Relevant bibliographies by topics / Information systems development methodologies and practice

Academic literature on the topic 'Information systems development methodologies and practice'

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Published: 10 December 2022
Last updated: 23 June 2023

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Journal articles on the topic "Information systems development methodologies and practice"

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Avison, D. E., H. U. Shah, R. S. Powell, and P. S. Uppal. "Applying Methodologies for Information Systems Development." Journal of Information Technology 7, no. 3 (September 1992): 127–40. http://dx.doi.org/10.1177/026839629200700302.

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Many organizations develop their information systems without the use of any information systems development methodology. However, even when organizations identify the need for the use of such methodologies, it is not always obvious which to use, or whether a blended combination might be appropriate. Further, in using either stand-alone or blended information systems development methodologies in practice, a number of difficulties are encountered. This paper discusses the use of an information systems development methodology which consisted of a blend of other methodologies in a real-world situation (a large telecommunications company) where no formal methodology had been used previously. A number of difficulties arose in practice, some of which were not anticipated. Examples are given of the types of difficulty encountered, and these fell into three broad categories: those related to the deficiencies in the design techniques and tools themselves; those related to implementing the system from the design; and those related to the particular environment.
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Wynekoop, Judy L., and Nancy L. Russo. "Systems Development Methodologies: Unanswered Questions." Journal of Information Technology 10, no. 2 (June 1995): 65–73. http://dx.doi.org/10.1177/026839629501000209.

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Despite over a decade of study, little is really known about information systems development and the use of systems development methodologies. There has been little evaluation of methodologies in use or examination of the selection, development, adaptation or use of methodologies in practice. This paper discusses this lack of knowledge and its ramifications for research and practice.
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Westrup, Christopher. "Information Systems Methodologies in Use." Journal of Information Technology 8, no. 4 (December 1993): 267–75. http://dx.doi.org/10.1177/026839629300800407.

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Research into information systems development (ISD) methodologies is generally restricted to the creation or elaboration of methodologies or the provision of CASE support. This paper proposes that a fruitful area of research, which will provide insights into the effectiveness of ISD methodologies, must centre on the observation of the practice of systems developers, users and managers, and the study of methodologies in use. Such a programme requires certain techniques, ideally longitudinal ethnographic case studies. Preliminary results from a couple of case studies indicate that ISD methodologies are not used as prescribed but this does not necessarily prevent the successful completion of development projects.
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Kautz, Karlheinz, Bo Hansen, and Dan Jacobsen. "The Utilization of Information Systems Development Methodologies in Practice." Journal of Information Technology Case and Application Research 6, no. 4 (October 2004): 1–20. http://dx.doi.org/10.1080/15228053.2004.10856051.

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Conger, Sue. "Software Development Life Cycles and Methodologies." International Journal of Information Technologies and Systems Approach 4, no. 1 (January 2011): 1–22. http://dx.doi.org/10.4018/jitsa.2011010101.

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Information Systems as a discipline has generated thousands of research papers, yet the practice still suffers from poor-quality applications. This paper evaluates the current state of application development, finding practice wanting in a number of areas. Changes recommended to fix historical shortcomings include improved management attention to risk management, testing, and detailed work practices. In addition, for industry’s move to services orientation, recommended changes include development of usable interfaces and a view of applications as embedded in the larger business services in which they function. These business services relate to both services provided to parent-organization customers as well as services provided by the information technology organization to its constituents. Because of this shift toward service orientation, more emphasis on usability, applications, testing, and improvement of underlying process quality are needed. The shift to services can be facilitated by adopting tenets of IT service management and user-centered design and by attending to service delivery during application development.
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Taylor, M. J., J. McWilliam, H. Forsyth, and S. Wade. "Methodologies and website development: a survey of practice." Information and Software Technology 44, no. 6 (April 2002): 381–91. http://dx.doi.org/10.1016/s0950-5849(02)00024-1.

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Fitzgerald, B. "The use of systems development methodologies in practice: a field study." Information Systems Journal 7, no. 3 (July 1997): 201–12. http://dx.doi.org/10.1046/j.1365-2575.1997.d01-18.x.

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Gillis, Pamela A., Holly Booth, Judith R. Graves, Charles Steven Fehlauer, and Jerome Soller. "Translating Traditional Principles of System Development into a Process for Designing Clinical Information Systems." International Journal of Technology Assessment in Health Care 10, no. 2 (1994): 235–48. http://dx.doi.org/10.1017/s026646230000619x.

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AbstractTraditional software development methodologies enhanced by a clinical component result in information systems that support the practice of nursing. This paper describes the clinical informatics model used to develop and evaluate a mobile computer assessment tool. Data entry of atomic-level elements, with storage in a relational database, allows the synthesis and analysis by multiple disciplines to aid in real-time decision making. The system is designed to improve the recording and accessibility of patient data and nursing observations on a geriatric unit at the Salt Lake VA Medical Center.
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Jevsejev, Roman. "INFORMATION TECHNOLOGY RISK ASSESSMENT METHODS AND IMPROVEMENT SOLUTIONS." Mokslas - Lietuvos ateitis 12 (January 30, 2020): 1–7. http://dx.doi.org/10.3846/mla.2020.10562.

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The legal tools applied in the context of IT technology development failing to solve the problems facing society. On the other hand, the development of innovation is sometimes hindered. The intensity of the development of information systems and technologies requires highly flexible and adaptive approaches to cybersecurity. One of these approaches is IT risk assessment. There are currently many methodologies that can be used to effectively assess cyber threats. For institutions with multiple exposures, the correlation between different positions may not be correctly estimated. Measuring known risk is a common problem in risk assessment practice. In order to develop a simple IT risk assessment method, the article examines existing IT risk assessment methods, proposes IT risk assessment solutions and presents the results of practical application.
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Abdel-Moteleb, Abou-Bakr, and Mark Woodman. "Towards a Knowledge Management System Development Method: Critique of Some Relevant Theories and Methodologies." Journal of Information & Knowledge Management 06, no. 01 (March 2007): 33–43. http://dx.doi.org/10.1142/s0219649207001524.

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Knowledge management (KM) systems are increasingly gaining importance in practice and in research. However, research in the field is fragmented by various theories and concepts used by scholars with diverse disciplinary perspectives. As a result, advancing research into KM systems is hindered by a general tendency to overlook previous pertinent theories in various fields and contributions by scholars in other related disciplines. We are engaged in research into KM system development from principles of practical KM. In conjunction with field work with "knowledge practitioners" we have conducted a survey of related theories and concepts across relevant disciplines. This paper offers a framework for conceptualising KM system development in organisations based on a critique of relevant theories and concepts.
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Dissertations / Theses on the topic "Information systems development methodologies and practice"

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Banks, David. "Sharing understandings of information systems development methodologies : a critical reflexive issue for practice and curriculum." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/sharing-understandings-of-information-systems-developmentmethodologies-a-critical-reflexive-issue-for-practice-andcurriculum(ee22a023-f316-417a-a661-45ba18bf48e9).html.

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Most contemporary organizations make use of computer-based information systems to support their management activities. There is considerable evidence that many of these systems experience problems during the development phases and a large proportion of these systems may, using specific criteria, be classed as failures. The reported high level of such failure in the development of computer-based information systems is not a new phenomenon for business, having been present almost from the inception of these systems. The frameworks that guide developers through the process can be labelled as information systems development methodologies, or ISDMs.For an educator involved with the teaching of some or all aspects of the development process this perceived high level of failure of systems development and implementation in practice raises some significant concerns. If there is a 'silver bullet' approach that students need to be equipped with to become successful systems developers we need to identify it and ensure that they are proficient with it. If there is no silver bullet we need to acknowledge this in our teaching and equip the students with the critical thinking skills to help them appreciate this in their later practice.This thesis takes as its central theme the view that there is currently no 'silver bullet' and one may never be found to fit all development projects and environments. Under such a constraint our students, as would-be practitioners, need to be helped to approach practice unfettered by a naïve belief that there is a single approach that offers guaranteed success in the development of information systems. Flexible, contingent and possibly creative approaches need to be fostered so that students can both work in the field and can contribute to both the overall understanding of that field and to their own personal development. The thesis considers the role of multiple perspectives, constructivism, language, communication and reflection as vehicles to allow the building and sharing of accessible understanding of information systems development methodologies in a tertiary education setting. The issues are explored through the design and development of a Masters course titled 'Information Systems Development Methodologies' that was designed and implemented at the University of South Australia in the period 1999 to 2008. The course was initially designed within an interpretivist paradigm and rather than following a traditional systems analysis and design path could be viewed more as a liberal arts course. However, as the course moved towards the end of its life it began to take on a more positivistic flavour.The story of the course emerged from a series of action learning cycles and is told from the perspective of the author who was both the researcher and the subject of the research.
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Noruwana, Nimrod. "How do South African organisations adopt agile methodologies for software development in practice?" Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/11708.

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Includes bibliographical references (leaves 81-90).
Before organisations adopt agile methods, they need to ensure that they are prepared for the change. They also need to understand the problems they are trying to address by adopting agile methods. Agile methods deviate substantially from traditional methods of systems development (Tolfo & Wazlawick, 2008). This, therefore, makes it difficult for organisations to adopt agile methods even though they might see them attractive, as the adoption of such methods has an effect on organisational culture. If the culture cannot accommodate an agile approach, then the organisation will not be able to adopt agile (Lindvall, Basisli, Boehm, Costa, Dangle, Shull, Teseriero, Williams & Zelkowitz, 2002). Having a culture that is conducive to the adoption of agile methods is almost unanimously perceived by agile experts to be a necessary factor for the introduction of agile methodologies (eWorkshop, 2002). It is also important to understand the phases organisations go through during the process of adopting agile methods.
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Brosens, Jacques. "The UX entrenchment enigma : why user experience practices are not being incorporated in South African enterprises' Information Systems Development Methodologies (ISDMS)." Diss., University of Pretoria, 2005. http://hdl.handle.net/2263/66245.

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Research shows that software projects have a high failure rate. User involvement has been identified as one of the most important success factors for software projects. User experience (UX) practices have been shown to engender several benefits with respect to the implementation and delivery of information systems. However, the institutionalisation of UX within organisations remains low. The question thus arises on why the managers of software programmes or projects neglect to incorporate UX practices into their teams� information systems development methodologies (ISDMs). This dissertation presents a study that investigated the perceptions of software programme or project managers in large South African enterprises about UX and its related concepts, its benefits, and the factors that restrict the adoption of associated practices. Interviews were conducted with six software programme or project managers working for large companies in six different industries. The main contribution is an explanation of the potential reasons for the lack of integration of UX activities into software development projects. The study finds that UX is often disregarded because the quality of software solutions as perceived by its users is not typically a measure of success for the project. A secondary contribution is an appraisal of eight potential instruments for persuading non-UX IT practitioners to integrate UX activities into their software projects. Results show that the demonstration of credible business cases and coherent recommendations from UX specialists have the highest power to persuade.
Dissertation (MIS)--University of Pretoria, 2017.
Informatics
MIT
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Patel, V. "A framework for evaluating information systems development methodologies." Thesis, London South Bank University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378945.

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Jonasson, Ingi. "Developing the Information Systems of Tomorrow : competencies and methodologies." Thesis, University of Skövde, Department of Computer Science, 2000. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-493.

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Information systems are getting more and more multimedia-based as well as network-based. This evolution, as well as an increased rate of change, put new demands on methods and competencies required for developing future information systems. In this work, we give an overview of the different types of information systems and methods for information systems development, especially with respect to multimedia aspects. Multimedia systems development is discussed particularly with respect to the dual processes of software engineering and content development. Possible future directions are pointed out, in which information systems development seems to become an even more multidisciplinary effort. As a result we present a list of competencies required for multimedia information systems development as well as possible research areas of interest. These research areas cover the following issues regarding the development of multimedia information systems: project management, conceptual modelling, content maintenance, requirement treatment and development approaches.

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Tan, Kia Miang Richard. "Application of information systems development methodologies to business process reengineering." Thesis, Henley Business School, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302576.

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Episkopou, D. M. "The theory and practice of information systems methodologies : A grounded theory of methodological evolution." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380960.

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Norman, Ronald Jules. "Integrated development environments in support of information systems design methodologies and systems analysts' productivity." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184275.

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Integrated development environment products, called CASE technology by practitioners, are being purchased by enterprises to assist systems analysts with the analysis and design of information systems. This work surveys users of a commercially available CASE product. Ninty-one users from 47 enterprises in the U.S. and Canada responded to the personal computer based survey. This work analyses the perceptions of the respondents in an attempt to determine productivity improvement over manual methods. Using the perceptions of the respondents, the component parts of the CASE product were rank ordered in terms of improved productivity. In addition to this, a psychometric preference scaling method was used to interpret the relatedness of the component parts to each other, again based on the perceptions of the respondents.
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Fitzgerald, Brian. "Methodology-in-action : the nature of usage of systems development methodologies in practice." Thesis, Birkbeck (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265004.

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Shaikh, M. U. "The analysis and comparison of system development methodologies in software engineering." Thesis, University of Liverpool, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233888.

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Books on the topic "Information systems development methodologies and practice"

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Avison, D. E. Information systems development: Methodologies, techniques, and tools. Oxford [England]: Blackwell Scientific Publications, 1994.

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G, Fitzgerald, ed. Information systems development: Methodologies, techniques, and tools. 3rd ed. London: McGraw-Hill, 2003.

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G, Fitzgerald, ed. Information systems development: Methodologies, techniques and tools. 4th ed. London: McGraw-Hill, 2006.

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G, Fitzgerald, ed. Information systems development: Methodologies, techniques, and tools. Oxford [England]: Blackwell Scientific Publications, 1988.

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Kirikova, Marite. Information Systems Development: Advances in Methodologies, Components, and Management. Boston, MA: Springer US, 2003.

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Anderson, R. G. Information systems in development and operation. London: Pitman, 1989.

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Russo, Nancy L., Brian Fitzgerald, and Janice I. DeGross, eds. Realigning Research and Practice in Information Systems Development. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-0-387-35489-7.

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Skok, Walter. Information systems development: Methodologies and tools : impressions of Spain and future European developments. Kingston-upon-Thames (Surrey): Kingston Polytechnic, 1991.

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Model-driven engineering of information systems: Principles, techniques, and practice. Toronto: Apple Academic Press, 2015.

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G, Harindranath, and International Conference on Information Systems and Development: Methods and Tools, Theory and Practice (10th : 2001 : London, England), eds. New perspectives on information systems development: Theory, methods, and practice. New York: Kluwer Academic/Plenum Publishers, 2002.

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Book chapters on the topic "Information systems development methodologies and practice"

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Hansen, Bo, Karlheinz Kautz, and Dan Jacobsen. "Information Systems Development Methodologies in Practice." In Constructing the Infrastructure for the Knowledge Economy, 127–39. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/978-1-4757-4852-9_8.

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Lang, Michael, and Chris Barry. "Techniques and Methodologies for Multimedia Systems Development: A Survey of Industrial Practice." In Realigning Research and Practice in Information Systems Development, 77–86. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-0-387-35489-7_6.

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Fitzgerald, Brian. "A Preliminary Investigation of Rapid Application Development in Practice." In Methodologies for Developing and Managing Emerging Technology Based Information Systems, 77–87. London: Springer London, 1999. http://dx.doi.org/10.1007/978-1-4471-3629-3_8.

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Butler, Tom. "Promise and Practice: I-CASE and Rapid Application Development in Telecom Eireann." In Methodologies for Developing and Managing Emerging Technology Based Information Systems, 280–300. London: Springer London, 1999. http://dx.doi.org/10.1007/978-1-4471-3629-3_24.

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Kautz, Karlheinz, Jan Pries-Heje, and Lone Malmborg. "Is it all in vain? The Effect of Systems Development Education on Practice: The Multiview — Example." In Methodologies for Developing and Managing Emerging Technology Based Information Systems, 230–47. London: Springer London, 1999. http://dx.doi.org/10.1007/978-1-4471-3629-3_20.

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Probert, Stephen K. "A Critical Analysis of the Practical Relationship Between Soft Systems Methodology, Husserlian Phenomenology and Systems Development." In Methodologies for Developing and Managing Emerging Technology Based Information Systems, 15–23. London: Springer London, 1999. http://dx.doi.org/10.1007/978-1-4471-3629-3_2.

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Isaias, Pedro, and Tomayess Issa. "Information Systems Development Methodologies." In High Level Models and Methodologies for Information Systems, 41–61. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-9254-2_3.

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Avgerou, Chrisanthi, and Tony Cornford. "Methodologies for information systems development." In Developing Information Systems, 185–202. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14813-4_9.

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Huisman, Magda, and Juhani Iivari. "The Organisational Deployment of Systems Development Methodologies." In Information Systems Development, 87–100. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-0167-1_8.

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Domínguez-Mayo, Francisco José, María José Escalona, Manuel Mejías, and Jesús Torres. "Studying Maintainability on Model-Driven Web Methodologies." In Information Systems Development, 195–206. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-9790-6_16.

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Conference papers on the topic "Information systems development methodologies and practice"

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Yeng, Prosper, Stephen Wolthusen, and Bian Yang. "COMPARATIVE ANALYSIS OF SOFTWARE DEVELOPMENT METHODOLOGIES FOR SECURITY REQUIREMENT ANALYSIS: TOWARDS HEALTHCARE SECURITY PRACTICE." In 13 th IADIS International Conference Information Systems 2020. IADIS Press, 2020. http://dx.doi.org/10.33965/is2020_202006l009.

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"Practical Application of a Translation Tool from UML/OCL to Java Skeleton with JML Annotation." In Special Session on Model Driven Development for Information Systems: Techniques, Tools and Methodologies. SciTePress - Science and and Technology Publications, 2012. http://dx.doi.org/10.5220/0004151403890394.

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Saade, Raafat, and Ian Galloway. "Understanding Intention to Use Multimedia Information Systems for Learning." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2868.

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The challenge today for educators interested in online teaching and learning is how to create, use and assess multimedia technologies for enhanced learning. Unlike hypertext and web-based instruction, the reliance on reading blocks of text is minimized. There still remains little evidence supporting multimedia to enhance learning. From the author’s perspectives, the challenge is to better understand the processes involved in developing effective multimedia tools and to establish appropriate assessment methodologies that may be used to guide standards and ‘good educational multimedia design practice’. This paper aims at sharing the author’s experiences with the development of a multimedia tool and its assessment. A multimedia learning system (MMLS) is presented and the Technology Acceptance Model (TAM) is used to explain user acceptance. We investigate and discuss the TAM results involving a different technology used in a different context. As an initial attempt to understand students’ beliefs, perceptions, attitudes and intentions (and their inter-relationships) our results show that TAM performs well in explaining them.
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Tzannetakis, Nick, Stijn Donders, Joost Van de Peer, and Paul Weal. "A System Approach to Simulation-Based Design Under Uncertainty, Through Best in Class Simulation Process Integration and Design Optimization." In ASME 2004 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/detc2004-57149.

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The importance of design robustness and reliability is a well-established notion and practice in today’s industry. Manufacturing companies strive to achieve Six-Sigma quality measures. While Virtual Prototyping is a key-factor in accelerating the product development process while reducing development costs, it has not contributed in the quest for improved product reliability and robustness performance since it is based on deterministic approaches. This paper provides a systematic approach to design for six-sigma simultaneously addressing variability and uncertainty present in real life on most design parameters. An example from the automotive industry illustrates the methodologies.
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Xiao, Angran, Gaffar Gailani, and Shaojin Zhang. "Assessing the Educational Effectiveness of a System Engineering Software in Capstone Design Projects." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87640.

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The increasing complexity of engineering and technology requires that students master an increasing amount of abstract knowledge to remain competitive in today’s job market. However, today’s students find it difficult to create mental images of abstract concepts, due to lack of real world experience. This problem is more evident in advanced design classes teaching product design concepts and methodologies. In this paper, we introduce a system engineering software package that is used in our capstone design class, with which students are able to create their own framework of product development activities, control information flows, and manage tools and engineering models in each activity. This allows them to plan out and manage their projects using the design methodologies that they learned in class. We assessed student learning in the capstone design class for the last 7 semesters. Independent Samples t-Test and factorial ANOVA are used to analyze the student performance before and after using the software package. We have observed that in the design classes, the system engineering software enables students to practice design methodologies by visualizing and managing product development processes. This helps students not only understand the abstract design methodologies, but also apply the methodologies to their projects and accomplish them more efficiently.
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Lino, F. Jorge, and Teresa P. Duarte. "Development of Competitive Skills in Future Mechanical Engineers." In ASME 2010 10th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2010. http://dx.doi.org/10.1115/esda2010-24494.

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Nowadays, the Web is a common tool for students searching information about the subjects taught in the different university courses. Although this is a good tool for the first rapid knowledge, a more deep study is usually demanded. After many years of teaching one course about ceramic and composite materials, the authors, used the Bologna reformulation of the mechanical engineering course to introduce new teaching methodologies based on continuous evaluation. One of the main innovations is one practical work that comprises the study of a recent ceramic scientific article, using all the actual available tools, elaboration of a scientific report, present the work and participate in a debate. With this innovative teaching method the enrolment of the students was enhanced with a better knowledge about the ceramics subject and the skills related with the CDIO competences.
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Kapsalas, George. "Aerospace Micro-Nano-Technology High Technology-Readiness-Level Acceleration Using Directed Patent Information Analysis." In CANEUS 2006: MNT for Aerospace Applications. ASMEDC, 2006. http://dx.doi.org/10.1115/caneus2006-11075.

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Micro-Nano-technology (MNT) development efforts for aerospace applications face significant challenges in rapidly and efficiently transitioning aerospace MNT development from the low technology-readiness-level (TRL) stage found primarily in the research and development community to a mid and high TRL within the systems developer community. This paper explores and highlights some opportunities for more efficiently linking these two TRL stages using directed international patent information analysis as a core method. Possible injection of systematic methodologies of patent information analysis at certain points of a project development flow are suggested. Practical case examples in aerospace MNT suggest that such analysis may have significant potential to qualitatively enhance frameworks for accelerated transitioning of aerospace MNT development to the high TRL stage and to commercialization.
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Akbayeva, Gulden, Maxat Zhumassatuly, and Zhadyragul Bakmaganbetova. "E-LEARNING TECHNOLOGY IN THE PROCESS OF CLIL AT SCHOO." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(2).

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E-learning is a learning system based on formalized teaching but with the help of electronic resources (Asad et al., 2020). The article is devoted to the consideration of the idea of content and language integrated learning (CLIL) in the system of education and the analysis of new concepts and approaches of school education developed in methodological science, taking into account their influence on the motivation of school students to learn English language. The revitalization of the educational activity has always been one of the primary tasks of teaching in general. The CLIL methodology is compared with the ESP and EMI methodologies. This learning model does not imply a complete rejection of traditional teaching methods and combines both the advantages of face-to-face studies (contact with a teacher, group methods of work, language and speech practice, the possibility of feedback) and the advantages of distance learning (an individual approach, differentiation of learning, ample opportunities for the implementation of project activities, optimization of independent work, the formation of language and speech skills and abilities. Modern teaching aids, including e-distance learning tools, provide teachers with ample opportunities for implementing a competency-based approach, providing a comprehensive all-around development of a school student's personality through the subjects studied. With the help of distance educational technologies, it is possible not only to shift a number of routine pedagogical actions onto the shoulders of a computer but also to organize high-quality, individual, differentiated education. The article presents strong theoretical information about CLIL and its importance. Also, the article contains results of qualitative research with conducted questionnaires among school students in grades 10-11 of a general education school.
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Yuehua, Hu, Li Lin, Yan Zhen, and Song Lei. "The Application of Fault Tree Method in Systematic Multiple Spurious Operation Analysis in Fire PSA." In 2017 25th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/icone25-66454.

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Systematic multiple spurious operation review is the important basement of Fire PSA Component Selection and Fire Induced Risk Modeling. It is a task of systematically evaluation of all plant systems and identification of equipments susceptible to potential spurious actuation that may challenge safe shutdown capability via spurious operations, which can ensure that the fire PSA model addresses the impacts of single spurious operations (SSOs) and multiple spurious operations (MSOs). In this paper, different methodologies of systematic multiple spurious operation review are studied and it is found that two methodologies are given in literature published at home and abroad: one methodology is development of comprehensive plant specific MSO list by panel review. This methodology is based on generic list of MSOs combined with plant specific information review. This methodology proposes high requirements for the expert panel and hard to avoid missing of some scenarios. Another methodology is review of all plant systems and components to receive SSOs, and then using MSO matrix to evaluate and encode each unique pair to receive MSOs that disable the system function. This methodology can ensure the integrity of MSO list, but the matrixes are too complicated. In this paper, the fault tree method is employed to improve the matrix method in the MSO evaluation process of the latter methodology. Reactor Coolant System (RCS) is taken as an example to describe the application of this method to CAP1000. Engineering practice shows that the fault tree method can effectively avoid omissions of MSO scenarios, and it is more useful and simple for tertiary or quaternary MSO evaluation, as well as more convenient for further MSO evaluation due to cross system issues. Furthermore, MSO fault trees can be directly called by fire PSA model for evaluation, which can lay a foundation for the follow-up work of fire PSA.
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Pavaloiu, Ionel bujorel, Dragos Stoica, Andreea Nedelcu, Ionel Petrescu, and George Dragoi. "DIGITAL LOGIC INTRODUCED IN A GRADUAL APPROACH." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-190.

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We describe in this paper the best practice used at the Faculty of Engineering in Foreign Languages from the University POLITEHNICA of Bucharest for the introduction of digital logic to the students from the first year of study in the fields of Information Engineering and Applied Electronics, where the subjects are given in English and French. The particularities include the position of the subject in the first year and the wide-ranging backgrounds of the students, which come from a large number of countries. Many disciplines in the computer science curriculum, like as digital design, computer organization and architecture, embedded systems, etc... contain hardware components. The support of the course includes laboratory and homework assignments concluded sometimes with moderate projects and comprises computer simulation or/and practical prototyping. While the laboratory practical prototyping covers usually simple designs using breadboards, when one chooses the simulation as support for a given subject, several decisions should be taken regarding the simulation paradigm, environment and pedagogical methodology. The parameters that should be considered in the selection are on one side the cost and on the other side the learning curve, the insight and the satisfaction the student get in the laboratory. Taking these parameters into account, we chose a sequence of methodologies that help the students to learn digital logic and digital design in a gradual and enjoyable fashion. We start with circuits design and simulation in "Multimedia Logic", a free capture tool developed by Softronics. The next stage is the practice with "Java Breadboard", a free circuit simulator replicating the breadboard hardware development environment, created at the University of York. When the students are familiar with the breadboards and with the digital integrated circuits, they get to the hardware practice, making simple digital circuits on breadboard. Te next stage is to learn how to sold electronic components and how to make simple designs using perfboard.
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Reports on the topic "Information systems development methodologies and practice"

1

Hunter, Fraser, and Martin Carruthers. Iron Age Scotland. Society for Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.193.

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The main recommendations of the panel report can be summarised under five key headings:  Building blocks: The ultimate aim should be to build rich, detailed and testable narratives situated within a European context, and addressing phenomena from the longue durée to the short-term over international to local scales. Chronological control is essential to this and effective dating strategies are required to enable generation-level analysis. The ‘serendipity factor’ of archaeological work must be enhanced by recognising and getting the most out of information-rich sites as they appear. o There is a pressing need to revisit the archives of excavated sites to extract more information from existing resources, notably through dating programmes targeted at regional sequences – the Western Isles Atlantic roundhouse sequence is an obvious target. o Many areas still lack anything beyond the baldest of settlement sequences, with little understanding of the relations between key site types. There is a need to get at least basic sequences from many more areas, either from sustained regional programmes or targeted sampling exercises. o Much of the methodologically innovative work and new insights have come from long-running research excavations. Such large-scale research projects are an important element in developing new approaches to the Iron Age.  Daily life and practice: There remains great potential to improve the understanding of people’s lives in the Iron Age through fresh approaches to, and integration of, existing and newly-excavated data. o House use. Rigorous analysis and innovative approaches, including experimental archaeology, should be employed to get the most out of the understanding of daily life through the strengths of the Scottish record, such as deposits within buildings, organic preservation and waterlogging. o Material culture. Artefact studies have the potential to be far more integral to understandings of Iron Age societies, both from the rich assemblages of the Atlantic area and less-rich lowland finds. Key areas of concern are basic studies of material groups (including the function of everyday items such as stone and bone tools, and the nature of craft processes – iron, copper alloy, bone/antler and shale offer particularly good evidence). Other key topics are: the role of ‘art’ and other forms of decoration and comparative approaches to assemblages to obtain synthetic views of the uses of material culture. o Field to feast. Subsistence practices are a core area of research essential to understanding past society, but different strands of evidence need to be more fully integrated, with a ‘field to feast’ approach, from production to consumption. The working of agricultural systems is poorly understood, from agricultural processes to cooking practices and cuisine: integrated work between different specialisms would assist greatly. There is a need for conceptual as well as practical perspectives – e.g. how were wild resources conceived? o Ritual practice. There has been valuable work in identifying depositional practices, such as deposition of animals or querns, which are thought to relate to house-based ritual practices, but there is great potential for further pattern-spotting, synthesis and interpretation. Iron Age Scotland: ScARF Panel Report v  Landscapes and regions:  Concepts of ‘region’ or ‘province’, and how they changed over time, need to be critically explored, because they are contentious, poorly defined and highly variable. What did Iron Age people see as their geographical horizons, and how did this change?  Attempts to understand the Iron Age landscape require improved, integrated survey methodologies, as existing approaches are inevitably partial.  Aspects of the landscape’s physical form and cover should be investigated more fully, in terms of vegetation (known only in outline over most of the country) and sea level change in key areas such as the firths of Moray and Forth.  Landscapes beyond settlement merit further work, e.g. the use of the landscape for deposition of objects or people, and what this tells us of contemporary perceptions and beliefs.  Concepts of inherited landscapes (how Iron Age communities saw and used this longlived land) and socal resilience to issues such as climate change should be explored more fully.  Reconstructing Iron Age societies. The changing structure of society over space and time in this period remains poorly understood. Researchers should interrogate the data for better and more explicitly-expressed understandings of social structures and relations between people.  The wider context: Researchers need to engage with the big questions of change on a European level (and beyond). Relationships with neighbouring areas (e.g. England, Ireland) and analogies from other areas (e.g. Scandinavia and the Low Countries) can help inform Scottish studies. Key big topics are: o The nature and effect of the introduction of iron. o The social processes lying behind evidence for movement and contact. o Parallels and differences in social processes and developments. o The changing nature of houses and households over this period, including the role of ‘substantial houses’, from crannogs to brochs, the development and role of complex architecture, and the shift away from roundhouses. o The chronology, nature and meaning of hillforts and other enclosed settlements. o Relationships with the Roman world
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Kholoshyn, I., T. Nazarenko, O. Bondarenko, O. Hanchuk, and I. Varfolomyeyeva. The application of geographic information systems in schools around the world: a retrospective analysis. IOP Publishing, March 2021. http://dx.doi.org/10.31812/123456789/4560.

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The article is devoted to the problem of incorporation geographic information systems (GIS) in world school practice. The authors single out the stages of GIS application in school geographical education based on the retrospective analysis of the scientific literature. The first stage (late 70 s – early 90s of the 20th century) is the beginning of the first educational GIS programs and partnership agreements between schools and universities. The second stage (mid-90s of the 20th century – the beginning of the 21st century) comprises the distribution of GIS-educational programs in European and Australian schools with the involvement of leading developers of GIS-packages (ESRI, Intergraph, MapInfo Corp., etc.). The third stage (2005–2012) marks the spread of the GIS school education in Eastern Europe, Asia, Africa and Latin America; on the fourth stage (from 2012 to the present) geographic information systems emerge in school curricula in most countries. The characteristics of the GIS-technologies development stages are given considering the GIS didactic possibilities for the study of school geography, as well as highlighting their advantages and disadvantages.
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Холошин, Ігор Віталійович, Тетяна Геннадіївна Назаренко, Ольга Володимирівна Бондаренко, Олена Вікторівна Ганчук, and Ірина Миколаївна Варфоломєєва. The Application of Geographic Information Systems in Schools around the World: a Retrospective Analysis. КДПУ, 2020. http://dx.doi.org/10.31812/123456789/3924.

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The article is devoted to the problem of incorporation geographic information systems (GIS) in world school practice. The authors single out the stages of GIS application in school geographical education based on the retrospective analysis of the scientific literature. The first stage (late 70s – early 90s of the XX century) is the beginning of the first educational GIS programs and partnership agreements between schools and universities. The second stage (mid-90s of the XX century – the beginning of the XXI century) comprises the distribution of GIS-educational programs in European and Australian schools with the involvement of leading developers of GIS-packages (ESRI, Intergraph, MapInfo Corp., etc.). The third stage (2005–2012) marks the spread of the GIS school education in Eastern Europe, Asia, Africa and Latin America; on the fourth stage (from 2012 to the present) geographic information systems emerge in school curricula in most countries. The characteristics of the GIS-technologies development stages are given considering the GIS didactic possibilities for the study of school geography, as well as highlighting their advantages and disadvantages.
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Холошин, Ігор Віталійович, Тетяна Геннадіївна Назаренко, Ольга Володимирівна Бондаренко, Олена Вікторівна Ганчук, and Ірина Миколаївна Варфоломєєва. The Application of Geographic Information Systems in Schools around the World: a Retrospective Analysis. КДПУ, 2020. http://dx.doi.org/10.31812/123456789/3924.

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The article is devoted to the problem of incorporation geographic information systems (GIS) in world school practice. The authors single out the stages of GIS application in school geographical education based on the retrospective analysis of the scientific literature. The first stage (late 70s – early 90s of the XX century) is the beginning of the first educational GIS programs and partnership agreements between schools and universities. The second stage (mid-90s of the XX century – the beginning of the XXI century) comprises the distribution of GIS-educational programs in European and Australian schools with the involvement of leading developers of GIS-packages (ESRI, Intergraph, MapInfo Corp., etc.). The third stage (2005–2012) marks the spread of the GIS school education in Eastern Europe, Asia, Africa and Latin America; on the fourth stage (from 2012 to the present) geographic information systems emerge in school curricula in most countries. The characteristics of the GIS-technologies development stages are given considering the GIS didactic possibilities for the study of school geography, as well as highlighting their advantages and disadvantages.
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de Kemp, E. A., H. A. J. Russell, B. Brodaric, D. B. Snyder, M. J. Hillier, M. St-Onge, C. Harrison, et al. Initiating transformative geoscience practice at the Geological Survey of Canada: Canada in 3D. Natural Resources Canada/CMSS/Information Management, 2022. http://dx.doi.org/10.4095/331097.

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Application of 3D technologies to the wide range of Geosciences knowledge domains is well underway. These have been operationalized in workflows of the hydrocarbon sector for a half-century, and now in mining for over two decades. In Geosciences, algorithms, structured workflows and data integration strategies can support compelling Earth models, however challenges remain to meet the standards of geological plausibility required for most geoscientific studies. There is also missing links in the institutional information infrastructure supporting operational multi-scale 3D data and model development. Canada in 3D (C3D) is a vision and road map for transforming the Geological Survey of Canada's (GSC) work practice by leveraging emerging 3D technologies. Primarily the transformation from 2D geological mapping, to a well-structured 3D modelling practice that is both data-driven and knowledge-driven. It is tempting to imagine that advanced 3D computational methods, coupled with Artificial Intelligence and Big Data tools will automate the bulk of this process. To effectively apply these methods there is a need, however, for data to be in a well-organized, classified, georeferenced (3D) format embedded with key information, such as spatial-temporal relations, and earth process knowledge. Another key challenge for C3D is the relative infancy of 3D geoscience technologies for geological inference and 3D modelling using sparse and heterogeneous regional geoscience information, while preserving the insights and expertise of geoscientists maintaining scientific integrity of digital products. In most geological surveys, there remains considerable educational and operational challenges to achieve this balance of digital automation and expert knowledge. Emerging from the last two decades of research are more efficient workflows, transitioning from cumbersome, explicit (manual) to reproducible implicit semi-automated methods. They are characterized by integrated and iterative, forward and reverse geophysical modelling, coupled with stratigraphic and structural approaches. The full impact of research and development with these 3D tools, geophysical-geological integration and simulation approaches is perhaps unpredictable, but the expectation is that they will produce predictive, instructive models of Canada's geology that will be used to educate, prioritize and influence sustainable policy for stewarding our natural resources. On the horizon are 3D geological modelling methods spanning the gulf between local and frontier or green-fields, as well as deep crustal characterization. These are key components of mineral systems understanding, integrated and coupled hydrological modelling and energy transition applications, e.g. carbon sequestration, in-situ hydrogen mining, and geothermal exploration. Presented are some case study examples at a range of scales from our efforts in C3D.
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de Kemp, E. A., H. A. J. Russell, B. Brodaric, D. B. Snyder, M. J. Hillier, M. St-Onge, C. Harrison, et al. Initiating transformative geoscience practice at the Geological Survey of Canada: Canada in 3D. Natural Resources Canada/CMSS/Information Management, 2023. http://dx.doi.org/10.4095/331871.

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Application of 3D technologies to the wide range of Geosciences knowledge domains is well underway. These have been operationalized in workflows of the hydrocarbon sector for a half-century, and now in mining for over two decades. In Geosciences, algorithms, structured workflows and data integration strategies can support compelling Earth models, however challenges remain to meet the standards of geological plausibility required for most geoscientific studies. There is also missing links in the institutional information infrastructure supporting operational multi-scale 3D data and model development. Canada in 3D (C3D) is a vision and road map for transforming the Geological Survey of Canada's (GSC) work practice by leveraging emerging 3D technologies. Primarily the transformation from 2D geological mapping, to a well-structured 3D modelling practice that is both data-driven and knowledge-driven. It is tempting to imagine that advanced 3D computational methods, coupled with Artificial Intelligence and Big Data tools will automate the bulk of this process. To effectively apply these methods there is a need, however, for data to be in a well-organized, classified, georeferenced (3D) format embedded with key information, such as spatial-temporal relations, and earth process knowledge. Another key challenge for C3D is the relative infancy of 3D geoscience technologies for geological inference and 3D modelling using sparse and heterogeneous regional geoscience information, while preserving the insights and expertise of geoscientists maintaining scientific integrity of digital products. In most geological surveys, there remains considerable educational and operational challenges to achieve this balance of digital automation and expert knowledge. Emerging from the last two decades of research are more efficient workflows, transitioning from cumbersome, explicit (manual) to reproducible implicit semi-automated methods. They are characterized by integrated and iterative, forward and reverse geophysical modelling, coupled with stratigraphic and structural approaches. The full impact of research and development with these 3D tools, geophysical-geological integration and simulation approaches is perhaps unpredictable, but the expectation is that they will produce predictive, instructive models of Canada's geology that will be used to educate, prioritize and influence sustainable policy for stewarding our natural resources. On the horizon are 3D geological modelling methods spanning the gulf between local and frontier or green-fields, as well as deep crustal characterization. These are key components of mineral systems understanding, integrated and coupled hydrological modelling and energy transition applications, e.g. carbon sequestration, in-situ hydrogen mining, and geothermal exploration. Presented are some case study examples at a range of scales from our efforts in C3D.
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Coulson, Saskia, Melanie Woods, Drew Hemment, and Michelle Scott. Report and Assessment of Impact and Policy Outcomes Using Community Level Indicators: H2020 Making Sense Report. University of Dundee, 2017. http://dx.doi.org/10.20933/100001192.

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Making Sense is a European Commission H2020 funded project which aims at supporting participatory sensing initiatives that address environmental challenges in areas such as noise and air pollution. The development of Making Sense was informed by previous research on a crowdfunded open source platform for environmental sensing, SmartCitizen.me, developed at the Fab Lab Barcelona. Insights from this research identified several deterrents for a wider uptake of participatory sensing initiatives due to social and technical matters. For example, the participants struggled with the lack of social interactions, a lack of consensus and shared purpose amongst the group, and a limited understanding of the relevance the data had in their daily lives (Balestrini et al., 2014; Balestrini et al., 2015). As such, Making Sense seeks to explore if open source hardware, open source software and and open design can be used to enhance data literacy and maker practices in participatory sensing. Further to this, Making Sense tests methodologies aimed at empowering individuals and communities through developing a greater understanding of their environments and by supporting a culture of grassroot initiatives for action and change. To do this, Making Sense identified a need to underpin sensing with community building activities and develop strategies to inform and enable those participating in data collection with appropriate tools and skills. As Fetterman, Kaftarian and Wanderman (1996) state, citizens are empowered when they understand evaluation and connect it in a way that it has relevance to their lives. Therefore, this report examines the role that these activities have in participatory sensing. Specifically, we discuss the opportunities and challenges in using the concept of Community Level Indicators (CLIs), which are measurable and objective sources of information gathered to complement sensor data. We describe how CLIs are used to develop a more indepth understanding of the environmental problem at hand, and to record, monitor and evaluate the progress of change during initiatives. We propose that CLIs provide one way to move participatory sensing beyond a primarily technological practice and towards a social and environmental practice. This is achieved through an increased focus in the participants’ interests and concerns, and with an emphasis on collective problem solving and action. We position our claims against the following four challenge areas in participatory sensing: 1) generating and communicating information and understanding (c.f. Loreto, 2017), 2) analysing and finding relevance in data (c.f. Becker et al., 2013), 3) building community around participatory sensing (c.f. Fraser et al., 2005), and 4) achieving or monitoring change and impact (c.f. Cheadle et al., 2000). We discuss how the use of CLIs can tend to these challenges. Furthermore, we report and assess six ways in which CLIs can address these challenges and thereby support participatory sensing initiatives: i. Accountability ii. Community assessment iii. Short-term evaluation iv. Long-term evaluation v. Policy change vi. Capability The report then returns to the challenge areas and reflects on the learnings and recommendations that are gleaned from three Making Sense case studies. Afterwhich, there is an exposition of approaches and tools developed by Making Sense for the purposes of advancing participatory sensing in this way. Lastly, the authors speak to some of the policy outcomes that have been realised as a result of this research.
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Popel, Maiia V., and Mariya P. Shyshkina. The Cloud Technologies and Augmented Reality: the Prospects of Use. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2662.

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The article discusses the prospects of the augmented reality using as a component of a cloud-based environment. The research goals are the next: to explore the possibility of the augmented reality using with the involvement of the cloud-based environment components. The research objectives are the next: to consider the notion of augmented reality; to analyze the experience the augmented reality using within the cloud environment / system; to outline the prospects of the augmented reality using in educational institutions; to consider the technical conditions of the augmented reality use. The object of research is: the educational process in educational institutions of Ukraine of different levels of accreditation. The subject of research is: the educational process in a cloud-based environment in educational institutions of Ukraine. The research methods used are the next: analysis of scientific publications, observations. The results of the research are the next: on the basis of the analysis of scientific works, it has been established that the experience of the augmented reality using in the systems based on cloud technologies already exists. However, the success of such a combination has not yet been proven. Currently, laboratory tests are known, while the experiment was not carried out under natural conditions in control and experimental groups. It is revealed that the attraction of the augmented reality for the educators requires the development of new methodologies, didactic materials, updating and updating of the curriculum. The main conclusions and recommendations: the main principles of augmented reality use in the learning process are: designing of the environment that is flexible enough, attention should be paid to the teaching and didactic issues; adjusting the educational content for mastering the material provided by the curriculum; the research methods that can be used in training along with the elements of augmented reality are to be elaborated; development of adaptive materials; training of teachers, which will include augmented reality in educational practice.
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Striuk, Andrii M., and Serhiy O. Semerikov. The Dawn of Software Engineering Education. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3671.

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Designing a mobile-oriented environment for professional and practical training requires determining the stable (fundamental) and mobile (technological) components of its content and determining the appropriate model for specialist training. In order to determine the ratio of fundamental and technological in the content of software engineers’ training, a retrospective analysis of the first model of training software engineers developed in the early 1970s was carried out and its compliance with the current state of software engineering development as a field of knowledge and a new the standard of higher education in Ukraine, specialty 121 “Software Engineering”. It is determined that the consistency and scalability inherent in the historically first training program are largely consistent with the ideas of evolutionary software design. An analysis of its content also provided an opportunity to identify the links between the training for software engineers and training for computer science, computer engineering, cybersecurity, information systems and technologies. It has been established that the fundamental core of software engineers’ training should ensure that students achieve such leading learning outcomes: to know and put into practice the fundamental concepts, paradigms and basic principles of the functioning of language, instrumental and computational tools for software engineering; know and apply the appropriate mathematical concepts, domain methods, system and object-oriented analysis and mathematical modeling for software development; put into practice the software tools for domain analysis, design, testing, visualization, measurement and documentation of software. It is shown that the formation of the relevant competencies of future software engineers must be carried out in the training of all disciplines of professional and practical training.
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Price, Roz. Socio-economic Factors Impacting Marine Protected Areas in the Eastern Tropical Pacific Marine Corridor (CMAR) Region. Institute of Development Studies, June 2022. http://dx.doi.org/10.19088/k4d.2022.107.

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This rapid review explores socio-economic and political issues that may affect the effectiveness of the Eastern Tropical Pacific Marine Corridor (CMAR). It specifically focuses on key socioeconomic and governance issues around marine protected areas (MPAs) and exclusive economic zones (EEZs) of Colombia, Costa Rica, Ecuador and Panama based in the Eastern Tropical Pacific ocean. Research highlights the importance of understanding perceptions and context in environmental governance analyses and practice (Partelow, Jäger & Schlüter, 2021); and MPAs are increasingly recognised as being embedded in social-ecological systems, where human dimensions (e.g., social, economic, cultural, political, and institutional) interact with ecological characteristics (Burbano & Meredith, 2020, p.2). How do you define the effectiveness of an MPA is another key question to consider (but not explored in detail in this review). Bearing in mind that most MPAs have multiple objectives, including non-biological, which highlights the need for the development and adoption of standardised effectiveness metrics beyond biological considerations to measure factors contributing to their success or failure (Giakoumi et al., 2018). For example, there are growing calls for marine conservation success to move beyond area coverage to include a broader set of metrics related to the effective and equitable management of the marine environment (see Bennett et al., 2021). Hence, the more information the better when establishing integrated, well-designed and connected MPAs – for example, the more information on a sea area, the coastal populations and their socio-ecological relationships, the better stressors, systemic impacts and inter-annual variabilities can be identified, and the more effective protection can be developed (Relano, Palomares & Pauly, 2021, p.13).
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