the world undertaken by Digital Opportunity Trust. DOT is an initiative to help reduce poverty, and to achieve greater social and economic stability by empowering people with skills and knowledge by utilizing new technologies in their communities. Prior research suggests the adaptation of ‘Information and Communication Technology’(ICT) and technological advancement as a means of addressing 500 million people worldwide, those residing at the ‘bottom of the pyramid’ (Prahalad, 2005) for an effective social transformation. “Digital Opportunity Trust (DOT)” is one of the not-for-profit (NFP) / non-governmental organizations (NGO), which strives to accomplish this goal by blending ‘entrepreneurial’ education with ‘corporate social responsibility’ to foster new ventures that use digital communications technology. DOT is operating in eleven (11) countries for more than eight (8) years now, rendering it important to validate and evaluate the extent to which Information and Communication Technology ICT allows people in poor communities to exchange knowledge, and to compete with new enterprise. Personal interviews (Case Study Methodology) with DOT’s executives, staff, interns and contractors were arranged to gather insightful information and to characterize the value proposition. The aim is to gather estimates of achievement for each of the defining attributes (‘as things are’ to reflect present achievement and ‘as things could be’ to reflect how far the attribute might be ‘pushed’). While it must be the responsibility of DOT’s leaders to articulate formally its value proposition, evidence gathered in this case study points in possible directions. For example, DOT’s value proposition is based on a humanitarian goal and a win-win situation that benefits the people of underdeveloped regions as well as DOT itself. DOT does not merely advance monetary aid to the poor regions of the world; rather it creates a model of economical sustainability. It empowers people by imparting technical prowess and training to them. This not only keeps them abreast of the whole world, but also helps improve their quality of life. DOT provides technological initiatives and programs in developing areas, while adhering effectively to accountability structure. Multinational companies and not-for-profit organizations can gain useful and practical knowledge from DOT’s experience. DOT brings an edge to entrepreneurship by advocating productivity and skill, especially in technological fields. The poor man’s plight turns into a healthy, industrious skill. An emerging paradigm for creating shared value suggests that this is precisely the model worldwide corporations should invest in and apply in these ever-challenging economic times.

No description available.

Magistro darbe analizuojamas informacinių technologijų taikymas Lietuvos logopedų darbe. Apie IKT ir KMP taikymą Lietuvos logopedų darbe nėra daug žinoma, nėra parengta išsamių mokslinių straipsnių ar apžvalgų, kurie nurodytų, kokiomis informacinių technologijų programomis ar priemonėmis naudojamasi logopedų darbe, kokios iš jų vyrauja ir kurios yra efektyviausios dirbant su kalbos, kalbėjimo ir komunikacijos sutrikimų turinčiais asmenimis. Praktinis tyrimo naudingumas – atskleisti informacinių technologijų taikymo realybę logopedų darbe su kalbėjimo ir kalbos sutrikimų turinčiais asmenimis. Palyginti pasiekimus šioje srityje Lietuvoje ir užsienio šalyse. Prieduose pateikiamas internetinių svetainių sąrašas, kur galima rasti logopedinėse pratybose pritaikomų lavinimo užduočių. / Master’s thesis analyzes the informational technologies application in Lithuanian speech and language therapists’ work. The aim of this research - to assess the informational and communication technology (ICTs) and computer-based speech training system (CBST) use at the speech and language therapists work in comprehensive schools who work with persons who have language, speech and communication disorders. The empirical part of the paper deals with the use of ICTs/ CBST at speech and language therapists work, their possibility of usage, the coherence between speech therapists qualification and their age, the usage of the programs for development educable self-dependent tools, speech and language therapists interest in various sources of work-related topics and others. In the questionnaire survey (in electronic form) have participated 258 speech and language therapists who work in comprehensive schools.

The integration of ICT within the new Curriculum of the National Education Department of South Africa into Learning Areas is important for pre-service teacher training at university. The Learning Area Social Sciences (LASS) pre-service teachers are exposed to the integration of ICT and multimedia resources in teaching and learning. They can be trained to plan lessons that are more active and learner-centered and so slow the widening gap between South Africa and the developed world with respect to ICT integration and the use of multimedia resources in teaching and learning at schools. The interactive digital video disc (DVD) and portable DVD player is a cheap, accessible, and practical alternative that ensures the integration of ICT and a variety of multimedia resources, in teaching and learning within LASS. The purpose of this study within the LASS is to determine what type of multimedia resources can be used to the benefit of student learning; what the structure and format of the multimedia on the DVD should look like to achieve selected learning outcomes; and to determine how one can integrate ICT, specifically the DVD, into teaching and learning. A quasi-experimental research design was used in this study. Four intact groups were exposed to different experimental treatments/interventions and the four groups acted as their own controls. The control group always consisted of two groups. The participants included the total population of bona fide, full-time, first-year students taking the compulsory module in LASS as part of the BEd Intermediated and Senior phase Programme at the North-West University (Potchefstroom Campus). They were exposed to class tests, a semester test and an examination as measuring instruments. The material developed for the intervention was two multimedia DVDs. The one contained predominantly text with audio (DVD 1) and the other contained still graphics, audio, text and video, etc. (DVD 2). Two DVDs were made for History and two for Geography, respectively, for each of the four interventions. The data was analysed by means of an ANCOVA. It compared the variances (s2) within and across the three groups (two separate experimental groups and two groups combined to form one control group), controlling for the covariate (ability measured by the pre-test). The results of the study found that the type of multimedia resources used to the benefit of LASS student learning within the disciplines of History and Geography include multimedia such as visual and moving images and text with educational content. The nature of History and Geography themes are factors that need to be taken into consideration when deciding on the structure and format of the multimedia on the DVD to ensure that student learning within the LASS achieves the selected learning outcomes. It was also found that ICT, specifically the DVD, and multimedia can be integrated successfully in the teaching and learning of the LASS. The study found that the integration of DVDs and multimedia in the LASS can be applied at tertiary level in a developing country without placing participants at a disadvantage. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2008.

The problem being investigated in this thesis is to understand and explain why some Setswana speaking students in the ACE-programme for Life Orientation who have voluntarily registered for a decentralised off-campus education programme at the NWU, continue to demand personal, face-to-face communication with their lecturers during the course of their studies. „Off-campus education‟ (also known as „distance education‟ and / or „decentralised education‟) is usually implemented in an attempt to afford more students the opportunity to improve their qualifications and skills – especially in the case of those students who, for a variety of reasons, may not be in a position to enrol for fulltime contact training. Off-campus education could help to serve the divergent education-related needs of poor, less privileged, geographically isolated, difficult-to-reach and deep rural communities. It could also assist with the teaching and learning of new knowledge and skills as far as its integrated use of contemporary technological developments is concerned. Besides UNISA, the North-West University is at present the biggest supplier of off-campus education programmes to practising teachers in the country. Despite the exponential increase in educational and technological developments in the late 20th and early 21st century, information and communication technology – within a broader South African context – is still not within reach of all the NWU‟s off-campus education students. Recent attempts to integrate contact education principles in off-campus education, led to the development of the (well-known) hybrid, namely „flexi-education‟. Over the past seven years or so, this state of affairs has slowly developed to the point where the number of registered, off-campus African education students at the NWU who insist (despite paper-based, electronic and mobile learning support) on demanding personal, face-to-face contact with their lecturers, has increased rapidly. It would furthermore seem that the use of, for example, internet and communication technology is increasing the existing gap between the African education student and his / her lecturer. This growing gap has already resulted in some registered African education students feeling increasingly isolated. The problem with the use of ICT in off-campus education is understood by some as leading to a situation where the ICT being implemented may, one day soon, replace the lecturer during scheduled contact facilitation sessions. Should that happen, it could mean that interactive communication and the social presence of the lecturer during scheduled contact facilitation sessions may be compromised and even permanently forfeited. The available body of scholarship does not adequately address the perceptions of students with regard to the importance of (a) the temporal-spatial, simultaneous presence of their lecturers and (b) social interactions during scheduled contact facilitation sessions. From the available literature, it is also not clear: why some students may want to entertain and maintain such perceptions, what the attitude of students with regard to social interaction and the social presence of their lecturers might be, or what role ICT could be playing in the life-world of off-campus students in South Africa. In an attempt to solve this intellectual conundrum and with a view to effecting naturalistic generalisation (and not statistical generalisation) I have decided, in light of the above, to implement and follow a multi-analytical research design (mixed methods, multi-analysis design) (Onwuegbuzie et al., 2009: passim; 117). Instead of me seeking to generalise my own research findings, I have decided to leave it to my readers to generalise the findings from their own experiences in the past (Onwuegbuzie et al., 2009: 120). This approach represents a kind of „fuzzy generalisation‟ (Ekiz, 2006:73) in the sense that something that has happened in one place could just as well be demonstrated to have happened somewhere else as well (ibid.). I have, therefore, undertaken both a quantitative as well as qualitative study in order to understand why Setswana speaking education students in the ACE-programme in Life Orientation would continue to demand personal, face-to-face contact with their lecturers, despite all the teaching and learning support that they are offered along the way. I have completed my research on the basis of (and in view of) my research aims. The same applies to the data that I have managed to capture and interpret. On the basis of these data, certain strategic guidelines for effective education in off-campus education programmes for practising teachers have then been drafted. My most important research findings include: Off-campus education is purposively delivered to the client, e.g. to the Setswana speaking student in his / her natural surroundings. Off-campus education should strive to care for the student and his / her contextualised needs. An authentic encounter between the off-campus lecturer and student should be allowed to take place. These encountering opportunities could assist in liberating the Setswana speaking student from all moral and ethical obligation of having to meet his / her lecturer and talking to him / her personally. No more moral burdening or social indebtedness should be placed on students to attend the scheduled contact facilitation sessions. The Setswana speaking student should be accompanied to feel and experience that s/he is unconditionally accepted and respected in his / her particular situation and locale. The Setswana speaking student should be able to feel and experience on a particularly deep interpersonal level the security that s/he has the right to belong to a particular off-campus education community (that is not only viewed as a communal society, but also managed as one). The University as service provider ought to create intimate, interactive spaces during scheduled contact facilitation sessions for all off-campus lecturers in order to afford their Setswana speaking students the opportunity to realise their ontic, social yearning for belonghesion. The Setswana speaking student experiences off-campus education as a process of social unity, as well as a social, communal learning community, together with his / her lecturers and fellow students. For this reason, scheduled contact facilitation sessions should be focusing (given the transactional nature of off-campus education) on communal, „perfect-fit education for us‟. Within a communal „perfect-fit‟ education community, the Setswana speaking student should be accompanied to adopt his / her reason for existence in the following manner: “We are, therefore I am.” Given the transactional nature of scheduled contact facilitation sessions (that should be focusing on transactional proximity, openness and sincerity within this communal „perfect-fit education for us‟) the Setswana speaking student does not wish the use of computer and internet technology to replace their ontic and socially cohesive, essential yearning for communal humanity and fellowship. It would seem that Setswana speaking students may not, necessarily, be less than ready for the implementation of ICT in their off-campus education programmes because they cannot afford it, but mainly because they do not yet regard computer and internet technology as part of their cultural furniture. Any attempt at implementing ICT in off-campus education should be considered and managed by universities with great circumspect, so that these students‟ social, ontic, and cohesively essential yearning and ever intensifying, deepening, socially-mutual attaching, fixative and reciprocally trusting attraction could be properly accounted for, and so that it may be managed satisfactorily on a curricular level. Off-campus education should, therefore, be based on the realisation of ontic „We-ness‟ where the members of this community continue to depend on each other and where the supply and delivery of off-campus education is constantly reformed and fine-tuned so that it may reflect an authentic collective learning community. Off-campus education should be focusing on a collectivist, communally searching, epistemological approach where human beings are constantly relating to their fellow human beings, playing different social roles and taking full responsibility for whatever may be needed to realise these students‟ off-campus studies successfully. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2011.

The integration of ICT within the new Curriculum of the National Education Department of South Africa into Learning Areas is important for pre-service teacher training at university. The Learning Area Social Sciences (LASS) pre-service teachers are exposed to the integration of ICT and multimedia resources in teaching and learning. They can be trained to plan lessons that are more active and learner-centered and so slow the widening gap between South Africa and the developed world with respect to ICT integration and the use of multimedia resources in teaching and learning at schools. The interactive digital video disc (DVD) and portable DVD player is a cheap, accessible, and practical alternative that ensures the integration of ICT and a variety of multimedia resources, in teaching and learning within LASS. The purpose of this study within the LASS is to determine what type of multimedia resources can be used to the benefit of student learning; what the structure and format of the multimedia on the DVD should look like to achieve selected learning outcomes; and to determine how one can integrate ICT, specifically the DVD, into teaching and learning. A quasi-experimental research design was used in this study. Four intact groups were exposed to different experimental treatments/interventions and the four groups acted as their own controls. The control group always consisted of two groups. The participants included the total population of bona fide, full-time, first-year students taking the compulsory module in LASS as part of the BEd Intermediated and Senior phase Programme at the North-West University (Potchefstroom Campus). They were exposed to class tests, a semester test and an examination as measuring instruments. The material developed for the intervention was two multimedia DVDs. The one contained predominantly text with audio (DVD 1) and the other contained still graphics, audio, text and video, etc. (DVD 2). Two DVDs were made for History and two for Geography, respectively, for each of the four interventions. The data was analysed by means of an ANCOVA. It compared the variances (s2) within and across the three groups (two separate experimental groups and two groups combined to form one control group), controlling for the covariate (ability measured by the pre-test). The results of the study found that the type of multimedia resources used to the benefit of LASS student learning within the disciplines of History and Geography include multimedia such as visual and moving images and text with educational content. The nature of History and Geography themes are factors that need to be taken into consideration when deciding on the structure and format of the multimedia on the DVD to ensure that student learning within the LASS achieves the selected learning outcomes. It was also found that ICT, specifically the DVD, and multimedia can be integrated successfully in the teaching and learning of the LASS. The study found that the integration of DVDs and multimedia in the LASS can be applied at tertiary level in a developing country without placing participants at a disadvantage. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2008.