This paper summarizes how social media and other technologies continue to proliferate; the shifting economic landscape will precipitate more adaptive approaches for managers attempting to understand the multi-dimensional virtual aspects of communication with the artificial intelligence aspect. Also, we discover the different existing support of big data analytics to make a rational business decision. The methodology is the systematization literature sources within this context and approaches for the underlining approach to open big data analytics and support innovative leadership decisions in Canada. The paper is carried out in the following logical sequence to gain an understanding of how customer relations managers could utilize social media within a data analytics frame from scholar and practitioner perspectives. This literature research review original paper outlines the main themes including the role of social media, the experiences of using data analytics for customer relations management, and the notion that customer-centric technologies could change the dynamic of understanding customer intentions, leadership decisions and introduce the innovative management with using the big data analytics in place. The results of the critical thinking with analysis both authors can be useful for any business around the World that would like to start using Artificial Intelligence to support innovative management decisions. The emergent themes that were highlighted based on the realities of customer relations management may be significant to how the integration of social media feedback resulting from crowdsourcing in addition to existing data analytics could better position organizations in this evolving world. The implications of linking innovative management processes such as demographic analysis, platform understanding, and communication methods together are crucial for any public business with a global impact. Finally, the understanding of innovation management in a social media era and understanding how customers utilized open big data analytics sources could help leadership practices across industries around the World. Keywords: Big Data Analytics, Innovative Leadership, Management of Social Media, Open Sources.

The purpose of this study is to identify how importance is human domain knowledge and business data analytics to support modern financial decision. Understanding whether social media narratives could provide a value-add to current customer relationship management practices could be quite valuable. Design/methodology/approach-An analysis of the literature was undertaken and based on an assessment of the literature, conceptual states and pragmatic approaches as well as existing theoretical understandings and frameworks. An explorative case study approach based on Yin’s design will be utilized as a framework as well as a demographic survey to distill even further the characteristics of the sampling from a customer, management and social media user perspective. Furthermore, a customer relationship management framework which would include the adjoining of data analytics and social media narratives will be discussed in context of the research findings. This will help researchers and practitioners more readily explore the shared value framework which the study will be based and contribute to a more fulsome consideration of customer relationship management practice shifts within a technological and social media-oriented age. The contributions of this research will also help reiterate the importance of context in data management as well as the importance of the paradigmatic power shifts reflected in consumer usage of social media, product or service offerings, social consciousness and ethical practice as it relates to the influence of consumer intentions and subsequent purchasing intentions.The purpose of this qualitative exploratory case study was to gain common understandings of how importance is human domain knowledge and business data analytics to support modern financial decision. In order to support reliable and valid research, a purposive sample of customer relations managers, business analysts who have customer relations management (CRM) roles, and customers who utilize social media for the purposes of product or service development was attained.

The presence of school leadership standards in graduate education has come to influence the scope and content of leadership programs, highlighting tensions between political, practical, and scholarly views of leaders and leadership. This paper reports on a study of instructional practices within a graduate program in educational leadership connected to the Alberta Leadership Quality Standard to explore how instructors, as policy actors, encounter leadership standards not just as policies of compliance but of possibility. We interpret interview data from three faculty members through the lens of policy enactment to understand how their instruction negotiated relationships of theory and practice and how they negotiated the policy-based regulatory discourses associated with school leadership standards. Working between images of policy standards as text and discourse, findings show instructors engaged in dialogic commitments that help students develop practical and scholarly competencies while displacing the authority of standards, recontextualizing the standardization of leadership, and displacing the standards’ normative gaze.

This paper explores problem-based learning as a signature pedagogical approach to developing preservice teachers' assessment literacy. In teacher education programs, instructors are often challenged to engage preservice teachers in building pedagogical and assessment capacities that are essential for developing K-12 students' competencies. A cohort of instructors from an undergraduate assessment course were involved in a self-study, which enabled them to engage in ongoing, reflective inquiries into their enactment of PBL to develop preservice teachers' assessment literacy. Data sources include instructors' reflections, professional conversations, and meeting minutes. Implications of this self-study on future iterations of the design of the course, theoretical considerations, and pedagogical approaches that could be explored by other teacher preparation programs and instructors will be discussed.

This design-based study focused on supporting students in grade 7 and 9 math classes by implementing a flipped learning model. In this study the researchers explored the perceptions of teachers and students about the benefits and challenges of a technology-enhanced pedagogy such as flipped learning. The study was conducted from January to June 2021 with two junior high math classes in a charter school in Alberta with a specialization in English language learning, and at a time when classes were shifting between in-person and online learning frequently due to COVID-19. Through a design-based approach, teachers engaged in reflective conversations and journaling, students were surveyed about their experiences with the flipped learning approach, and data analytics were reviewed from the videos and embedded quizzes assigned as pre-learning activities. The Technological Pedagogical Content Knowledge (TPACK) framework was used to explore the relationship between technology, pedagogy, and content knowledge for designing flipped learning activities. The results from this study demonstrated the efficacy of the procedures, instruments, and value in extending the study to involve more classes and subject areas. Participants were satisfied with using the flipped learning approach for improving students’ engagement, agency, and mathematical understanding. Research in flipped learning can help inform teachers and schools in any teaching scenario whether in person, when teaching online, in blended learning environments, and when employing emergency remote learning.