Digital Change and Organizational Development: Views from the Public Sector in Papua New Guinea

2005 ◽  
Vol 16 ◽  
pp. 48-58
Author(s):  
James Mosan
Keyword(s):  
Public Sector ◽  
Organizational Development ◽  
Papua New Guinea ◽  
Information And Communication Technologies ◽  
Digital Technology ◽  
Service Sector ◽  
Civil Service ◽  
Computer Mediated Communication ◽  
New Guinea ◽  
Mediated Communication

AbstractThis study explores the potential of Internet-based technology to change the nature of work in the civil service sector in Papua New Guinea (PNG, specifically to contribute towards Organisational Development (OD). Immediately following and one year after an awareness-raising civil service conference on computer-mediated communication and its potential to help develop the workplace, 23 PNG public sector employees who had attended the conference responded to a range of closed and open-ended attitude questions regarding Information and Communication Technologies (ICTs). On balance, they reported that in their experience, ICT following the conference had been relatively empowering, had enhanced organisational communication and accountability, and had helped to improve the flow of knowledge within and between public sector groups. In PNG, digital technology might help to facilitate the development of intra- and inter-organisational unit teamwork. To that extent, digital technology in the longer-term may assist not only in OD, but also in the development of capacity more generally.

Collaborative Knowledge Construction with Web Video Conferencing

2010 ◽  
pp. 85-98 ◽  
Author(s):  
Stylianos Hatzipanagos ◽  
Anthony Basiel ◽  
Annette Fillery-Travis
Keyword(s):  
Information And Communication Technologies ◽  
Knowledge Construction ◽  
Video Conferencing ◽  
Computer Mediated Communication ◽  
Mediated Communication ◽  
Economic Changes ◽  
Computer Mediated ◽  
Information And Communication ◽  
Collaborative Knowledge ◽  
Collaborative Knowledge Construction

This chapter explores how web-based video conferencing (WVC) can be used to create and support learning environments within a work based learning context. Computer mediated communication interactions through WVC can support collaborative knowledge construction by encouraging dialogical processes in communities of learners and practitioners. We position our field of exploration within the educational landscape defined by socio-economic changes, resulting from the development of the knowledge economy, and the explosive growth of information and communication technologies to serve it.

Universal Information Ethics? Ethical Pluralism and Social Justice

2011 ◽  
pp. 69-92 ◽  
Author(s):  
Charles Ess
Keyword(s):  
Social Justice ◽  
Information And Communication Technologies ◽  
Computer Mediated Communication ◽  
Communication Technologies ◽  
Information Ethics ◽  
Mediated Communication ◽  
Ethical Pluralism ◽  
Diffusion Of Information ◽  
Computer Mediated ◽  
Information And Communication

The explosive, global diffusion of information and communication technologies (ICTs) and computer-mediated communication (CMC) confronts us with the need for an information ethics that can resolve ethical problems evoked by ICTs and CMC in ways that provide shared, perhaps (quasi-)universal responses. At the same time, however, in the name of a transcultural social justice that preserves diverse cultural identities, such an ethics must also reflect and sustain local values, approaches, and traditions. Important ethical claims from both within Western and between Eastern and Western cultures exemplify an ethical pluralism that is able to meet these requirements as this pluralism represents important ethical differences as issuing from diverse judgments and applications of shared ethical norms.

Virtual Communities' Impact on Politics

2011 ◽  
pp. 506-510
Author(s):  
Vasanthi Srinivasan
Keyword(s):  
Information And Communication Technologies ◽  
Virtual Communities ◽  
Computer Mediated Communication ◽  
Virtual Community ◽  
Transnational Activism ◽  
Mediated Communication ◽  
Political Ideas ◽  
Challenges And Opportunities ◽  
Information And Communication ◽  
Political Communities

Virtual community (VC) as a concept and reality poses some fundamental challenges to the discipline of politics. First, the term virtual undermines the appearance–reality distinction that runs through Western political thought. From Plato to Marx, political thinkers have decried the cunning with which politicians peddle mere appearances of justice or freedom. Computer-mediated communication (CMC) described as virtual defies this dichotomy between appearance and reality; the virtual is that which appears on the screen and yet is experienced as real and sometimes as more real than real. Live images and opinions from all over the globe, mediated through information and communication technologies shape our experience of politics so much so that what happens outside this media space is regarded as marginal (Castells, 1997, p. 312). Similarly, the communal aspect of VC undermines conventional political communities grounded in territorial unity. In this article, we shall clarify the challenges and opportunities posed by VCs to states and civil societies. For this purpose, only some VCs that explicitly address diasporic nationalisms, globalization, democratization, and transnational activism are relevant. How do such communities extend, modify, or subvert existing political ideas and institutions embodied in the nation, state, democracy, public sphere, and so forth? What are the new rights and virtues that come into play through VCs?

Mobile Learning and an Experience with Blended Mobile Learning

2009 ◽  
pp. 548-553
Author(s):  
Michelle Pieri ◽  
Davide Diamantini
Keyword(s):  
Information And Communication Technologies ◽  
Mobile Learning ◽  
Large Scale ◽  
New Technology ◽  
Computer Mediated Communication ◽  
The United States ◽  
Mediated Communication ◽  
Two Factors ◽  
Information And Communication ◽  
The 1960S

Pownell and Bailey (2001) identify four “technological trends” in the relationship between Information and Communication Technologies and educational environments. In the 1960s the first computers, which were very large and extremely expensive were rarely used in the educational area. They were only used to help in administration and in management. In the seventies with the arrival of the personal computer, schools in several countries, as in the United States, introduced computer basic courses to help students learn the use of this new technology. In the nineties the large-scale diffusion of Internet and the World Wide Web lead to a huge number of people who communicated through a computer mediated communication. At last in 2000, extremely small computers were sold on the market and the era of wireless connections began. These two factors in the educational field encouraged the beginning and the development of mobile learning.

Methods for Analyzing Computer-Mediated Communication in Educational Sciences

2013 ◽  
pp. 228-249 ◽  
Author(s):  
Huseyin Ozcinar ◽  
H. Tugba Ozturk
Keyword(s):  
Content Analysis ◽  
Information And Communication Technologies ◽  
Sequential Analysis ◽  
Interaction Analysis ◽  
Computer Mediated Communication ◽  
Communication Technologies ◽  
Mediated Communication ◽  
Computer Mediated ◽  
Information And Communication ◽  
Process Product

Computer-Mediated Communication (CMC) is the process by which individuals can exchange information, communicate with each other in multiple ways, and socially construct knowledge by means of networked information and communication technologies (Gunawerdana et al., 1997). CMC tools record transcripts of messages and interactions and provide researchers with a “ready-made” source of data. Today, researchers are seeking for alternative theories, methods, and software tools in order to better investigate CMC and its effect on different learning outcomes (Garrison, 2000). In order to understand the learning process in CMC, content analysis, and sequential analysis (interaction analysis), Jeong (2005) offers a methodological framework to explore the discussion process, product, and quality. Therefore, in this chapter, the authors aim to provide guidance for scholars and practitioners by referring to the basics of the two complementary methods (content analysis and sequential analysis), pitfalls, challenges, as well as strategies and implications of the methods.

Strategies for Managing E-Records for Good Governance

2020 ◽  
pp. 63-86 ◽  
Author(s):  
Vusi Wonderboy Tsabedze
Keyword(s):  
Public Sector ◽  
Information And Communication Technologies ◽  
Digital Technology ◽  
Good Governance ◽  
Communication Technologies ◽  
Records Management ◽  
Exponential Factor ◽  
The Public ◽  
The World ◽  
Information And Communication

Management of e-records has become an exponential factor that requires adequate consideration and planning in this era of digital technology. The use of e-records becomes significant such that e-government must implement its management for good governance in the public sector. As government of Eswatini is pursuing strategies to implement e-government, strategies to enhance the effectiveness of e-government programmes and operation becomes essential. This would help promote transparency, accountability, and good governance using information and communication technologies. The objective of this chapter is to determine infrastructure and strategies for managing e-records in an e-government context, to determine the risks of managing e-records as a strategic resource, and lastly, to look at prospects of e-records management in Eswatini. The chapter reviews the situation in Eswatini, drawing from other cases in the world.

Public Health in Papua New Guinea

1989 ◽  
Author(s):  
Donald Denoon ◽  
Kathleen Dugan ◽  
Leslie Marshall
Keyword(s):  
Public Health ◽  
Papua New Guinea ◽  
New Guinea
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