Cognitive eTransformation Framework for Education Sector

Authors: A. Hol

Abstract:

21^st century brought waves of business and industry eTransformations. The impact of change is also being seen in education. To identify the extent of this, scenario analysis methodology was utilised with the aim to assess business transformations across industry sectors ranging from craftsmanship, medicine, finance and manufacture to innovations and adoptions of new technologies and business models. Firstly, scenarios were drafted based on the current eTransformation models and its dimensions. Following this, eTransformation framework was utilised with the aim to derive the key eTransformation parameters, the essential characteristics that have enabled eTransformations across the sectors. Following this, identified key parameters were mapped to the transforming domain-education. The mapping assisted in deriving a cognitive eTransformation framework for education sector. The framework highlights the importance of context and the notion that education today needs not only to deliver content to students but it also needs to be able to meet the dynamically changing demands of specific student and industry groups. Furthermore, it pinpoints that for such processes to be supported, specific technology is required, so that instant, on demand and periodic feedback as well as flexible, dynamically expanding study content can be sought and received via multiple education mediums.

Keywords: Education sector, business transformation, eTransformation model, cognitive model, cognitive systems, eTransformation.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.2021543

References:

[1] M. B. Rosson, and J. M. Carrol, 2002 “Scenario-Based Design: The Human Computer Interaction Handbook,” Lawrence Erlbaum Associates, pp. 1032-1050.
[2] CISCO 2017 Creating the 21st Century Campus Innovation in higher education through collaborative solutions available from https://www.cisco.com/c/dam/en_us/solutions/industries/downloads/creating-21st-century-campus-in-higher-education.pdf
[3] T. Dodd, “University of Adelaide is phasing out lectures,” Financial Review, 29th June, 2015 from: http://www.afr.com/technology/apps/education/university-of-adelaide-is-phasing-out-lectures-20150625-ghxgoz accessed on 5th February 2018
[4] A. Hol and A. Ginige, 2011, “A case study approach: eT guide - assisting the eTransformation journey” International Journal On Advances in ICT for Emerging Regions, Vol 4, No 3.
[5] A. Hol, 2017, “eTransformation framework for the cognitive systems”, International Journal of Business and Economics Engineering, Vol 11, No 7 , pp 1813 - 1822.
[6] International Education Association of Australia Internationalisation of the Curriculum Network 2017, from: https://www.ieaa.org.au/networks/internationalisation-of-the-curriculum accessed on 5th February 2018
[7] G. E. Kelly, 2011, “Lecture attendance rates at university and related factors”, Journal of Further and Higher Education, Vol. 36, No: 1. pp 17-40
[8] M. J. Kintu, C. Zhu and E. Kagambe, 2017, “Blended learning effectiveness: the relationship between student characteristics, design features and outcomes”, International Journal of Educational Technology in Higher Education, Vol: 14, No: 7. pp 1-20.
[9] P, Massingham and T. Herrington, 2006, “Does Attendance Matter? An Examination of Student Attitudes, Participation, Performance and Attendance”, Journal of University Teaching & Learning Practice, Vol: 3, No: 2, pp: 82-103
[10] Pearson, 2018, “My Labs Mastery”, 23 March, 2018: from: https://www.pearsonmylabandmastering.com/au/ accessed on 8th March 2018
[11] R. J. Rodgers, 2001, “A panel-data study of the effect of student attendance on university performance”, Australian Journal of Education, Vol. 45, No: 3, pp: 284-295.
[12] Steemit, 2018, “Reaching 50 Million Users” from: https://steemit.com/steemit/@penguinpablo/on-the-road-to-50-million-steem-users accessed on 2nd March 2018