The power and importance of collaboration and knowledge sharing within knowledge-intensive innovation focused environments is a huge driving force in today's knowledge driven economy. Decisions taken are based on knowledge available, and knowledge is gained by asking questions. Within a Living Lab environment, information and knowledge dissemination can take on many forms and are cardinal to the Living Lab's successful operation, where the creation of innovative solutions is a key deliverable. This paper presents a framework that incorporates questions as additional metadata tags to catalyze knowledge discovery. The question metadata are used as part of a collection of knowledge support services developed utilizing a Living Lab approach. The objective of the knowledge support services is to provide mechanisms to enable and fulfill various knowledge oriented activities such as information acquisition, learning, and knowledge sharing. Each of the knowledge oriented activities is enabled by the implementation and use of Knowledge Objects. This paper reviews popular metadata formats, including the Dublin Core standard, the Learning Object Metadata standard, and the Sharable Content Reference Model (SCORM). Also presented is the concept of a Knowledge Object Wrapper, a collection of metadata as part of a class hierarchy, which includes questions. The concept of a Knowledge Object is also revisited.
Aim/Purpose: In this paper the authors explore and analyse the literature to determine the common reasons why a student may choose to plagiarise. The predominant purpose of the research formed part of a larger study to develop metrics and methods to identify potential plagiarism within coding-based assignments. Methodology: A systematic literature review with the objective to identify and rank the most common reasons for plagiarism was conducted. This was achieved by identi-fying primary studies conducted on the reasons for plagiarism. The identified studies were subsequently subjected to a top down quality assessment with a number of criteria. In total, 37 studies made it through the selection process. The results of the selected studies were synthesized to obtain a ranked list of reasons why students plagiarise. Contribution: This paper contributes a ranked list of reasons that may influence a student’s decision to plagiarise, based on a set of categories emerging from the literature. Findings: Eleven possible categories indicating the common reasons behind a student’s decision to plagiarise are identified. The literature revealed that aspects such as the external values of the student and attitudes towards academia and teaching styles are significant factors that impact a student’s willingness and decision to plagiarise. Impact on Society: Instructors may gain a better understanding on why their students decided to plagiarise.
This paper presents the success story of the intuitive vision of an Information and Communication Technology (ICT) high school educator in South Africa. The growth and evolution of a Community of Practice towards a full-fledged living lab is investigated. A grounded theory study analyses the living lab concept and highlights some of the current challenges secondary high school ICT education face within the South African educational landscape. Some of the concepts, ideas, best practices, and lessons learned in the establishment and running of two web based technologies to support secondary school ICT subjects is discussed. The researchers present a motivation for the use of living labs to address some of the issues identified and highlights how the existing platforms fits into bigger design.
Aim/Purpose: In this research the authors present the designs of three different knowledge object meta-data wrapper models as a supportive technology to assist the knowledge intensive operations of a network of knowledge, such as a living lab. Background: Within any knowledge driven network environment there is a need to increase the corporate knowledge capacity of the network. The role of experts and knowledge brokers are emphasized, and the exchange of knowledge based on prior experiences informing corporate memories of the members, is the departure point of this research. Methodology: The primary research method applied is that of the design science research methodology supported by experience and application research and the literature. Contribution: Three different metadata models are presented that will when implemented support the informing process within the network of knowledge. The models are grounded on the utilization of metadata elements composing of various key descriptors as found in activity theory and normal means of heuristic enquiry which entail common questions. The elements are annotated and fur-ther enriched using standard JSON-LD IRI pairs. The presented models expand on the extant knowledge of the use of metadata annotations and present a novel way in encapsulating the corporate memories of knowledge workers in the form of knowledge object wrappers. Findings: The results of the evaluation process of the design science research methodolo-gy applied, showed that there is a consensus that the use of knowledge object wrappers as additional metadata, containers could enhance the knowledge ca-pacity and efficiency of a LL and in particular the knowledge brokers.
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