Introduction to the Minitrack on Socio-technical Issues in Organizational Information Technologies

The chapter investigates an actionable context of knowledge networking, from the perspective of sustainable development which should accommodate the building of communities in cyberspace so much exemplified in today’s Internet and World Wide Web. The premise of this exploration is that members, or participants, in any community are engaged in learning that is critical to the survival and reproduction of that community. Through community participation, learners find and acquire models and have the opportunity themselves to become models and apprentices of others. This investigation provides a basis for thinking about the possibilities of a virtual community and the dynamics of its construction across a variety of computer-based contexts. The design and refinement of technology as the conduit for extending and enhancing the possibilities of virtual community building is an essential issue, but the role of the individuals as participants in such a community is as important. The idea of sustainable knowledge networking is to bring about continual learning and change for the community in need. The emergent challenge of such a mission is to de-marginalize many of the non-technical issues of building virtual communities for knowledge transfer and learning. The chapter concludes by reiterating the challenge of expositing what it means to create an appropriate context of knowledge networking through which purposeful actions can be supported with the elaboration of suitable information technologies.

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Building Virtual Communities Through a De-Marginalized View of Knowledge Networking

Virtual Technologies ◽

10.4018/978-1-59904-955-7.ch030 ◽

2008 ◽

pp. 488-502

Author(s):

Kam Hou Vat

Keyword(s):

Sustainable Development ◽

Information Technologies ◽

World Wide ◽

Virtual Communities ◽

Virtual Community ◽

Survival And Reproduction ◽

Technical Issues ◽

Computer Based ◽

Learning And Change

The chapter investigates an actionable context of knowledge networking, from the perspective of sustainable development which should accommodate the building of communities in cyberspace so much exemplified in today’s Internet and World Wide Web. The premise of this exploration is that members, or participants, in any community are engaged in learning that is critical to the survival and reproduction of that community. Through community participation, learners find and acquire models and have the opportunity themselves to become models and apprentices of others. This investigation provides a basis for thinking about the possibilities of a virtual community and the dynamics of its construction across a variety of computer-based contexts. The design and refinement of technology as the conduit for extending and enhancing the possibilities of virtual community building is an essential issue, but the role of the individuals as participants in such a community is as important. The idea of sustainable knowledge networking is to bring about continual learning and change for the community in need. The emergent challenge of such a mission is to de-marginalize many of the non-technical issues of building virtual communities for knowledge transfer and learning. The chapter concludes by reiterating the challenge of expositing what it means to create an appropriate context of knowledge networking through which purposeful actions can be supported with the elaboration of suitable information technologies.

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Contextual Analysis of the Organizational Knowledge Systems in Turkey

Organizational Culture and Behavior ◽

10.4018/978-1-5225-1913-3.ch029 ◽

2017 ◽

pp. 608-627

Author(s):

Özgür Külcü

Keyword(s):

Information Systems ◽

Communication Systems ◽

Information Technologies ◽

Organization Culture ◽

Digital Information ◽

Business Environments ◽

Organizational Information ◽

Information Management Systems ◽

Organizational Work ◽

Service Sectors

Today digital information sources and digital records are an indispensable part of our personal and business environments. The basic components that affect information systems which are used as a means for productivity and efficiency in organizations are organization culture, organizational information management systems, the procedures for organizational work, and information technologies. This chapter aims to analyze the existing conditions of knowledge and communication systems in 118 organizations that take part in different service sectors in Turkey depending on the InterPARES 3 Project methodology and similar studies carried out in the field. Thus, it is intended to investigate where the conditions that affect the functioning of information systems adversely stem from, what kind of improvements need to be done and what the good and weak sides of the information systems are.

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Educational videos: After the why, the how

Intangible Capital ◽

10.3926/ic.1042 ◽

2017 ◽

Vol 13 (5) ◽

pp. 903 ◽

Cited By ~ 2

Author(s):

Manuel Rajadell ◽

Federico Garriga-Garzón

Keyword(s):

Information Technologies ◽

Evolutionary Process ◽

University Education ◽

Educational Institutions ◽

Scientific Publications ◽

First Semester ◽

Multimedia Material ◽

Technical Issues ◽

Educational Videos ◽

Self Learning

Purpose: The introduction of educational videos into university education is an indisputable reality. Numerous scientific publications have outlined the advantages to students: flexibility, motivation, encouraging self-learning, lower costs, etc. The aim of this paper is to explore the steps required to make educational videos and highlight the need for educational institutions to provide teachers with the means to enable them to improve the quality of their multimedia material productions. Policies in this direction would help to improve the training of future professionals and enhance the opportunities offered by podcasts.Design/methodology/approach: A literature review and a survey have been conducted. Starting in the first semester of the academic year 2012-2013, a questionnaire has been applied systematically to students and the corresponding population parameters estimated with a 95% confidence level.Findings: Students consider educational videos as supplementary material which complement traditional methodologies and favour self-learning as well as offering flexibility at no additional cost. Teachers can produce their own high-quality multimedia material, which in turn requires a consistent evolutionary process in elaborating within the changing possibilities that information technologies offer.Originality/value: This work deals with the treatment of technical issues and based on our studies suggests the process to be followed by teachers when making educational videos. References to this subject in the literature were found to be somewhat limited.

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