International Conference on Information Systems, 2021
Many universities were facing a massive challenge regarding the question of what online facility ... more Many universities were facing a massive challenge regarding the question of what online facility worked best to deal with the challenges the COVID-19 pandemic caused. How can we support the overnight changed requirements? Is there a more advanced tool for group communication and online-teaching? The developments in the latter market moved very quickly. New players arose (Zoom, Google meet, Microsoft Teams, etc.), and old players (WebEx, Skype for Business, etc.) updated their facilities to be better able to meet the requirements of online-education. Many universities went through a substantial discourse to determine what environment should be best and which environments/solutions have characteristics that could prohibit their use completely (for instance privacy issues). Fact is that different universities made different choices. The general answer which environment is best is not available. Based on our experience regarding the selection of an e-learning environment, we will explore what criteria may be used and whether organisational structures, as well as learning theoretical principles, are essential considerations when making a decision. For the sake of simplicity, we will look at the most discussed dilemma in the Netherlands: choosing between Zoom and Teams.
City entrepreneurship, the entrepreneurial attitude and behavior of city authorities, can substan... more City entrepreneurship, the entrepreneurial attitude and behavior of city authorities, can substantially be promoted by triangulation, i.e. by opening the city-citizen relationship for communities of knowledge such as universities. This paper reports on an experiment in Amsterdam, where civil servants, with their inherent focus on 'feasible' solutions, were co-learning with Master's students and researchers, with an equally inherent focus on the exploration of what is 'thinkable'. The results were 'achievable' outcomes meeting the demands of citizens. Critical success factors appear to be the organized disruption caused by the triangulation, the clear-cut occurrence of a comprehension phase prior to policy making and the combination of bottom-up approach and top-level support.
In this paper we attempt to reach a method for evaluating the fit of different supportive technol... more In this paper we attempt to reach a method for evaluating the fit of different supportive technologies with a course. To achieve this we make use of a categorization of important factors, to deduce the four learning models we use. Using these characteristics we analyze different supportive technologies and arrive at a method of choosing.
Abstract: In organizations, change ideas are often implemented as ‘instruments of modernity’ (Gid... more Abstract: In organizations, change ideas are often implemented as ‘instruments of modernity’ (Giddens, 1991) prescribing a unified pattern of work, behavior and thought (Suchman, 1995). Reflecting a strong belief in the engineerability of organizational reality, they generally serve the purpose of improving management control. A cultural critique of organizational change entails investigation of how such change ideas evolve from discourse to praxis, how they are received by the organization’s relevant social groups (Bijker et al ., 1987), and how they impact everyday organizational life. For that, we performed an ethnographic study in a large IT firm where we followed a change project that was aimed at improving the organization’s learning capabilities through the concept of virtual community. By contrasting the organizational discourse around this concept, the intentions and appropriations of the firm’s management and moderators, and the responses of the employees, we describe how ...
The paradox of organizing knowledge is that organizational initiatives to ameliorate processes of... more The paradox of organizing knowledge is that organizational initiatives to ameliorate processes of knowledge sharing may evoke adverse effects to such an extent that these initiatives turn against themselves. With the purpose of promoting greater awareness, both in theory and practice, for how this paradox can act out in real life, this article reports on an ethnographic study performed in a distributed, knowledge intensive ICT company. It gives an in-depth account of the introduction of virtual communities in this organization and what happened afterwards. Like most knowledge management actions, virtual communities intend to integrate knowledge that is dispersed throughout the organization. How can it be that such attempts become a major obstacle to their formation?
In this paper we attempt to reach a method for evaluating the fit of different supportive technol... more In this paper we attempt to reach a method for evaluating the fit of different supportive technologies with a course. To achieve this we make use of a categorization of important factors, to deduce the four learning models we use. Using these characteristics we analyze different supportive technologies and arrive at a method of choosing.
The impact of Information and Communication Technology (ICT) on organizations has been addressed ... more The impact of Information and Communication Technology (ICT) on organizations has been addressed extensively in research and practice. Leavitt and Whisler for example, observed as early as 1958 that Information Technology would soon spread (Leavitt and Whisler 1958). They stated: “One important reason for expecting fast changes in current practices is that information technology will make centralization much easier” (p. 43). In their view, modern information technology encroaches on one of the dilemmas that organizations grapple with, namely the impact of technology on how organizations act. It makes sense that the alignment of business with ICT, known in literature as business IT alignment (BITA), is a central issue for the management of organizations (see on this issue : Brancheau et al. 1996; Brancheau and Wetherbe 1987; Henderson and Venkatraman 1993; Herbert and Hartog 1986; Kappelman et al. 2014; Luftman et al. 2006; Nath 1989). In a longitudinal study started by Luftman in th...
In this paper we attempt to break down the barrier of choosing a supportive technology for learni... more In this paper we attempt to break down the barrier of choosing a supportive technology for learning. We try to simplify the process by reducing it to a set of elementary steps. A perfect fit is difficult to achieve, in part due to the multitude of subjective interpretations. Having an in depth understanding in the different elements involved in choosing a appropriate technology, will make the decision process easier. We propose to evaluate both the technologies and courses on basis of a rating on characteristics. This forms the basis for the matching. The closer the match, the more likely the technology will be appropriate.
Given the fast changing and accelerating world, reforming education constantly requires our full ... more Given the fast changing and accelerating world, reforming education constantly requires our full attention. The requirements to knowledge and skills will change on a constant basis. But, how to keep up to acquiring the latest and most relevant knowledge in such a dynamic time? And how do we deal with the almost exploding sources of knowledge that can be used in the learning process? This paper introduces a new way of looking at education, where it is not only the students who learn; not only teachers who educate; not only the researchers who find out new developments; and not only the practitioners who use knowledge and skills. The paper is meant to sketch a de-linearized way of looking at learning as opposed to the traditional linear learning approach. It develops a view on a new learning reality that needs further elaboration to proof the relevance of this approach.
Collaborative and Open Technologies and their Impact on Information Systems Instruction
The advent of the Internet and subsequent proliferation of collaborative technologies are changin... more The advent of the Internet and subsequent proliferation of collaborative technologies are changing the nature of communication and learning. In response, we will stimulate a debate about the role and desired use of collaborative technologies in the context of education in the IS discipline. In particular, we explore the potential contribution of specific technologies based on our practical experience with them. Furthermore, we propose several design principles of using such technologies and illustrate those using working prototypes that we have developed. Finally, we call for participation and further action in realizing the benefits of collaborative technologies in IS education.
During the last decade we’ve seen an enormous change in the availability of tools and technologie... more During the last decade we’ve seen an enormous change in the availability of tools and technologies to assist people in their learning process. These also impact education in the field of IS. So far there’s been isolated use of these technologies which are being reported in literature. There is no clear method of deciding whether or not to engage and use these new technologies. The choice for specific supportive environment is quite often made purely on technological arguments. These arguments are often enforced by choices made on the institutional level (the University or any other educational institute). There is a growing inconvenience with this technological emphasis. A choice process based on a more educational argumentation is urgent needed. In recent years we developed a method to meet this need. During this workshop we will explain the approach, apply it to courses of the attendants, while also seeking more input from different learning approaches.
With the ever increasing use of computers, visualization is used more and more. Powerpoint-fatigu... more With the ever increasing use of computers, visualization is used more and more. Powerpoint-fatigue is a well-known fact. There’s a general feeling that supportive technologies can be useful and effective in education, however those outcomes are often not achieved. Consequently people start to look for alternatives: movies, animations and infographics, have become common-practice. These are all powerful and valuable tools, also in education. It is very important though to ask what type of tool to use, for which kind of learning and to which purpose. In this article we attempt to derive a taxonomy which will help to make sound choices, so that visualization can be used effectively.
Given the fact that the majority of standard curricula are based on transferring existing knowled... more Given the fact that the majority of standard curricula are based on transferring existing knowledge, we raise the question whether in contemporary society they still address the challenges we are facing. We believe that dynamics and accompanying disruptions of our daily work require a way broader approach to curriculum development, then it has been done for the last centuries. Our research shows the need for more flexible programs, in which end-terms are defined in a different way. Standard curricula are only partially able to cover the challenges in contemporary society, and accreditation is no longer the optimal way for quality assurance in education. It became increasingly clear that the new programs are difficult to implement. Rules and regulations, administrative tasks, like the current practice of accreditation, also form a huge hurdle to prepare our future forerunners in society for the challenges, they will have to deal with, even in the near future. Preface and positioning:...
In this paper we attempt to reach a method for evaluating the fit of different supportive technol... more In this paper we attempt to reach a method for evaluating the fit of different supportive technologies with a course. To achieve this we make use of a categorization of important factors, to deduce the four learning models we use. Using these characteristics we analyze different supportive technologies and arrive at a method of choosing.
Over the years, we have gained extensive experience in using ICT supportive technologies for lear... more Over the years, we have gained extensive experience in using ICT supportive technologies for learning. In the first part of this article, we will describe the four learning approaches, which were used in designing our courses. After that, we will describe the courses to be used as case studies in this article. In each description, we briefly describe the course
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Papers by Bas Smit