Lytras / Ordóñez de Pablos / Damiani Best Practices for the Knowledge Society. Knowledge, Learning, Development and Technology for All

Second World Summit on the Knowledge Society, WSKS 2009, Chania, Crete, Greece, September 16-18, 2009. Proceedings
1. Auflage 2009
ISBN: 978-3-642-04757-2
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 49, 612 Seiten

Reihe: Communications in Computer and Information Science

This book, in conjunction with the volume LNAI 5736, constitutes the refereed proceedings of the Second World Summit, WSKS 2009, held in Chania, Crete, Greece, in September 2009. The 61 revised full papers presented were carefully reviewed and selected from 256 submissions. The papers deal with information technologies - knowledge management systems - e-business and business, organizational and inter-organizational information systems for the Knowledge Society, knowledge, learning, education, learning technologies and e-learning for the Knowledge Society, social and humanistic computing for the Knowledge Society – emerging technologies for the society and the humanity, culture and cultural heritage - technology for culture management - management of tourism and entertainment - tourism networks in the Knowledge Society, e-government and e-democracy in the Knowledge Society, innovation, sustainable development and strategic management for the Knowledge Society, service science, management, engineering, and technology, intellectual and human capital development in the Knowledge Society, advanced applications for environmental protection and green economy management, future prospects for the Knowledge Society: from foresight studies to projects and public policies, technologies and business models for the creative industries.

Autoren/Hrsg.

Lytras, Miltiadis D.

Ordóñez de Pablos, Patricia

Damiani, Ernesto

Avison, David

Naeve, Ambjörn

Horner, David G.

Inhaltsverzeichnis

1;Preface;5
2;Organization;8
3;Table of Contents;21
4;Knowledge, Learning, Education, Learning Technologies and E-Learning for the Knowledge Society;21
4.1;Language Micro-gaming: Fun and Informal Microblogging Activities for Language Learning;27
4.1.1;Introduction;27
4.1.1.1;Introduction to Play;28
4.1.1.2;Play in Language Learning;29
4.1.1.3;Web 2.0 and Play;29
4.1.2;Microblogging in Language Learning;31
4.1.2.1;Microblogging Services;31
4.1.2.2;Microblogging Language Learning Experiences;32
4.1.3;Case Study: Italian Language Micro-gaming;33
4.1.3.1;Methodology;34
4.1.3.2;Results;36
4.1.4;Conclusions;37
4.1.5;References;38
4.2;Appropriating Technologies for Contextual Knowledge: Mobile Personal Learning Environments;41
4.2.1;Introduction;41
4.2.2;The Education Paradigm and Technology Development;42
4.2.2.1;The Industrial Model of Schooling;42
4.2.2.2;Education, Media and Technology;43
4.2.2.3;Social Learning and Knowledge Development;44
4.2.2.4;Using Social Software for Learning;44
4.2.3;Developing a Mobile Personal Learning Environment;46
4.2.4;Conclusions;49
4.2.5;References;49
4.3;Teachers Professional Development through Web 2.0 Environments;52
4.3.1;The Challenges of Our Era;52
4.3.2;Virtual Learning Environments: A Replication of the Classroom or an Emancipation of the Traditional Learning Spaces?;53
4.3.3;Informal Teacher Professional Development Online;55
4.3.4;The Curriculum within Informal Learning Web Environments;56
4.3.5;Some Considerations;57
4.3.6;References;58
4.4;Using Web 2.0 Applications as Supporting Tools for Personal Learning Environments;59
4.4.1;Personal Learning Environments;59
4.4.2;Methodology: Pilot Study;60
4.4.2.1;1st Phase: Introduction to Web 2.0 Tools and Applications;61
4.4.2.2;2nd Phase: Web 2.0 Diagrams;62
4.4.2.3;3rd Phase: Approaches to PLEs;63
4.4.2.4;4th Phase: Essays and Interviews;63
4.4.3;Study Results;63
4.4.3.1;Evidence of PLEs as Organisation and Management Tools;63
4.4.3.2;Evidence of Strengthening Social Interactions;64
4.4.3.3;Evidence of Learning and Developing Skills;64
4.4.3.4;Disadvantages and Recommendations;65
4.4.4;Conclusions and Lessons Learned from the Study;65
4.4.5;References;66
4.5;An Infrastructure for Intercommunication between Widgets in Personal Learning Environments;67
4.5.1;Introduction;67
4.5.2;Related Work;68
4.5.3;Widget Server Architecture;69
4.5.3.1;Requirements on the Server;69
4.5.3.2;The Architecture;70
4.5.3.3;Relation between Modules;72
4.5.4;Conclusions and Outlook;73
4.5.5;References;74
4.6;Communities of Practice as a Support Function for Social Learning in Distance Learning Programs;75
4.6.1;Introduction;75
4.6.2;Distance Education and Learning;76
4.6.3;Barriers to Distance Learning;76
4.6.3.1;Student Barriers;76
4.6.3.2;Faculty Barriers;77
4.6.4;CoP Offers a Solution;78
4.6.5;But, What Is Social Learning?;80
4.6.6;How Do CoP Support Social Learning?;80
4.6.7;Summary;81
4.6.8;References;81
4.7;Do Open Source LMSs Support Personalization? A Comparative Evaluation;83
4.7.1;Are Open Source LMSs Properly Designed towards Personalization?;83
4.7.2;Which Factors Support Personalization?;85
4.7.3;Results and Discussion;89
4.7.4;Conclusions;90
4.7.5;References;91
4.8;The Impact of Organizational Learning on Innovativeness in Spanish Companies;93
4.8.1;Introduction;93
4.8.2;Theoretical Framework;94
4.8.3;Research Hypotheses and Model;95
4.8.3.1;Organizational Learning Process;95
4.8.3.2;The Effect of the Organizational Learning Process on Innovation;96
4.8.4;Method;97
4.8.5;Results;98
4.8.6;Discussion and Implications;99
4.8.7;Conclusion;100
4.8.8;References;101
4.9;Educatronics, New Technologies and Knowledge Society: A Critical Approach;103
4.9.1;Introduction;103
4.9.2;Explanation of the Techno-pedagogical Perspective;103
4.9.3;The Paradigm of Educatronics;104
4.9.4;Evolving Technology: Educatronics, a Long Preparation Way;106
4.9.5;Pedagogic Robotics;106
4.9.6;The NCIT in Educatronics;107
4.9.7;Stages of Implementation of the Educatronics;107
4.9.8;The Knowledge Society and NCITs;109
4.9.9;From Modernity to the Hypermodern;110
4.9.10;Conclusions;110
4.9.11;References;111
4.10;Effectiveness of Game-Based Learning: Influence of Cognitive Style;113
4.10.1;Introduction;113
4.10.2;Literature Review;114
4.10.3;Research Methodology;115
4.10.4;Results;118
4.10.5;Discussion;121
4.10.6;References;121
4.11;Goneis.gr: Training Greek Parents on ICT and Safer Internet;123
4.11.1;Introduction;123
4.11.2;Goneis.gr Initiative;125
4.11.3;Goneis.gr Web Portal;126
4.11.4;Evaluation of Users’ Satisfaction;127
4.11.4.1;Beneficiaries’ Survey;127
4.11.4.2;Educational Service Providers’ Survey;130
4.11.5;Conclusions;131
4.11.6;References;132
4.12;Educational Accountability and the Global Knowledge Society – What Can We Learn from the EU Experience?;133
4.12.1;Introduction;133
4.12.2;Benchmarking in a Principal-Agent Perspective;134
4.12.3;The Role of the European Commission in Education and Training Policies;135
4.12.4;Differences as a Source of Improvement: The Coordination Role of the European Commission;136
4.12.5;Conclusions;143
4.12.6;References;143
4.13;Participatory Design of the Participatory Culture: Students’ Projections of e-Learning 2.0;145
4.13.1;Introduction;145
4.13.2;Methodology;146
4.13.2.1;Introductory Phase;147
4.13.2.2;Needs’ Elicitation Technique I;148
4.13.2.3;Needs’ Elicitation Technique II;148
4.13.3;Results;149
4.13.3.1;Students and the Process;149
4.13.3.2;Needs;149
4.13.4;Discussion;153
4.13.5;References;154
4.14;Towards an “Intelligent” Tagging Tool for Blogs;155
4.14.1;Introduction;155
4.14.2;Small Empirical Study;156
4.14.2.1;Why Do People Write Blogs?;156
4.14.2.2;What Strategy Do People Choose for Tagging?;156
4.14.2.3;What Are the Properties of a Good Tag?;157
4.14.3;Psychology of Tagging;158
4.14.4;Guidelines for Improving Tagging Systems;159
4.14.4.1;Educating the Users;159
4.14.4.2;Enhancing Tagging Systems;160
4.14.5;Conclusion;161
4.14.6;References;162
4.15;ICT in the Classroom Microworld - Some Reservations;163
4.15.1;Introduction;163
4.15.2;Some Critical Aspects about ICT;164
4.15.3;The Necessity to Use Technology as a Tool;166
4.15.4;Issues Related to Time;167
4.15.5;Technology vs. Curricula and Official System Support;167
4.15.6;The Role of Menu and Interface: The Technological Dimension;168
4.15.7;Impact on Students’ Knowledge and Conceptualization;169
4.15.8;Synthesis and Conclusions;170
4.15.9;References;170
4.16;Quality Development in Education;172
4.16.1;Introduction;172
4.16.2;Quality in Education;173
4.16.2.1;Quality as a Multidimensional Concept;174
4.16.2.2;Participation and Co-production in Educational Quality Development;174
4.16.3;Quality Literacy — Competencies for Quality Development;175
4.16.3.1;Theoretical Background and Approach of a New Concept;175
4.16.3.2;Dimensions of Quality Literacy;177
4.16.4;Conclusions;179
4.16.5;References;179
4.17;Capitalizing Knowledge in Communities of Practice of e-Learning: Ontology-Based Community Memory;180
4.17.1;Introduction;180
4.17.2;Research Issues;181
4.17.3;Organizational Learning Approach;182
4.17.3.1;Organizational Memory Concept;183
4.17.4;Ontology-Based CoP Memory: General Framework;183
4.17.5;Building the CoP Memory: Saga Approach;185
4.17.6;Application of the Community Memory Framework to the Community of Practice of e-Learning;186
4.17.7;Conclusion and Future Work;187
4.17.8;References;188
5;Information Technologies - Knowledge Management Systems - E-Business and Business, Organizational and Inter-organizational Information Systems for the Knowledge Society;22
5.1;An Empirical Study on the Use of Web 2.0 by Greek Adult Instructors in Educational Procedures;190
5.1.1;Introduction;190
5.1.2;Empirical Study;191
5.1.2.1;Process/ Methodological Approach;192
5.1.2.2;Data Collection Tool;193
5.1.3;Questionnaires Analysis;194
5.1.4;Conclusions;196
5.1.5;References;196
5.2;Estimation for Up/Down Fluctuation of Stock Prices by Using Neural Network;197
5.2.1;Introduction;197
5.2.2;Approach;198
5.2.3;Attributes for Stock Price;199
5.2.4;Up/Down Trend Estimation of Stock Prices;201
5.2.5;Experiment;201
5.2.6;Conclusion;203
5.2.7;References;204
5.3;Defining Malaysian Knowledge Society: Results from the Delphi Technique;205
5.3.1;Introduction;205
5.3.2;Malaysia’s Vision 2020;206
5.3.3;Problem Statement;207
5.3.4;Conceptual Framework;207
5.3.5;Methodology;208
5.3.6;Findings and Discussion;209
5.3.6.1;The General Statements on KS;210
5.3.6.2;Knowledge Dimension;210
5.3.6.3;ICT Dimension;211
5.3.6.4;Human Capital Dimension;212
5.3.7;Conclusion;212
5.3.8;References;213
5.4;Cultural Aspects of Secrecy in Global Economy;216
5.4.1;Introduction;216
5.4.2;Theoretical Discussion and Hypotheses;217
5.4.2.1;Some Aspects of Intellectual Property Protection: Legal and Informal Methods;217
5.4.2.2;Formal Mechanisms of Protection: Patents;217
5.4.2.3;Informal Mechanisms of Protection;218
5.4.2.4;Management of Secrecy;219
5.4.2.5;Culture and Its Relation with Secrecy;220
5.4.3;Data and Measures;221
5.4.4;Results;222
5.4.5;Conclusions;223
5.4.6;References;224
5.5;New Forms of Managerial Education in Knowledge Society;226
5.5.1;Introduction;226
5.5.2;Managerial Learning;227
5.5.2.1;Systems of Local Managers Education;227
5.5.3;Leadership Behavior;230
5.5.3.1;Decision Strategies;231
5.5.4;Conclusion;232
5.5.5;References;233
5.6;Managing Project Landscapes in Knowledge-Based Enterprises;234
5.6.1;Introduction;234
5.6.2;Preliminaries;235
5.6.3;Knowledge and Learning Strategy for Complex Project Landscapes;235
5.6.3.1;Structuring Knowledge Objectives - Project Requests;236
5.6.3.2;Budget Restrictions and Knowledge Resources;236
5.6.3.3;Aligning Core Knowledge and Project Landscape;236
5.6.3.4;Balancing Knowledge Areas in Complex Project Landscapes;237
5.6.4;Knowledge and Learning Processes for Complex Project Landscapes;237
5.6.5;Approach Assessment and Evaluation;238
5.6.5.1;Empirical Evaluation;238
5.6.5.2;Experimental Evaluation;240
5.6.6;Conclusion and Outlook;241
5.6.7;References;241
5.7;Gender Differences in the Continuance of Online Social Networks;242
5.7.1;Introduction;242
5.7.2;Theoretical Background;243
5.7.2.1;Expectation Disconfirmation Theory;243
5.7.2.2;SNS Motivations;243
5.7.2.3;Gender Issue;244
5.7.3;Research Model and Hypotheses;244
5.7.3.1;Satisfaction;244
5.7.3.2;Disconfirmations;245
5.7.4;Research Method;245
5.7.5;Data Analysis;246
5.7.5.1;Measurement Model;246
5.7.5.2;Structural Model;247
5.7.6;Discussion and Conclusion;248
5.7.7;References;249
5.7.8;Appendix A;251
5.8;It’s Not Only about Technology, It’s about People: Interpersonal skills as a Part of the IT Education;252
5.8.1;Introduction;252
5.8.2;Interpersonal Skills as a Research Field in IT;254
5.8.3;The Study;254
5.8.3.1;Sample and Questionnaire;255
5.8.3.2;Results and Discussion;255
5.8.4;Conclusions;257
5.8.5;References;258
5.9;Understanding Organizational Learning via Knowledge Management in Government-Link Companies in Malaysia;260
5.9.1;Introduction;260
5.9.1.1;Why the GLCs?;262
5.9.2;KM Studies and Initiatives in Malaysia;262
5.9.3;Research Methodology;264
5.9.4;Findings;265
5.9.4.1;Knowledge Strategy Positioning;265
5.9.4.2;GLCs Value Propositions;266
5.9.4.3;Feedback from Interviews;267
5.9.5;Conclusions;270
5.9.6;References;272
5.10;A Generic Core Knowledge Management Process: Locating Crucial Knowledge;274
5.10.1;Introduction;274
5.10.2;Background Theories and Assumptions;275
5.10.2.1;The Concept of “Crucial Knowledge”;275
5.10.2.2;The GAMETH$^{®}$’s Foundations;275
5.10.3;The GAMETH$^{®}$ Description;277
5.10.3.1;The GAMETH$^{®}$ ’s Main Phases;278
5.10.3.2;The GAMETH®’s Guiding Principles;279
5.10.4;Application Examples;281
5.10.5;Conclusions and Future Trends;282
5.10.6;References;283
5.11;Applying IT Governance Concepts and Elements to Knowledge Governance: An Initial Approach;284
5.11.1;Introduction;284
5.11.2;Literature Review;285
5.11.2.1;The Knowledge Governance Approach;285
5.11.2.2;Concepts of IT Governance;286
5.11.3;Knowledge Governance Framework;286
5.11.4;Applying the Framework to a Case;287
5.11.4.1;The Case: QWR;288
5.11.4.2;The Knowledge Governance Framework in QRW;288
5.11.5;Conclusions;290
5.11.6;References;291
5.12;The Concept of Embodied Knowledge for Understanding Organisational Knowledge Creation;294
5.12.1;Introduction;294
5.12.2;Logical Positivism and the Present;296
5.12.3;Necessity for Spontaneousness;296
5.12.4;Explicit Knowledge and Embodied Knowledge of Organisations;297
5.12.4.1;Explicit Knowledge of Organisations;297
5.12.4.2;Embodied Knowledge of Organisations: Distributed Cognition and Collaboration;298
5.12.4.3;Socialisation as Distributed Cognition;299
5.12.4.4;Internalisation as Distributed Cognition;299
5.12.5;Capturing the Embodied Knowledge of Organisations;300
5.12.5.1;Approaches from the First, Second, and Third-Person Viewpoints;300
5.12.5.2;Ways of Representing Viewpoints;301
5.12.6;Conclusion;302
5.12.7;References;303
5.13;An Extended Model of Knowledge Governance;305
5.13.1;Introduction;305
5.13.2;Related Approaches;306
5.13.2.1;Management Cybernetics;306
5.13.2.2;Communities of Practice;306
5.13.2.3;Knowledge Networks;307
5.13.2.4;Knowledge Markets;307
5.13.2.5;Learning Organizations;307
5.13.2.6;Knowledge Ecology;308
5.13.2.7;Wisdom Management;308
5.13.3;Knowledge Governance;308
5.13.4;An Extended Framework;309
5.13.5;Linkage to Knowledge Society Vision;311
5.13.6;Future Research Issues;311
5.13.7;References;312
5.14;Assessing the Value Dimensions for Customers in Knowledge Intensive Business Services;314
5.14.1;Introduction;314
5.14.2;Knowledge Intensive Business Services;315
5.14.3;Business Services and Value for Customer: A Literature Review;316
5.14.4;Customer’s Value Dimensions in KIBS: A Conceptual Model;317
5.14.5;An Application of the Model;320
5.14.6;Conclusions;321
5.14.7;References;322
5.15;An Interactive Medical Knowledge Assistan;324
5.15.1;Introduction;324
5.15.2;Medical Knowledge and the Rough Set Model;325
5.15.3;System Architecture for Medical Knowledge Assistant;328
5.15.4;Summary;329
5.15.5;References;330
5.16;Elaborating a Knowledge Management Plan: A Multi-actor Decision Process;331
5.16.1;Introduction;331
5.16.2;Knowledge Mapping Methods, a Quick Overview;332
5.16.3;Strategic Alignment Problematic;333
5.16.3.1;Limits of Existing Knowledge Mapping Methods;333
5.16.3.2;Linking Knowledge to Strategy;334
5.16.4;A Method for Strategic Alignment of the Knowledge Management Plan;334
5.16.4.1;A “Middle-Top-Down” Approach;334
5.16.4.2;“Mediation” Tools for the Implementation of the Middle-Top-Down Approach;336
5.16.5;Chronopost International Case study;337
5.16.5.1;The Context of the Study;337
5.16.5.2;Strategic Competencies Analysis;338
5.16.5.3;Critical Business Competencies Analysis;340
5.16.5.4;Strategic Alignment Elaboration;340
5.16.6;Discussion : Multicriteria Decision Models and Tools to Refinethe Middle-Top-Down Approach;342
5.16.7;Conclusion;343
5.16.8;References;343
5.17;Scouting for Drivers of the European Knowledge Society: The Role of Social Participation;345
5.17.1;Introduction;345
5.17.2;Individual Participation and Contribution to Social Capital;346
5.17.3;Participation and European Social Models;347
5.17.4;Results;349
5.17.5;Conclusions;352
5.17.6;References;353
5.18;Operationalising the Sustainable Knowledge Society Concept through a Multi-dimensional Scorecard;354
5.18.1;Introduction;354
5.18.2;Knowledge Society under the Sustainability Challenge;355
5.18.3;Operationalisation through Measurement: From Comparative to Contextual Instruments;357
5.18.4;A Knowledge Society Multi-dimensional Scorecard;360
5.18.5;Conclusions;362
5.18.6;References;362
5.19;Extending Static Knowledge Diagrams to Include Dynamic Knowledge;364
5.19.1;Introduction;364
5.19.2;Knowledge Diagrams with Data and Rules;365
5.19.3;Propagation of Rules;367
5.19.4;Knowledge Diagrams with Inconsistent Data and Rules;368
5.19.5;Conclusions;370
5.19.6;References;370
5.20;Against the Reign of Ignorance;372
5.20.1;Introduction;372
5.20.2;Imagine a World without Knowledge;373
5.20.3;A Determination of Conceptions of Knowledge;373
5.20.4;Considering the Notion of Ignorance;375
5.20.5;Firm Weapons against Ignorance for the Sake of Knowledge and Knowledgeability;377
5.20.5.1;The Human Being’s Unique Ability to Know;377
5.20.5.2;The Need for an Alternative Territory of Thought;378
5.20.5.3;The Knowledge of Knowledge;379
5.20.5.4;The Real Means with Which to Counter Ignorance;379
5.20.5.5;Collective Intelligence;380
5.20.5.6;A Multidimensional Notion of Informatisation;380
5.20.6;Conclusion: A Society of Ignorance or a Society of Knowledge?;381
5.20.7;References;381
6;Engineering the Knowledge Society through Web Science: Advanced Systems, Semantics, and Social Networks;24
6.1;Italian University Students and Digital Technologies: Some Results from a Field Research;383
6.1.1;Introduction;383
6.1.2;The Research;386
6.1.2.1;Methodology;386
6.1.2.2;Results;387
6.1.2.3;Comments;389
6.1.3;Conclusions;389
6.1.4;References;391
6.2;Success Factors in IT-Innovative Product Companies: A Conceptual Framework;392
6.2.1;Introduction;392
6.2.2;The New Product Development Process;393
6.2.3;The Product Innovation Process and Consumer Integration in the Value Chain;394
6.2.4;Organizational Learning: Relationship and the Information Management Process;395
6.2.5;ITs Use in Marketing: Enhancing NPD Processes;397
6.2.6;Conclusions;399
6.2.7;References;400
6.3;Management Guidelines for Database Developers’ Teams in Software Development Projects;403
6.3.1;Introduction;403
6.3.2;Research Methodology;404
6.3.3;Research Background;405
6.3.3.1;DBDs Tasks in a Software Development Project;405
6.3.3.2;An Overview of Capability Maturity Model;405
6.3.3.3;Comparison of Agile Software Development Methodologies;405
6.3.4;Case Study: Development of Management Guidelines for Database Developers Teams in a Software Project;406
6.3.4.1;Software Project Background;406
6.3.4.2;DBD Tasks in the “Bonus System” Software Project;406
6.3.5;Results and Discussions;409
6.3.6;Conclusions;410
6.3.7;References;411
6.4;ERP and Four Dimensions of Absorptive Capacity: Lessons from a Developing Country;413
6.4.1;Introduction;413
6.4.2;Literature Review;415
6.4.3;Case Studies in the Implementation of ERP Systems;416
6.4.3.1;Company A;417
6.4.3.2;Company B;417
6.4.3.3;Company C;418
6.4.4;Conclusions;418
6.4.5;References;418
6.5;Approaches of E-Records Management in E-State Transformation Process in Turkey;421
6.5.1;Introduction;421
6.5.2;E-Transformation Process and E-Transformation Components in Turkey;421
6.5.3;E-Records Management as an e-Transformation Component in Turkey;424
6.5.4;Policy of National Records Management;427
6.5.5;Conclusion and Suggestions;427
6.5.6;References;428
6.6;Supplier Networks and the Importance of Information Technology: Outlook on the European Automotive Industry;430
6.6.1;Introduction;430
6.6.2;Theoretical Framework;431
6.6.3;Supplier Networks;432
6.6.4;The Role of Information Technology – ERP;432
6.6.5;Research Questions and Methodology;433
6.6.6;Summary;435
6.6.7;References;435
6.7;Answer or Publish – Energizing Online Democracy;437
6.7.1;Introduction;437
6.7.2;The Vision in Brief;439
6.7.3;The Vision in the Course of Hungarian E-Practices;440
6.7.4;Technical Aspects;442
6.7.5;Conclusions;443
6.7.6;References;444
6.8;CICERON-e: Interactive Tourism for SMEs;446
6.8.1;Introduction;446
6.8.2;Main Aims;447
6.8.3;Project Description;449
6.8.3.1;Determining the Scope of the System;449
6.8.3.2;Identification of the Technological Environment;450
6.8.3.3;Identification of System Users;453
6.8.4;Conclusions;455
6.8.5;References;455
6.9;Developing e-Business Capabilities to Bridge the Knowledge Divide in Mediterranean Countries;456
6.9.1;Introduction;456
6.9.2;Digital Divide and ICT Capabilities in MENA Countries;457
6.9.3;The Mediterranean School of e-Business Management: A Challenge to Reduce the Digital and Knowledge Divide;458
6.9.4;Developing e-Business Capabilities in the International Master’s;459
6.9.4.1;Research Methodology;459
6.9.4.2;The IMeBM Model for Creating e-Business Capabilities;460
6.9.4.3;The Laboratory in Practice: Developing e-Business Capabilities;462
6.9.5;Discussion of Findings;463
6.9.6;Conclusions;464
6.9.7;References;465
6.10;Securization of e-Cognocracy;466
6.10.1;Introduction;466
6.10.2;E-Cognocracy;467
6.10.3;Security of e-Discussion;469
6.10.4;Conclusions and Future Work;471
6.10.5;References;471
6.11;Business and IT Alignment: An Evaluation of Strategic Alignment Models;473
6.11.1;Introduction;473
6.11.2;Research Methodology and Importance of Alignment;474
6.11.3;Alignment Models;475
6.11.4;Strategic Alignment Models’ Evaluation Framework;476
6.11.5;Results of Evaluation;479
6.11.6;Discussion and Conclusions;479
6.11.7;References;480
6.12;A Study for the Organization of the Greek Publishing Enterprises at the Beginning of the 21st Century;482
6.12.1;Introduction;482
6.12.2;Issues for Management and Organization of Publishing Companies;483
6.12.3;An Overview of the Publishing Market in Greece;484
6.12.4;An Empirical Study for the Publishing Enterprises in Greece;486
6.12.4.1;Study Results;486
6.12.4.2;Discussion and Further Analysis;489
6.12.5;Conclusions;490
6.12.6;References;490
6.13;A Middleware Framework to Create and Manage Data Structures for Visual Analytics;492
6.13.1;Introduction;492
6.13.1.1;Contributions and Structure of This Paper;493
6.13.2;Providing a Structure to the Information;494
6.13.2.1;Mapping Data to Data Structures;495
6.13.2.2;Storing and Managing Data Structures;495
6.13.2.3;Defining Structural Components;495
6.13.3;Results;497
6.13.4;Conclusions and Future Work;498
6.13.5;References;498
6.14;Factors Influencing e-Business Adoption in the Greek Hotel Sector;500
6.14.1;Introduction;500
6.14.2;Literature Review;501
6.14.2.1;The Development of e-Business on the Tourism Sector;501
6.14.2.2;The Influence of e-Business on Marketing;502
6.14.2.3;Travel Website Content and Structure;503
6.14.3;Research Methodology;503
6.14.3.1;Results and Discussion;504
6.14.3.2;Factors Influencing e-Business Adaptation in the Greek Hotel Sector;505
6.14.3.3;SWOT Analysis of the Hotel Sector in Greece;506
6.14.4;Conclusions;507
6.14.4.1;Knowledge Management Implications;508
6.14.5;References;508
6.15;The Impact of e-Customer Relationship Marketing in Hotel Industry;510
6.15.1;Introduction;510
6.15.2;Literature Review;511
6.15.2.1;Optimizing Marketing and Customer Relationship Marketingon the Internet;511
6.15.3;Research Methodology;513
6.15.3.1;Managers’ Opinion from the Use of e-Marketing;513
6.15.3.2;Achieving Customer Retention and Acquisition by e-Methods practices;515
6.15.3.3;The Implementation of e-CRM Strategies and Its Contribution to Hotels;515
6.15.3.4;Factors Affecting Customer Retention and Aquisition;516
6.15.4;Conclusions;517
6.15.5;References;518
6.16;An Ontology for Musical Phonographic Records: Contributing with a Representation Model;521
6.16.1;Introduction;521
6.16.2;Related Works;522
6.16.3;The Proposed Ontology;524
6.16.4;Conclusions;527
6.16.5;References;528
6.17;A Semantic Support for a Multi-platform eGovernment Solution Centered on the Needs of Citizens;529
6.17.1;Introduction;529
6.17.2;Review;530
6.17.3;Business Model;531
6.17.4;Overview on Semantics;532
6.17.5;Semantics Applied;532
6.17.6;Supporting Services;533
6.17.6.1;Searching Services;533
6.17.6.2;Invoking Services;534
6.17.6.3;Tracking Services;534
6.17.7;Usability;535
6.17.8;Designing the System;535
6.17.9;Conclusion;537
6.17.10;References;537
6.18;Towards the Selection of Testable Use Cases and a Real Experience;539
6.18.1;Introduction;539
6.18.2;Software Test;539
6.18.3;Multiple Criteria Decision Analysis (MCDA);540
6.18.3.1;MACBETH Approach;540
6.18.4;Model to Select What Use Cases Should Be Tested and the Experience of Use;541
6.18.4.1;Experience of Use;542
6.18.4.2;Validating the Results of the Experience of Use;546
6.18.5;Conclusion and Further Works;546
6.18.6;References;547
6.19;Towards the Neuropsychological Diagnosis of Alzheimer's Disease: A Hybrid Model in Decision Making;548
6.19.1;Introduction;548
6.19.2;Diagnosis of Alzheimer’s Disease;549
6.19.3;CERAD – An Overview;550
6.19.4;Model Construction;550
6.19.4.1;Definition of Problem;550
6.19.5;Conclusion;555
6.19.6;References;555
6.20;Applied Neuroimaging to the Diagnosis of Alzheimer’s Disease: A Multicriteria Model;558
6.20.1;Introduction;558
6.20.2;The ZAPROS Method;560
6.20.3;A New Approach Methodology;561
6.20.3.1;Formal Statement of the Problem;561
6.20.3.2;Elicitation of Preferences;561
6.20.3.3;Comparison of Alternatives;562
6.20.3.4;Proposed Tool to the New Methodological Approach;563
6.20.4;Diagnosis of Alzheimer’s Disease;564
6.20.5;CERAD-An Overview;564
6.20.6;Multicriteria Model for Alzheimer’s Disease Diagnosis;564
6.20.7;Conclusions;566
6.20.8;References;567
6.21;An Expedient Study on Back-Propagation (BPN) Neural Networks for Modeling Automated Evaluation of the Answers and Progress of Deaf Students’ That Possess Basic Knowledge of the English Language and Computer Skills;568
6.21.1;Introduction;568
6.21.2;Development of Back-Propagation Network (BPN) Type Neural Networks for the Automated Evaluation of Deaf Students’ Progress;572
6.21.3;Conclusions;576
6.21.4;References;576
6.22;Decade Review (1999-2009): Artificial Intelligence Techniques in Student Modeling;578
6.22.1;Introduction;578
6.22.2;Artificial Intelligence in Student Modeling;579
6.22.2.1;Artificial Intelligence Methods Used;580
6.22.2.2;Literature Sources and Filtering Formulas;581
6.22.3;State of the Art;581
6.22.3.1;Studies Classifying Students According to Their Knowledge Level / Modeling Their Future Performance;582
6.22.3.2;Studies Inferring Individual Characteristics and Aiming at Adaptive Learning;584
6.22.4;Conclusions;588
6.22.5;References;588
6.23;Digital Dividend Aware Business Models for the CreativeIndustries: Challenges and Opportunities in EU Markets;591
6.23.1;Introduction;591
6.23.1.1;Creative Industries Business before and After Digital Dividend;591
6.23.1.2;The Situation in the EU;592
6.23.1.3;The Situation in Greece;593
6.23.1.4;The Institutional Framework for the Digital Dividend in Greece;593
6.23.2;Conclusions;594
6.23.3;References;594
6.24;Integrating Adults’ Characteristics and the Requirements for Their Effective Learning in an e-Learning Environment;596
6.24.1;Introduction;596
6.24.2;Adult Education;597
6.24.2.1;Characteristics of Adults as Learners;597
6.24.2.2;Requirements for Effective Adult Learning;598
6.24.3;The e-Learning Environment for Adults;600
6.24.3.1;Immediacy and Interaction in Online Educational Environments;600
6.24.3.2;Online Communication Modes;603
6.24.3.3;The Role of Communication Tools in an Asynchronous Online Learning Environment in Reducing Isolation and Promoting Immediacy, Active Participation, Interaction and Collaboration Communication Modes;604
6.24.4;Conclusions;606
6.24.5;References;607
7;Author Index;611