The Role of Technology for Strategic Planning Systems: The Case of Dynamic Strategic Planning System

Transmedia learning: fact or fiction? A systematic review (Aprendizaje transmedia: ¿realidad o ficción? Una revisión sistemática)

“…Moreover, despite the novelty that the concurrence of the defining elements we have been dealing with may imply, we can hardly accept that we are dealing with a new conception of learning, with a new pedagogy; we would rather say, then, that we are facing a broad didactic umbrella that can guide the design of learning experiences based on the articulation of elements that, indeed, come from a different conception of cultural phenomena. Thus, as we said, we could approach TL from three reference frameworks: the ideas of participatory culture and media convergence (Jenkins, 2006), the pillars of socioconstructivism (Biggs, 1996) and those of Siemens’ connectivism (2004, 2006). And, from there, we can propose learning situations driven by the need for the subject to develop a story (Dickinson-Delaporte et al, 2020; Wiklund-Engblom et al, 2013), with the resources they have at hand and consider (analogue and digital; Pereira & Pedro, 2020; Raybourn, 2014, 2017) and in a community context, in which collaboration will not be a decision but a necessity (Ellis et al, 2018; Fleming, 2013).…”

“…Además, pese a la novedad que puede implicar la concurrencia de los elementos definitorios que hemos ido abordando, difícilmente podremos aceptar que se trate de una nueva concepción del aprendizaje, de una nueva pedagogía; más bien diríamos, pues, que estamos ante un paraguas didáctico que puede orientar el diseño de experiencias de aprendizaje a partir de la articulación de elementos que, ahora sí, provienen de una concepción diferente de los fenómenos culturales. Así, como decíamos, podríamos aproximarnos al AT partiendo de tres marcos referenciales: las ideas de cultura participativa y convergencia mediática (Jenkins, 2006), los pilares del socioconstructivismo (Biggs, 1996) y los del conectivismo de Siemens (2004, 2006). Y, a partir de ahí, podemos plantear situaciones de aprendizaje movidas por la necesidad de que el sujeto desarrolle una historia (Dickinson-Delaporte et al, 2020; Wiklund-Engblom et al, 2013), con los recursos que tenga a mano y considere (analógicos y digitales; Pereira & Pedro, 2020; Raybourn, 2014, 2017) y en un contexto comunitario, en que la colaboración no será una decisión sino una necesidad (Ellis et al, 2018; Fleming, 2013).…”

Consultants' Tools to Manage Digital Transformation

“…Siemens' Digital Compass Trademark methodology involves using maturity maps and then value driven roadmaps, programs, projects to build a business case and predict customer business value (PWC, 2018a;Siemens, 2017aSiemens, , 2018dSiemens, , 2020aSiemens, , 2020bSiemens, , 2020cSiemens, , 2020d. The roadmap and most impactful projects answers questions how and when in digital consulting (Siemens, 2019c, p. 19).…”

“…This includes program management, change management, and key performance indicator tracking system (Siemens, 2020a). The digital transformation journey takes the roadmap to programs and projects (Siemens, 2017d(Siemens, , 2018d(Siemens, , 2020c. Roadmaps initiate, oversee and finalize programs.…”

“…Projects may plan and schedule the transformation journey (PWC, 2018a;Siemens, 2018dSiemens, , 2020c. Digital transformation will involve one or several pilot projects and scaling (PWC, 2018a).…”