For a change of pace, I’ve decided to periodically write about contracting and field issues, including case studies of interesting projects. The idea is to offer insights that will help readers deal with aspects of EIFS in their work.

This article is a guest post by Dan Norris, founder of Informly. Part 1 (of 3) – Introduction and Onsite Content Experienced entrepreneurs will tell you that no traffic is free. Even if you aren’t paying money for something you are paying in time (which is worth something) and once you try to scale it, youRead More →

The post Case Study: 13 Pre-Launch Traffic Strategies for Startups (Part 1 of 3) first appeared on Rob Walling - Serial Entrepreneur.

This article is a guest post by Dan Norris, founder of Informly. In this 3 part series (part 1 here) I’m running through 13 pre-launch traffic strategies I am using for getting attention and building an audience and a list for my web app Informly. In part 1, I went into detail about my onsite contentRead More →

The post Case Study: 13 Pre-Launch Traffic Strategies for Startups (Part 2 of 3) first appeared on Rob Walling - Serial Entrepreneur.

This article is a guest post by Dan Norris, founder of Informly. In this 3 part series I’m running through 13 pre-launch traffic strategies (actually it’s turned into 14) I am using for getting attention and building an audience and a list for my reporting app Informly. In part 1, I went into detail aboutRead More →

The post Case Study: 13 Pre-Launch Traffic Strategies for Startups (Part 3 of 3) first appeared on Rob Walling - Serial Entrepreneur.

The Chronicle of Higher Education Featured Case Study on Baylor University's Innovative Identity and Access Management Solution Developed in Collaboration with Fischer Identity and AWS.

In this very practical session, we look at a fictional case study, which you can do as an individual or as a group if you are following this course with others. As 'Frank' comes to you to receive prayer for his problems, from his story, you must assess the underlying root causes of his issues and how he can receive healing and freedom. David will allow you to pause in this session and take time to consider some helpful questions which are provided for you. Then David will continue, giving some suggested answers to those questions. This exercise helps us contemplate how the principles we have been learning might be outworked in a hypothetical 'real-life' scenario. This session is available at https://www.preachtheword.com now in MP3 audio format and in HD video on our YouTube Channel (https://youtube.com/PreachTheWord)...

On the 15th of January 2008 the domain name Groupon.com went live for the first time. 2008 was also the year that IndieGogo became one of the first ‘crowdfunding’ websites. A year later, the biggest rivals of each would launch in the form of Living Social and Kickstarter. At the start of 2012 Uber – […]

The post How to Steal the Next Billion Dollar Website Idea: A Case Study appeared first on ViperChill.

Rounding out my landing page coverage, I'd like to share some insights from a page in the wild that does a nice job incorporating the principles we've been discussing here. Stu Green, the creator, was kind enough to answer a...

Siemens is well known for ambitious efforts in knowledge management, providing a series of innovative tools and applications within the intranet. References@BT is such a web-based application with currently more than 7,300 registered users from more than 70 countries. Its goal is to support the sharing of knowledge, experiences and best-practices globally within the Building Technologies division. Launched in 2005, References@BT features structured knowledge references, discussion forums, and a basic social networking service. In response to use demand, a new microblogging service, tightly integrated into References@BT, was implemented in March 2009. More than 500 authors have created around 2,600 microblog postings since then. Following a brief introduction into the community platform References@BT, we comprehensively describe the motivation, experiences and advantages for an organization in providing internal microblogging services. We provide detailed microblog usage statistics, analyzing the top ten users regarding postings and followers as well as the top ten topics. In doing so, we aim to shed light on microblogging usage and adoption within a globally distributed organization.

Semantic-based technologies have been steadily increasing their relevance in recent years in both the research world and business world. Considering this, the present article discusses the process of design and implementation of a competency management system in information and communication technologies domain utilizing the latest Semantic Web tools and technologies including D2RQ server, TopBraid Composer, OWL 2, SPARQL, SPARQL Rules and common human resources related public vocabularies. In particular, the paper discusses the process of building individual and enterprise competence models in a form of ontology database, as well as different ways of meaningful search and retrieval of expertise data on the Semantic Web. The ontological knowledge base aims at storing the extracted and integrated competences from structured, as well as unstructured sources. By using the illustrative case study of deployment of such a system in the Human Resources sector at the Mihajlo Pupin Institute, this paper shows an example of new approaches to data integration and information management. The proposed approach extends the functionalities of existing enterprise information systems and offers possibilities for development of future Internet services. This allows organizations to express their core competences and talents in a standardized, machine processable and understandable format, and hence, facilitates their integration in the European Research Area and beyond.

New web technologies have enabled online education to take on a massive scale, prompting many universities to create massively open online courses (MOOCs) that take advantage of these technologies in a seemingly effortless manner. Designing a MOOC, however, is anything but trivial. It involves developing content, learning activities, and assessments to accommodate both the massiveness and openness of the course. To design an effective MOOC, instructors need to integrate both pedagogical and information systems theory. In this paper, we present a case study of a MOOC grant and a series of decisions made in its development. These decisions, when paired with the theoretical framework, suggest five principles – meaningful, engaging, measurable, accessible, and scalable – may be applicable to future MOOC development projects.

Immigrant students face a multitude of problems, among which are poor social adaptation and school integration. On the other hand, although digital narrations are widely used in education, they are rarely used for aiding students or for the resolution of complex problems. This study exploits the potential of digital narrations towards this end, by examining how the development and presentation of an autobiographical digital narration can assist immigrant students in overcoming their adaptation difficulties. For that matter, a female student presenting substantial problems was selected as the study’s subject. Data was collected from all the participating parties (subject, teacher, classmates) using a variety of tools, before, during, and after the intervention. It was found that through the digital narration she was able to externalize her thoughts and feelings and this, in turn, helped her in achieving a smoother integration in the school environment. In addition, the attitudes and perceptions of the other students for their foreign classmate were positively influenced. The intervention was short in duration and it did not require special settings. Hence, it can be easily applied and educators can consider using similar interventions. On the other hand, further research is recommended to establish the generalizability of the study’s findings.

Aim/Purpose: To identify positive and negative aspects for learning of interactive tablet technology learning activities that promote student engagement and learning. Background: Engaging students in mathematics classes is an on-going challenge for teachers. In 2008 we were offered the opportunity to run interactive activities with a class set of tablet PCs that had just been released on to the market. Since then, we have run these interactive activities continuously with mathematics classes for computing students, albeit with two changes in hardware. Methodology: In the interactive activities, students submit full worked solutions to various problem types (classified as table, text, open or multi-choice) which can then be displayed to the class anonymously, discussed and annotated by the teacher. We surveyed student and staff perceptions and monitored academic performance. Contribution: We have over 10 years of results, observations, and experience from 2008, when tablet technologies were new and expensive, to the current time, when modern tablets with styli are now affordable. Findings: There was a significant increase in higher grades although pass rates did not increase significantly. Over the ten year period of the study, perceptions of students and staff about how this technology impacted on student learning were consistently positive. The majority of students found all problem types useful for learning even those they rated “too hard” or “too easy”. Benefits included increased feedback, peer learning and engagement. Recommendations for Practitioners: We recommend using tablet learning activities to engage students and teachers and to contribute to learning. Impact on Society: This study shows how using tablet technologies for interactive classroom activities can enable and enhance known pedagogies of feedback, peer instruction, and student engagement for mathematics classes. Future Research: We recommend extending this study to include larger classes, and other technical subjects that use symbols and diagrams. In addition, we suggest considering control groups.

Aim/Purpose: This paper reports on a case study project which had three goals; to develop a suite of original interactive digital skills e-tutorials to be embedded in undergraduate and postgraduate courses; to evaluate the students’ experience and engagement with the e-tutorials over one semester; and to explore their general attitudes towards online and blended learning. Background: Online and blended learning modes continue to grow in popularity in higher education, with the aim of streamlining and enhancing student learning, supporting collaboration and creativity, and equipping students with the skills they will require to work and live in an increasingly digitized world. This practice-based case study highlights factors which positively and negatively affect user engagement with digital learning objects and explores students’ perceptions of the role of online learning within their academic programs. Methodology: A suite of nine interactive e-tutorials, addressing essential digital literacy skills for university students, was developed through instructor and student peer collaboration using Articulate software, informed by best practice. The e-tutorials were embedded in the institutional Learning Management System for three undergraduate and postgraduate courses, in which digital literacy formed the core learning content, to complement classroom-based learning. Students in these courses were surveyed via SurveyMonkey about their specific experience of using the e-tutorials, as well as their general perceptions of digital literacy and online learning. Eighty-six students in total completed the questionnaire, which consisted of twenty-three closed- and open-ended questions. Contribution: Through highlighting both the positive and the challenging aspects of the students’ reported experience of online learning, this case study contributes useful insights to the body of literature on user engagement with digital learning objects in higher education, as well as students’ perceptions and experience of blended learning. Findings: The e-tutorials were perceived as valuable in reinforcing classroom learning, allowing respondents to revise concepts and materials covered in face-to-face classes, at their own pace and in their own time. Survey responses showed that the accessibility, ease-of-use, design and duration of the e-tutorials were deemed effective in terms of user engagement; however, several technological challenges were identified, such as browser incompatibility, uneven sound quality and general Internet connection issues, which disrupted their learning. Overall, students expressed enjoyment of the learning facilitated by the e-tutorials; however, rather than favoring online learning alone, they expressed a preference for a blended learning environment, with a combination of complementary learning approaches; survey respondents did not generally wish to forego face-to-face classes entirely. Recommendations for Practitioners: Instructors should seek to strategically embed interactive digital learning objects in their courses at defined points of need in a logical structure, e.g., to reinforce classroom-based learning, or to support specific skill development. Potential disruption to learning should be minimized by following best practice guidelines to ensure ease of access, a seamless user experience, and timely feedback, as well as providing adequate support for rapid resolution of technical glitches. Recommendation for Researchers: E-tutorials offer a useful means of exploring ways in which students acquire learning in the digital environment. A wider, collaborative exploration is needed to provide comparative studies which move beyond case studies. Impact on Society: Online learning mechanisms, such as e-tutorials, offer students different means of acquiring essential literacy skills and different ways to interact with content. E-tutorials constitute reusable learning objects, which can be accessed as just-in-time delivery modes, when students perceive they need to review particular skills or reinforce learning material. Future Research: This research is now expanding into different types of reusable learning objects. E-tutorials may be developed in multiple ways, and comparative research around e-tutorial models will deepen our understanding of how students interact with content in formal learning contexts. As the digital educational landscape continues to expand alongside traditional face-to-face and analogue learning modes, a key research focus will be student and instructor perceptions and experience of blended learning in different contexts.

Aim/Purpose: This study reports the outcome of how a first pilot semester introductory programming course was designed to provide tangible evidence in support of the concept of Student Ownership of Learning (SOL) and how the outcomes of this programming course facilitate effective student learning. Background: Many instructors want to create or redesign their courses to strengthen the relationship between teaching and learning; however, the researchers of this study believe that the concept of Student Ownership of Learning (SOL) connects to student engagement and achievement in the classroom setting. The researchers redesigned the introductory programming course to include valuable teaching methods to increase Student Ownership of Learning and constructive approaches such as making students design an authentic mobile app project as individuals, partners, or within teams. The high quality of students’ projects positioned them as consultants to the university IT department. Methodology: This paper employs a case study design to construct a qualitative research method as it relates to the phenomenon of the study’s goals and lived experiences of students in the redesigned introductory programming course. The redesigned course was marketed to students as a new course with detailed description and elements that were different from the traditional computer science introductory programming course requirement. The redesigned introductory programming course was offered in two sections: one section with 14 registered students and the other section with 15 registered students. One faculty member instructed both sections of the course. A total of 29 students signed up for the newly redesigned introductory programming course, more than in previous semesters, but two students dropped out within the first two weeks of the redesigned course making a total of 27 students. The redesigned coursework was divided into two parts of the semester. The first part of the semester detailed description and elements of the coursework including a redesigned approach with preparation for class, a quiz, and doing homework in class, which gives students control of decisions whenever possible; and working with each other, either with a partner or in a team. The second part of the semester focuses on students designing a non-trivial working mobile app and presenting their developing mobile app at a significant public competition at the end of the semester. Students developed significantly complex mobile apps and incorporated more complex functionality in their apps. Both Management Information System (MIS) major students and Computer Science major students were in the same course despite the fact that MIS students had never taken a programming course before; however, the Computer Science students had taken at least one course of programming. Contribution: This study provides a practical guide for faculty members in Information Technology programs and other faculty members in non-Computer Science programs to create or redesign an introductory course that increases student engagement and achievement in the classroom based on the concept of Student Ownership of Learning (SOL). This study also deepens the discussion in curriculum and instruction on the value to explore issues that departments or programs should consider when establishing coursework or academic programs. Findings: This study found two goals evidently in support to increase Student Ownership of Learning (SOL). The first goal (Increase their ownership of learning SOL) showed that students found value in the course contents and took control of their learning; therefore, the faculty no longer had to point out how important different programming concepts were. The students recognized their own learning gap and were excited when shown a programming concept that addressed the gap. For example, student comments were met with “boy, we can really use this in our app” instead of comments about how complex they were. The coursework produced a desired outcome for students as they would get the knowledge needed to make the best app that they could. The second goal (Develop a positive attitude toward the course) showed positive results as students developed a more positive attitude towards the course. Student actions in the classroom strongly reflected a positive attitude. Attendance was almost 100% during the semester even though no points for attendance were given. Further evidence of Student Ownership of Learning and self-identity was students’ extensive use of the terminology and concept of the course when talking to others, especially during the public competition. Students were also incorporating their learning into their identities. For example, teams became known by their app such as the Game team, the Recipe team, and the Parking team. One team even made team t-shirts. Another exciting reflection of the Student Ownership of Learning which occurred was the learning students did by themselves. Recommendations for Practitioners: Practitioners can share best practices with faculty in different departments, programs, universities, and educational consultants to cultivate the best solution for Student Ownership of Learning based on student engagement and achievement in the classroom setting. Recommendation for Researchers: Researchers can explore different perspectives with scholars and practitioners in various disciplinary fields of study to create or redesign courses and programs to reflect Student Ownership of Learning (SOL). Impact on Society: Student Ownership of Learning is relevant for faculty and universities to incorporate in the creation or redesigning of coursework in academic programs. Readers can gain an understanding that student engagement and achievement are two important drivers of Student Ownership of Learning (SOL) in the classroom setting. Future Research: Practitioners and researchers could follow-up in the future with a study to provide more understanding and updated research information from different research samples and hypotheses on Student Ownership of Learning (SOL).

Aim/Purpose: During the education of future engineers and experts in the field of computer science and information communication technology, the achievement of learning outcomes related to different levels of cognitive ability and knowledge dimensions can be a challenge. Background: Teachers need to design an appropriate set of activities for students and combine theory-based knowledge acquisition with practical training in technical skills. Including various activities for formative assessment during the course can positively affect students’ motivation for learning and ensure appropriate and timely feedback that will guide students in further learning. Methodology: The aim of the research presented in this paper is to propose an approach for course delivery in the field of software engineering and to determine whether the use of the approach increases student’s academic achievement. Using the proposed approach, the course Process Modeling for undergraduate students was redesigned and experimental study was conducted. Course results of the students (N=82) who took the new version of the course (experimental group) were compared to the results of the students from the control group (N=66). Contribution: An approach for a blended learning course in the field of software engineering was developed. This approach is based on the formative assessment activities that promote collaboration and the use of digital tools. Newly designed activities are used to encourage a greater level of acquired theoretical content and enhance the acquisition of subject-specific skills needed for practical tasks. Findings: The results showed that students who participated in the formative assessment activities achieved significantly better results. They had significantly higher scores in the main components of assessment compared to the students from the control group. In addition, students from the experimental group expressed positive views about the effectiveness of the used approach. Recommendations for Practitioners: The proposed approach has potential to increase students’ motivation and academic achievements so practitioners should consider to apply it in their own context. Recommendation for Researchers: Researchers are encouraged to conduct additional studies to explore the effectiveness of the approach with different courses and participants as well as to provide further insights regarding its applicability and acceptance by students. Impact on Society: The paper provides an approach and an example of good practice that may be beneficial for the university teachers in the field of computer science, information-communication technology, and engineering. Future Research: In the future, face-to-face activities will be adapted for performance in an online environment. Future work will also include a research on the possibilities of personalization of activities in accordance with the students’ characteristics.

Aim/Purpose: Business analytics is a cross-functional field that is important to implement for a college and has emerged as a critically important core component of the business curriculum. It is a difficult task due to scheduling concerns and limits to faculty and student resources. This paper describes the process of creating a central video repository to serve as a platform for just in time teaching and the impact on student learning outcomes. Background: Industry demand for employees with analytical knowledge, skills, and abilities requires additional analytical content throughout the college of business curriculum. This demand needs other content to be added to ensure that students have the prerequisite skills to complete assignments. Two pedagogical approaches to address this issue are Just-in-Time Teaching (JiTT) and scaffolding, grounded in the Vygoskian concept of “Zone of Proximal Development. Methodology: This paper presents a case study that applies scaffolding and JiTT teaching to create a video repository to add business analytics instruction to a curriculum. The California Critical Thinking Skills Test (CCTST) and Major Field Test (MFT) scores were analyzed to assess learning outcomes. Student and faculty comments were considered to inform the results of the review. Contribution: This paper demonstrates a practical application of scaffolding and JiTT theory by outlining the process of using a video library to provide valuable instructional resources that support meaningful learning, promote student academic achievement, and improve program flexibility. Findings: A centrally created library is a simple and inexpensive way to provide business analytics course content, augmenting standard content delivery. Assessment of learning scores showed an improvement, and a summary of lessons learned is provided to guide implications. Recommendations for Practitioners: Pedagogical implications of this research include the observation that producing a central library of instructor created videos and assignments can help address knowledge and skills gaps, augment the learning of business analytics content, and provide a valuable educational resource throughout the college of business curriculum. Recommendation for Researchers: This paper examines the use of scaffolding and JiTT theories. Additional examination of these theories may improve the understanding and limits of these concepts as higher education evolves due to the combination of market forces changing the execution of course delivery. Impact on Society: Universities are tasked with providing new and increasing skills to students while controlling the costs. A centrally created library of instructional videos provides a means of delivering meaningful content while controlling costs. Future Research: Future research may examine student success, including the immediate impact of videos and longitudinally using video repositories throughout the curriculum. Studies examining the approach across multiple institutions may help to evaluate the success of video repositories. Faculty acceptance of centrally created video libraries and assignments should be considered for the value of faculty recruiting and use in the classroom. The economic impact on both the university and students should be evaluated.

Aim/Purpose: Despite playing a critical role in shaping the future, 70% of undergraduate engineers report low levels of motivation. Student disengagement and a lack of ownership of their learning are significant challenges in higher education, specifically engineering students in the computer science department. This study investigates the various causes of these problems among first-year undergraduate engineers. Background: Student disengagement has become a significant problem, especially in higher education, leading to reduced academic performance, lower graduation rates, and less satisfaction with learning. The study intends to develop approaches that encourage a more interesting and learner-motivated educational environment. Methodology: This research uses a mixed methods approach by combining quantitative data from a survey-based questionnaire with qualitative insights from focus groups to explore intrinsic and extrinsic motivators, instructional practices, and student perceptions of relevance and application of course content. The aim of this method is to make an all-inclusive exploration into undergraduate engineering students’ perspectives on factors contributing to this disengagement and the need for more ownership. Contribution: Inculcating passion for engineering among learners seems demanding, with numerous educational programs struggling with issues such as a lack of interest by students and no personal investment in learning. Understanding the causes is of paramount importance. The study gives suggestions to help teachers or institutions create a more engaged and ownership-based learning environment for engineering students. Findings: The findings revealed a tangled web influencing monotonous teaching styles, limited opportunities and applications, and a perceived gap between theoretical knowledge and real-world engineering problems. It emphasized the need to implement more active learning strategies that could increase autonomy and a stronger sense of purpose in their learning journey. It also highlights the potential use of technology in promoting student engagement and ownership. Further research is needed to explore optimal implementation strategies for online simulations, interactive learning platforms, and gamification elements in the engineering curriculum. Recommendations for Practitioners: It highlights the complex interplay of intrinsic and extrinsic motivation factors and the need to re-look at instructional practice and emphasize faculty training to develop a more student-centered approach. It also stresses the need to look into the relevance and application of the course content. Recommendation for Researchers: More work needs to be done with a larger, more diverse sample population across multiple institutions and varied sociocultural and economic backgrounds. Impact on Society: Enhancing learners’ educational experience can result in creating a passionate and competent team of engineers who can face future obstacles fearlessly and reduce the production of half-baked graduates unprepared for the profession’s challenges. Future Research: Conduct long-term studies to assess the impact of active learning and technology use on student outcomes and career readiness. Investigate scaling up successful strategies across diverse engineering programs. See if promising practices work well everywhere.

In the competitive landscape of globalised markets, businesses must prioritise cost reduction for sustained competitiveness. This study delves into the dynamic facility layout problem (DFLP) within a cable production company in Kerala, emphasising adaptability to changing production demands. Addressing material handling costs and rearrangement expenses, the research evaluates the efficacy of the current static layout and explores the benefits of transitioning to a dynamic layout. The case study reveals potential cost savings through the strategic restructuring of machine arrangements. The innovative machine learning-based genetic algorithm (ML-GA) integrates machine learning algorithms, genetic algorithms, and a local search method, offering a cutting-edge solution to dynamic facility layout challenges. By considering demand variability and relocation costs, the study provides insights for informed decision-making, emphasising the significance of material flow patterns. This research contributes to enhancing efficiency and profitability, providing practical implications for businesses navigating the complexities of modern manufacturing.

In the construction sector, moulding machines are crucial in producing concrete products, yet changing their mould can pose challenges for some businesses. This paper presents a case study aimed at reducing the setup time of HESS RH 600 moulding machine. Four alternatives are proposed and evaluated to achieve this goal. The first alternative involves converting internal to external activities, while the subsequent alternatives aim to improve the basic solution. These include building a canopy near the machine (alternative 2), installing an air reservoir (alternative 3), and a comprehensive approach involving building the canopy, installing the air reservoir, and adding a new forklift to facilitate the machine setup process (alternative 4). The analytic hierarchy process (AHP) heuristic method is used to select the best alternative solution based on prespecified criteria. It is found that the application of the single-minute exchange of die (SMED) solution without any further improvement is the most favourable.

This article presents a case study that outlines the potential of DigiBot technology, an interactive automated response program, in mobile open learning (MOL) for business subjects. The study, which draws on a project implemented in Sub-Saharan Africa, demonstrates the applications of DigiBots delivered via WhatsApp to over 650,000 learners. Employing a mixed-methods approach, the article reports on live event tracking, qualitative observations from facilitators and learning technologists, and a learner survey (<i>N</i> = 304,000). The research offers practical recommendations and proposes a model for scalable DigiBot learning. Findings reveal that in this case, DigiBot MOL had the potential to effectively address two key obstacles in open learning: accessibility and scalability. Leveraging mobile platforms such as WhatsApp mitigates accessibility restrictions, particularly in resource-constrained contexts, while tailored micro-learning enhances scalability.

Bright Lights has a history of success, but is at a pivotal point, facing the pains of strategic change. One salesperson has found a way to maintain sales and increase profit margin, but it requires operating between the lines of ethical boundaries. Ethics provides a choice between right and right as opposed to moral temptation of right and wrong (Kidder, 1996). As the case unfolds, Jim receives a mandate of which customers he can call on, reducing sales, profit margin, and customer satisfaction. A top performer, Jim finds a solution within company policy and the law, but although not hidden, is not entirely transparent. This creates two ethical decisions: 1) Should he be reprimanded or praised? 2) Should the company update policies to ban his actions, or promote his actions among other salespeople? This case clearly strikes the dilemma found in navigating the boundaries of a questionable business strategy.

The Penn State University Libraries and Information Technology Services (ITS) collaborated on the development of Curation Architecture Prototype Services (CAPS), a web application for ingest and management of digital objects. CAPS is built atop a prototype service platform providing atomistic curation functions in order to address the current and emerging requirements in the Libraries and ITS for digital curation, defined as “... maintaining and adding value to a trusted body of digital information for future and current use; specifically, the active management and appraisal of data over the entire life cycle” (Pennock, 2006)[7]. Additional key goals for CAPS were application of an agile-style methodology to the development process and an assessment of the resulting tool and stakeholders’ experience in the project. This article focuses in particular on the community-building aspects of CAPS, which emerged from a combination of agile-style approaches and our commitment to engage stakeholders actively throughout the process, from the construction of use cases, to decisions on metadata standards, to ingest and management functionalities of the tool. The ensuing community of curatorial practice effectively set the stage for the next iteration of CAPS, which will be devoted to planning and executing the development of a production-ready, enterprise-quality infrastructure to support publishing and curation services at Penn State.