Purpose This paper aims to explore the requirements of organizational knowledge management initiatives using requirements engineering techniques, identifying the optimal techniques configuration and serving as a management tool for knowledge engineers. Design/methodology/approach The method is selection attributes. Knowledge management enablers are characterized and mapped with the coverage capabilities of requirements engineering techniques, using the attributes of the elicited object and a box-plot analysis. The information is gathered from 280 references, 32 companies and 16 experts in requirements engineering. Findings Requirements of organizational knowledge management initiatives are got optimally by combining interviews, use cases, scenarios, laddering and focus group techniques. The requirements of structure and processes are more complex to identify, while culture requirements are the best covered. Research limitations/implications Knowledge management enablers are analyzed according to the current studies and comprehension of engineering techniques. Practical implications Knowledge engineers need to consider the coverage capabilities of engineering techniques to design an optimal requirement identification and meet the objectives of organizational knowledge acquisition initiatives. Requirement engineers can improve the requirements identification by a staged selection process. Social implications The requirements of knowledge management initiatives that impact the community can be identified and traced to ensure the knowledge objectives. Requirements related to culture and people, like shared values, beliefs, and behaviors, are also considered. Originality/value To the best of the authors’ knowledge, this is the first study about formal requirement identification of knowledge management initiatives in the organizational context, providing the optimal configuration. A novel staged process is proposed for requirements engineering techniques selection, analyzing the enablers at component level and identifying the attributes associated with the elicited object.

Este escrito plantea cuatro desafíos del marketing a los que se enfrentan las empresas en la era digital teniendo en cuenta el enfoque estratégico, tecnológico y táctico; su objetivo es ayudar a que las organizaciones, en especial los departamentos de marketing, puedan tomar mejores decisiones implementando la analítica de datos. En la primera parte del artículo se presenta la definición y evolución del marketing desde la revolución industrial, con su enfoque en el producto y la producción en masa, hasta el marketing actual, que está centrado en el consumidor y las necesidades del cliente buscando una diferenciación y personalización tanto de productos como de servicios basándose en los avances tecnológicos y los diversos accesos a la información. En la segunda parte se especifica qué es <em>Big Data</em>, los volúmenes de datos, los tipos de datos y sus fuentes; igualmente, se puntualiza qué es la analítica de datos (<em>data analytics</em>). El tercer aporte esboza la descripción del marketing en nuestros días y cómo los servicios de la Web 2.0 (redes sociales, RSS, tecnologías rápidas de mensajería, vídeos, mensajería instantánea, wikis, <em>blogs</em>, etc.) y sus bases teóricas ayudan a la captación, fidelización y posicionamiento de marca. Por último, se presentan los cuatro desafíos para las empresas en la actual era digital: el desafío de las 6V (volumen, velocidad, variedad, veracidad, valor y visualización); los retos estratégicos, tecnológicos y operativos en las organizaciones; las tendencias del marketing y la medición del ROMI (<em>return on marketing investment</em>). <h5 style="margin: 0cm; margin-bottom: .0001pt; text-indent: 0cm; mso-list: l0 level5 lfo1; tab-stops: list 0cm;"> </h5>

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A Format for a Graphical Communication Protocol STATUS OF THIS MEMOThis paper describes the requirements for a graphical format on which to base a graphical on-line communication protocol. The proposal is an Interactive Graphical Communication Format using the GKSM session metafile. Distribution of this memo is unlimited. ABSTRACTThis paper describes the requirements for a graphical format on which to base a graphical on-line communication protocol. It is argued that on-line graphical communication is similar to graphical session capture, and thus we propose an Interactive Graphical Communication Format using the GKSM session metafile.We discuss the items that we believe complement the GKSM metafile as a format for on-line interactive exchanges. One key application area of such a format is multi-media on-line conferencing; therefore, we present a conferencing software architecture for processing the proposed format. We make this format specification available to those planning multi-media conferencing systems as a contribution toward the development of a graphical communication protocol that will permit the interoperation of these systems.We hope this contribution will encourage the discussion of multimedia data exchange and the proposal of solutions. At SRI, we stay open to the exploration of alternatives and we will continue our research and development work in this problem area. ACKNOWLEDGEMENTSThe author wants to thank Andy Poggio of SRI who made many insightful and valuable suggestions that trimmed and improved level U. His expertise in multi-media communication systems and his encouragement were a most positive input to the creation of this IGCF. Dave Worthington of SRI also participated in the project discussions involving this IGCF. Thanks are also due to Tom Powers, chairman of ANSI X3H33, who opened this forum to the presentation of an earlier version of this paper, thereby providing an opportunity for the invaluable feedback of the X3H33 members. Jon Postel of ISI recommended a number of changes that made this paper more coherent and accessible.

Este trabajo presenta un modelo de aplicación de entornos virtuales de aprendizaje (eva) en formación profesional para la transferencia de conocimiento entre centros de formación profesional y empresas, formulado a partir de un análisis de modelos de integración de las tic en centros formativos y entornos productivos para la transferencia de conocimiento en Europa, y que se ha diseñado para la región de Castilla y León, España. El sistema de formación profesional basado en competencias es un elemento puente entre dos mundos: el educativo y el empresarial. La transferencia de conocimiento permite al alumnado el desarrollo de competencias clave que facilitan su empleabilidad. El modelo dace consta de cuatro componentes conectados: docente, alumno, centro y empresa. Cada nodo contiene las acciones estratégicas que incluyen competencia digital, networking y herramientas de la Web 2.0.

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