Information Problem Solving Research Articles

조직간 관계특성이 공급사슬 민첩성에 미치는 영향에 관한 연구: 공급업체 관점으로

Supply chain management(SCM) helps firms in integrating their business by collaborating with other value chain partners to meet the unpredictable demand of the end user. Agility is the fundamental characteristic of a supply chain needed for survival in turbulent and volatile markets, which are becoming norms as product life cycles shorten and environmental forces create additional uncertainty resulting in higher risk in the supply chain management. Literature reviews reveals various factors that could affect the agility. The objective of this study is to derive interdependence, partnership, quality of information, joint problem solving, modelize the mutual influential relationship between them, and look into the influential relationship influencing the agility. To test the proposed model, we used a data set generated from survey. Date analysis was conducted using 122 respondents. We used structural equation model (SEM) implemented in partial least square(PLS). The results of this study can be summarized as follows. Interdependence had a significant impact on partnership. Partnership had a significant impact on quality of information and joint problem solving. Quality of information had a significant impact on joint problem solving. Quality of information and joint problem solving had a significant impact on agility. This study diagnoses that Inter-organizational relationship characteristics are important for supply chain agility. Inter-organizational relationship characteristics are considered as an essential factor for supply chain agility.

Employment Outcomes of Graduates in Selected Higher Educational Institutions in Eastern Visayas, Philippines

This study aimed to describe the socio-demographic profile of graduates and determine the major factors that affect employment outcomes of HEl graduates in Eastern Visayas, Philippines. lt used secondary data from the graduate tracer studies in 2008, involving 2,097 sample graduates who were randomly selected by degree program and year graduated. Ordered logit regression was employed to determine the factors that significantly affect employment outcomes. Communication skills, human relation skills, information technology skills and problem solving skills were found to be the major skills and competencies of graduates with better employment outcomes. Moreover, graduates who earned honors and awards, had higher licensure examination rating, recommendation from influential personalities, good performance in walk-in application and appropriate response to job advertisements are more likely to be employed related to the degree taken up. Graduates in mass communication and documentation had the highest probability for the most favorable labor market outcomes, indicating that these graduates have better chances o fbeing employed related to the degree they took up.

Employment Outcomes of Graduates in Selected Higher Educational Institutions in Eastern Visayas, Philippines

This study aimed to describe the socio-demographic profile of graduates and determine the major factors that affect employment outcomes of HEl graduates in Eastern Visayas, Philippines. lt used secondary data from the graduate tracer studies in 2008, involving 2,097 sample graduates who were randomly selected by degree program and year graduated. Ordered logit regression was employed to determine the factors that significantly affect employment outcomes. Communication skills, human relation skills, information technology skills and problem solving skills were found to be the major skills and competencies of graduates with better employment outcomes. Moreover, graduates who earned honors and awards, had higher licensure examination rating, recommendation from influential personalities, good performance in walk-in application and appropriate response to job advertisements are more likely to be employed related to the degree taken up. Graduates in mass communication and documentation had the highest probability for the most favorable labor market outcomes, indicating that these graduates have better chances o fbeing employed related to the degree they took up.

Legal educators’ perceptions of lifelong learning: conceptualisation and practice

Lifelong learning appears frequently on university statements of desirable graduate outcomes. It is also referred to as a desirable outcome for Australian law graduates. This paper examines academic staff perceptions of lifelong learning as part of a broader study about assessment practices in a recently established Australian law school. Findings indicate that participants value lifelong learning, and that some of their perceptions of assessment principles and practice are broadly aligned with the lifelong learning paradigm. However, responses also indicate a lack of precision about how students’ capacity for lifelong learning ought to be developed, as well as a tendency for participants to conflate the ‘self-management’ component of lifelong learning with a more traditional, higher education concept of learner autonomy. The paper argues that imprecision and confusion about how to assess relevant skills and attributes will continue where lifelong learning is understood only in general terms, or as a sub-set of generic, graduate attributes. It therefore recommends that some unpacking of the concept be undertaken, at the institutional level, and that possible assessment models and exemplars be provided for the different lifelong learning domains, including: self-awareness; self-management and judgement; self-efficacy and motivation; and relevant generic graduate skills such as research and/or information literacy, critical thinking and problem solving.

When metacognitive prompts help information search in collaborative setting

IntroductionIt is not surprising that information problem solving (IPS) as “metacognitively complex situations” (Veenman et al., 2004) become an interesting area to study ways to foster the metacognitive processing they required, but that are not spontaneously activated. ObjectiveThe goal of the present study was to investigate the positive effect of metacognitive incentives, provided as question prompts, on the metacognitive processing required to collaboratively solve the information problem, and on the IPS scores. MethodOn the basis of the literature, the prompts were embedded in the IPS process and aimed to support three steps of IPS: information search, information classification and information presentation. Such question prompts were expected to positively impact IPS scores related to each step, compared to a condition without prompt. Moreover, we assumed that the positive effects of question prompts would be mediated by the level of metacognitive processing they activated. An experimental study involving IPS partially conducted in dyads was conducted with two conditions (with prompts, n=12 and without prompts, n=14). ResultsResults partially confirmed the direct and mediated effects of question prompts, but only when oriented on the first step of information search. There were no effects of the question prompts orienting on the next steps of information classification and information presentation. ConclusionResults of this study shed light on the role of metacognition in IPS and allowed to suggest some instructional implications of question prompts to support the IPS process.

Medical informatics in the curriculum: development and delivery of an online elective

Edward Shortliffe's often-cited definition describes medical informatics (MI) as: The rapidly developing scientific field that deals with the storage, retrieval, and optimal use of biomedical information, data, and knowledge for problem solving and decision making. It accordingly touches on all basic and applied fields in biomedical science and is closely tied to modern information technologies, notably in the areas of computing and communications. [1] This definition provided the context for a survey of medical informatics course, a two-week online elective for medical students. Technology provided the means to deliver course content as instructors took full advantage of evolving courseware, multimedia production tools, and web applications.

Improving Information Problem Solving skills in Secondary Education through embedded instruction

This empirical study consists in an investigation of the effects, on the development of Information Problem Solving (IPS) skills, of a long-term embedded, structured and supported instruction in Secondary Education. Forty secondary students of 7th and 8th grades (13–15 years old) participated in the 2-year IPS instruction designed in this study. Twenty of them participated in the IPS instruction, and the remaining twenty were the control group. All the students were pre- and post-tested in their regular classrooms, and their IPS process and performance were logged by means of screen capture software, to warrant their ecological validity. The IPS constituent skills, the web search sub-skills and the answers given by each participant were analyzed. The main findings of our study suggested that experimental students showed a more expert pattern than the control students regarding the constituent skill ‘defining the problem’ and the following two web search sub-skills: ‘search terms’ typed in a search engine, and ‘selected results’ from a SERP. In addition, scores of task performance were statistically better in experimental students than in control group students. The paper contributes to the discussion of how well-designed and well-embedded scaffolds could be designed in instructional programs in order to guarantee the development and efficiency of the students’ IPS skills by using net information better and participating fully in the global knowledge society.

NOTE FOR EDITOR: Design And Development Of An Intelligent Instructive System: (Scholastic Tutor (St*)

Intelligent Tutoring Systems (ITS) is an act of impacting knowledge while computer teaches or acts as the tutors which is a supplement to human teachers. The ability to teach each student based on their individual abilities a major advantage posed by ITS and that is why it is being embraced in this work. This work describes the design of an Intelligent Tutoring System that was tagged Scholastic tutor (St*), which has the individual learning and collaborative problem-solving modules. The individual tutoring module was designed to provide appropriate lessons to individuals based on his/her background knowledge level, interest, and learning style and assimilation rate prior to using the tutoring system. A software agent is used to monitor and process these parameters, arrange the learning topic, and exercises, for each individual. The collaborative problem-based tutoring module was designed to present tutorial problems and provides facilities to assist learners with some useful information and advice for problem solving. This is because the present lecturing methodology which is the conventional teaching methodology provides an interactive classroom setting that promotes the open exchange of ideas and allows for the lecturer to communicate directly with the students but has a great disadvantage of not teaching all the students according to their own learning rate and pace. The intelligent tutor solves this problem by providing individualised learning for each student where they can learn according to their own pace and learning abilities it will provide remedy and advice when learners encounter difficulties during learning session. The classical model of ITS architecture has four main modules; domain model, student model, tutoring model and the user interface model.

Scaffolding information problem solving in web-based collaborative inquiry learning

This study investigated the impact of different modes of scaffolding on students who are learning science through a web-based collaborative inquiry project in authentic classroom settings and explored the interaction effects with students' characteristics. The intervention study aimed to improve domain-specific knowledge and metacognitive awareness during online information problem solving (IPS) as part of an online inquiry project. Three experimental conditions (teacher-enhanced scaffolding, technology-enhanced scaffolding, and both forms of scaffolding) were compared with a control condition in a two-by-two factorial quasi-experimental design. Moreover, gender and prior knowledge were examined as two factors which may have a significant impact on Web-based learning. In a four-week field study in secondary science education, pretest-posttest differences were measured. In total 347 students from 18 secondary school classes were involved and the classes were randomly distributed over the 4 conditions. Our findings support the notion of multiple scaffolding as an approach to enhance both knowledge acquisition and metacognitive awareness with respect to IPS-processes and to meet a mix of students with different needs within the context of a web-based inquiry learning project.

Special Issue on Omnipresent Intelligent Computing – New Developments and Societal Impact

When the computer revolution began in the second half of the 20th century, few could have foreseen the pervasiveness that intelligent devices would have only half a century later. Today, consumers deal with numerous computing devices providing increasingly sophisticated services. Arguably, no other invention has so profoundly impacted on daily home and work lives as the computer. The downside, however, holds the worrying realization that many artifacts of modern technology now touch on the human sphere to the point of risking an individualfs privacy, security, and well-being. The new millennium carries the computer revolution to unprecedented levels where new computing paradigms excite researchers beyond the limits of science fiction. The burgeoning field of synthetic biology, for example, has given rise to novel computing approaches based on biomolecular materials. Indeed, silicon is no longer the only substrate for intelligent information processing. Other unconventional approaches such as computing with slime molds, for example, now embrace even living organisms. Information processing and problem solving strategies observed in nature have inspired the design of novelmachine learning algorithms. Seemingly unlimited computer power now enables the in silico simulation of living organisms and the study of evolutionary processes with enormous efficiency. Although many of these novel, nature-inspired approaches are still in their infancy, they might bring a paradigm shift in computational science. How such a technology-driven paradigm shift may affect the gsofth components of our modern complex society is a many-faceted issue that deserves our consideration and exploration. This special issue focuses on new developments in intelligent computing. A. Schuster and D. Berrar analyze the potentials and risks of current and emerging intelligent computing paradigms. Their article focuses on the interface between humans and intelligent systems and explores potentials and risks emerging for individuals and for the information society at large. L. Palafox and H. Hashimoto propose a new human activity recognition system that relies on the analysis of five key variables to categorize human activities. A prototypical implementation of the system demonstrates promising results for applications in intelligent room settings. M. Kimura and M. Sugiyama propose a novel approach to unsupervised clustering, which is based on least squares mutual information. The advantage of this approach is that hyperparameters of clustering algorithms such as kernel parameters no longer need to be manually calibrated, but they can be automatically optimized. D. Ricinschi and E. Tokumitsu explore new ways of exploiting physical properties of ferroelectric materials. They investigate how the amount of polarization generated by two electrical pulses can be modeled and explained in the framework of game theory. This special issue informs the research community about exciting new developments in intelligent computing, with an outlook on their societal impacts.

Towards a global brain

At the same time as we are seeing breakthrough after break-through in artificial intelligence, were also seeing the fulfillment of the vision of Vannevar Bush, JCR Licklider, and Doug Engelbart that computers could augment human information retrieval and problem solving. AI turned out not to be a matter of developing better algorithms, but of having enough data. The key applications of the web combine machine learning algorithms with techniques for harnessing the collective intelligence of users as captured in massive, interlinked cloud databases. Bit by bit, this is leading us towards a new kind of global brain, in which we have met the AI, and it is us. We and our devices are its senses, our databases are its memory, its habits, and even its dreams. This global brain is still a child, but as its parents, we have a responsibility to think about how best to raise it. What should we be teaching our future augmented selves? How can we make the emerging global consciousness not only more resilient, but more moral?

Develop and Deliver Essential Information Literacy Programs

There is an explosion of talk about crucial, new literacies for the 21st Century, for example critical thinking, problem-solving, media literacy, technology literacy, digital literacy, visual literacy. The other day, there was even an article about “gaming literacy!” How does one make sense of it all?The common factor in all these literacies is “information” - information seeking, information use, information processing, information presentation, and information evaluation. And, these “information” elements come together in information literacy: the ability to engage in effective and efficient information problem-solving. Information literacy is the overarching and unifying literacy, and all libraries have a unique and essential role to play in delivering meaningful information literacy programs to people of all ages. In this keynote paper and address, Professor and Dean Emeritus Mike Eisenberg will define the concept and structure of library-based information literacy programs and offer strategies for developing and implementing information literacy programs that are comprehensive(reaching all users), predictable (consistent over time), and accountable(measured and reported).

Playing video games: learning and information literacy

PurposeThis paper aims to identify what motivates young people to play video games, and the extent to which video games are perceived as facilitating learning and information literacy.Design/methodology/approachThe study adopted a qualitative approach, interviewing a convenience sample of 28 young people who enjoy playing video games. They were aged between 12 and 19, and all resident in Northern England. The interview transcripts were analysed thematically.FindingsEntertainment and challenge were key reasons for playing video games. Of the respondents 89 per cent said they had learned something from gaming, including skills with real‐world application. Respondents used a variety of texts to solve gaming problems and to choose new games. Analysis of respondents' reported information behaviour showed that they were carrying out activities (e.g. searching, evaluating) that corresponded to models of information literacy, and these activities are mapped to the SCONUL Seven Pillars model. The interviewees showed determination in working out game problems and puzzles, rather than opting straight for an easy solution.Practical implicationsLibrarians and other educators should design information literacy games, which challenge learners, using a problem‐solving approach. They also need to take account of learners' varying preferences for game genres.Originality/valueThere have been relatively few empirical studies into information literacy in videogaming (the focus is more usually on digital literacy, or literacy in reading and interpreting text). The paper identifies gamer preferences and behaviours that should influence design of information literacy games, and extend the information literacy model to include an attitudinal focus, fostering persistence and determination to solve information problems.

A Descriptive Interpretive Analysis of Students’ Oral Verbalization During the Use of Think–Aloud Pair Problem Solving While Troubleshooting

Researchers assert that the metacognitive nature of think–aloud pair problem solving (TAPPS) improves students’ problem solving by focusing their attention on their own thinking. The purpose of this study was to identify and describe oral verbalizations indicating cognitive processes of secondary–level career and technical education students who used TAPPS while troubleshooting. A task outcome (successful or unsuccessful) was recorded for students who used TAPPS while troubleshooting a small gas engine fault on the basis of whether they were able to identify the correct solution to repair the fault. A qualitative interpretive approach was used to describe and interpret students’ thoughts while they were engaged in TAPPS. A quantitative analysis was used to compare levels of oral verbalization between successful and unsuccessful TAPPS students. The total average percentage of oral verbalizations indicating metacognitive thought was 54% for successful students and 52% for unsuccessful students. The content of students’ oral verbalizations revealed that the metacognitive nature of the TAPPS strategy does not improve problem–solving success when secondary–level career and technical education students do not possess enough domain–specific knowledge. TAPPS can provide school–based agricultural education instructors with a formative assessment tool for checking students thinking and understanding of technical information for problem solving.

Using decision tree modelling to support Peircian abduction in IS research: a systematic approach for generating and evaluating hypotheses for systematic theory development

Since their early development, computers have had a profound impact on how we conduct modern scientific research. The disciplines of mathematics and operations research are perhaps the earliest to be dramatically transformed by information technology. However, over the years, computing technologies have provided many new opportunities for information processing, problem solving and knowledge creation. In this paper, we explore the potential of data mining technology for providing support for systematic theory testing based on Peirce's theory of abduction. We propose a data mining approach to abducting and evaluating hypotheses based on Peirce's scientific method. We believe that this approach could assist scientist to more efficiently explore alternative hypotheses for existing theories. We demonstrate our approach with empirical observations collected using instruments from the well known user performance area of information systems research.

View on Java Teaching from Cognitive Psychology

Gagné's cognitive learning theory presents the entire process of information processing and problem-solving. Under cognitive psychology’s guidance, teaching should pay attention to the analysis of students’ existing knowledge and experience and teach in accordance with individual differences. The goal of java teaching is to train the application ability of students’ problem-solving.

Markets, Tort Law, and Regulation to Achieve Safety

Markets, tort law, and direct regulation are alternative methods of achieving safety. Of these, the market is the most powerful, but it is often ignored in policy discussions. I show that both for the U.S. over time and for the world as a whole, higher incomes are associated with lower death rates, and I discuss some examples of markets creating safety. Markets may fail if there are third party effects or if there are information problems. Classic tort law is a reasonable (although expensive) way to handle third party effects for strangers, as in the case of auto accidents. In theory, regulation could solve information problems, but in practice many regulations overreach because of different information problems – consumers are unaware of unapproved alternatives. A particularly difficult information problem arises in the case of what I call “ambiguous” goods – goods that reduce some risks but increase others (as medical care and malpractice.) Product liability focuses on these goods; over half of the litigation groups of the American Association for Justice are for ambiguous goods. Increasing the price of these goods through tort liability may make consumers worse off because they are less likely to purchase more expensive goods. At least in the case of drugs both the regulatory system and the tort system are probably overly restrictive so using both is likely to lead to net consumer harm. This would argue for preemption – FDA approval should preempt state tort law.

Information Literacy Programmes Conducted by the Universities in Sri Lanka

Information literacy has been defined as gaining the necessary skills required to access, process and present information for learning, research, problem solving and career development. The information literacy concept spreads across a vast span from user education programmes to knowledge extension or wisdom achievement. Mainly, information literacy skills are based on library skills and information technology skills. This paper discusses the value of information literacy programmes conducted by the universities in Sri Lanka in order to achieve the higher level of learning in the university sector; with special reference to Sri Lankan universities, with the focus on Outcome Space. The outcome space information literacy framework runs through Information sources, Information Technology, Information Control, Information Processing, Knowledge construction, Knowledge Extension and Wisdom as explained by Christine Bruce. Further the paper elucidates the information literacy initiatives commenced by the libraries of the University of Colombo, University of Kelaniya, University of Moratuwa, University of Sri Jayewardenapura and National Institute of Library and Information Sciences (NILIS). The survey results reveal that the information literacy programmes initiated by the university libraries and the Institute, range from user orientation to the credit based programmes. All the university libraries that were chosen for this study had commenced some sort of information literacy programme. But most of the programmes are at the lower level of the outcome space. Two university libraries and the Institute had made an attempt to initiate outcome space information literacy programmes.Keywords: Information Literacy; Information skills; University Education; University Libraries doi: 10.4038/jula.v14i1.2688Journal of the University Librarians Association of Sri Lanka. Vol.14 (Issue 1). 2010 61-75

Biomedical Informatics in the Education of Physicians

WHEN I FIRST MEET WITH PRECLINICAL MEDICAL students, I make a point of asking them what they believe will receive the greatest focus of their attention once they are in clinical practice. The most common response, not surprisingly, is patients, and yet it is clear to experienced practitioners that the correct answer is information—in the service of their patients. The need for information underlies essentially all clinical work: the questions asked during a patient history, the tests ordered, the books read, and the questions asked of colleagues. A key correlate to information is knowledge, that elusive concept that justifies all the years of education and training, and that provides the background sense of what is true that allows gathering and interpreting information appropriately. Clinicians often start with data (eg, “Mr Jones’ creatinine is 5.2 mg/dL”), those individual elements that combine to allow a synthesis of observations with what is known in order to create summary statements of information (eg, “Mr Jones has renal failure”). Despite the central role of data, information and knowledge in health and medicine management and use of such concepts has generally not been singled out as a subject of study during medical education. Medical students gather data, access information, and apply the remarkable amount of knowledge that they are acquiring but tend not to study these notions as formal concepts. Much is left to osmosis, abstract introspection about good judgment, and observation of mentors. These issues are touched on when teaching clinical decision making—test interpretation and predictive value, cognitive biases, and the like—but a coherent approach to information and knowledge management and their application has generally not been part of medical education. The notion that these concepts can be independently studied and taught was energized in the last half century by the rapid proliferation of information technology and its gradual adoption in health care settings. Today, information and knowledge management are often equated with the role of computer systems, although the concepts have been relevant to clinical practice since the time of Hippocrates. A formal discipline has emerged over the last few decades, initially termed “medical informatics” but subsequently broadened to “biomedical informatics” when its relevance to the basic medical sciences, as well as clinical sciences, became clear. A recent consensus process by the American Medical Informatics Association has resulted in the following evolving definition of the field, which notably does not include any mention of the computing technology that is often a modern external manifestation of the discipline: “Biomedical informatics . . . is the interdisciplinary, scientific field that studies and pursues the effective uses of biomedical data, information, and knowledge for scientific inquiry, problem solving, and decision making motivated by efforts to improve human health.” Biomedical informatics is generally viewed as having 4 major areas of application: (1) molecular and cellular processes: bioinformatics; (2) tissues and organ systems: imaging informatics; (3) individuals and patients: clinical informatics; and (4) populations and society: public health informatics. Together, the latter 2 areas are often referred to as health informatics. Other informatics areas are generally subsumed by 1 of these areas (eg, nursing informatics) or are at intersections among 2 or more of them (eg, biomolecular imaging, pharmacogenomics, or consumer health informatics). Cross-cutting methods, such as cognitive science, can play a central role in medical education broadly, as well as in biomedical informatics. Given the central role of informatics notions in clinical practice, including health care technology, many observers have argued that the discipline ought to be taught to physicians in training, from the preclinical years through graduate medical education and beyond. The Association of American Medical Colleges first called for inclusion of informatics in the medical curriculum in the General Professional Education of the Physician report in 1984. Informatics education has been embraced by colleagues in nursing education more extensively than in medicine, with nursing informatics now generally a standard component of the

President's page

Over the course of this year's activities I have had several opportunities to revisit fundamental themes that recur in all professional societies. What is the American Society for Information Science and Technology? Whom does it serve? What problems does it address? Work this year by the publications, membership and Annual Meeting program committees, as well as discussions in my presidential conference calls and at the various meetings, have each given rise to fundamental questions about mission, focus and participation. A look at the “About ASIS&T” page (http://asist.org/about.html) on the ASIS&T website highlights our 73-year history as a society devoted to improving information access. My sense of what ASIS&T is today is somewhat broader in that for me, our mission is to study information — its genesis, propagation, use and effects over time. We tend to be particularly interested in information's effects on people and institutions and in the technologies and techniques associated with it. I claim that ASIS&T is the world's leading society in information science and a home for information science research and the practices that stem from research findings. As a professional society, we aim to promote the information professions through evidence-based research and innovative development. Thus, as researchers, we investigate problems that arise in any stages of the entire information life cycle; and as practitioners, we aim to apply the results of systematic investigations to invent effective and efficient solutions to those information problems. Some ASIS&T members focus more on research and some on practice, but all ASIS&T members are made of the same metal when it comes to understanding and solving information problems. As a result of the recent meeting of the program committee for the upcoming Annual Meeting, I am optimistic that we can forge a program that is well struck on both sides of this coin. A second musing about the nature of ASIS&T arose as I participated in the LIDA conference in Zadar, Croatia, in May. I was struck by the level of excitement and engagement shown by European ASIS&T members. There was a doctoral forum run by the European ASIS&T Student Chapter (well organized by doctoral student Cathal Hoare from University College Cork, Ireland) that highlighted research done in several Eastern European universities. I hope that there will be a follow-up doctoral forum next year. Students and faculty outside of North America recognize ASIS&T as the leading information science society and aspire to participate actively. Additionally, as I read JASIST, I am struck by the international scope of coverage and authorship. Papers from non-North American authors dominate many issues of JASIST. For example the May and June 2010 issues have 30 full papers, only 13 of which are from authors from North American affiliations (and one of these includes an author from Asia). Looking back at May and June issues from 1996 there were nine full papers, four from North America and five from other parts of the world. If we go back another 20 years to the March-April and May-June 1976 issues we find eight of 10 papers from authors with North American affiliations, but two that are not. This quick perusal of the collection on my shelf (yes, paper), demonstrates the long-standing globalization of our primary research publication. These observations of meetings and of our publications validate how international ASIS&T is in fact, if not in name. Indeed, ASIS&T is increasingly international in scope and participation. As the leading information science society, we attract a broad range of participants from around the world and have an obligation to advance research and practice related to information science globally. As we head toward our 75th anniversary (2012) it is important that we reflect on our mission as the leading society in information science to balance discovery and application and leverage information technologies to expand global participation in ASIS&T.