The rise of social media has transformed the way of collaboration between organizations and customers. Social content resulting from the active collaboration between both parties on a social media platform should be managed accordingly. Thus, social content management (SCM) framework should be developed as a guide to managing the social content. Such SCM framework should be able to augment existing frameworks, which mainly focuses on the value of social content for the organizations. Hence, based on the service science perspective, this article proposes an SCM framework that focusses on value to both organizations and its customers. In order to do this, the concept of Service Dominant Logic and the DART model are adopted to explore and extract the elements and factors that collectively become the dimensions of the proposed SCM framework. Experts' review of the elements and factors is conducted to ensure that the dimensions in the SCM framework are acceptable and have practical value. The proposed framework is then validated via an instrument whose content validity is investigated by using Lawshe's Technique. This framework could assist the organizations in the decision-making process towards innovating services and in the management of social content.
In recent years, the learning object (LO) concept has been introduced to allow sharing of smaller and portable learning materials on the Internet. Its features, concept, components, and other related matters have been fairly debated among researchers and practitioners. Attempts have been made to derive definition, model, and its working application. However, the failure to embed learning context and pedagogical instructional role within metadata has contributed to the significance of LO educational values. Despite the efforts taken by various research groups and researchers to propose metadata that exhibit the LO pedagogical role, the accomplishment of these works is geared towards specific education environments or institutions. Therefore, it is desirable to attain new metadata elements that will capture the LO context and pedagogical aspects and increase the reusability features applicable to any education setting or environment. It is the intention of this paper to describe the work done in providing a new metadata element based on theoretical analysis.
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