Managing Web Technologies Acquisition, Utilization and Organization Change

Author(s):  
Mathew J. Klempa

This chapter presents a perspective on web technologies acquisition, utilization, organization change and transformation grounded in Gidden’s theory of structuration, i.e., a contextualist analysis. A contextualist analysis is processually based, emergent, situational, and holistic, marrying both theory and practice. This chapter’s paradigm affords a substantive analytical tool to the practitioner for understanding and managing not only web-based IT acquisition, utilization and organization change, but all IT-based recursive, organization changes and transformations. Organization change associated with IT acquisition and utilization is posited as concomitantly necessary. Organization change is recursive, dynamic, multilevel, and nonlinear, i.e., an “enacted” environment. Ever present organization opposing values are treated dialectically, i.e. as paradox, operating simultaneously. The nature of the resolution of such paradox enabled/inhibits reframing, i.e., organization transformation and change. The paradigm presented defines an organization change continuum, delineating four organization responses to contradiction and paradox. The chapter explicates organization culture and organization learning as systemic, multiplicative metaforce underpinnings of organization change and sociocognitively-based, recursive, structurational processual dynamics. The chapter discusses use of the IT acquisition and utilization paradigm for organization diagnosis as well as customization of organization change interventions. The chapter suggests further typologically-based research venues.

1971 ◽  
Author(s):  
Warren G. Bennis ◽  
Michael Beer ◽  
Gerald R. Pieters ◽  
Alan T. Hundert ◽  
Samuel H. Marcus ◽  
...  

Organizational change and innovation are central and enduring issues in management theory and practice. The need to understand processes of organization change and innovation has never been greater in order to respond to dramatic changes in population demographics, technology, stakeholder needs, competitive survival, and social, economic, environmental, health, and sustainability concerns. These concerns call for a better understanding of managing organization change and innovation. Why and what organizations change is generally well known; how organizations change is the central focus of this handbook. It focuses on processes of change, or the sequence of events in which organizational characteristics and activities change and develop over time, and the factors that influence these processes, with the organization as the central unit of analysis. Across the diverse and wide-ranging contributions, three central questions evolve: what is the nature of change and process; what are the key concepts and models for understanding organization change and innovation; and how we should study change and innovation. This handbook presents critical evolving scholarship and explores its implications for future research and practice on organizational change and innovation.


2016 ◽  
Vol 12 (07) ◽  
pp. 18 ◽  
Author(s):  
Zhongcheng Lei ◽  
Wenshan Hu ◽  
Hong Zhou

<div class="WordSection1"><p><span style="font-size: 10px;">With the recent achievements in Internet and communication technology and its utilization in online laboratory, remote learning and online laboratory are made possible in the last few decades. This not only provides learning opportunities for people living in rural areas of developing countries, but also offers simple alternatives for those who are already able to access educational resources. The evolution of Web technologies makes it relatively easy to facilitate laboratory deployments, thus, more and more different online laboratory platforms emerge. However, the use of Hyper Text Mark-up Language (HTML5) and related standards such as WebGL and CSS3 in experimental platform, which is future trends and provides full-featured environment, is rare so far. This paper introduces a new HTML5 version of Networked Control System Laboratory (NCSLab), which has been developing for over 10 years since 2006. The 3D version of NCSLab has been developing for almost 5 years in Wuhan University (WHU), whose rendering solution is changed from Flash 3D engine to HTML5 recently. Therefore, Flash player plug-in is eliminated to provide better user experience for users since most of the mainstream web browsers are compatible with HTML5.</span></p></div>


2015 ◽  
Vol 9 (1) ◽  
pp. 65-75 ◽  
Author(s):  
Anne Davis

This paper investigates the role of virtual reality and web technologies in the field of dietetics education. Within this frame, special emphasis is given on the building of web-based virtual learning environments so as to successfully fulfill their educational objectives. In particular, basic pedagogical methods are studied, focusing mainly on the efficient preparation, approach and presentation of learning content, and specific designing rules are presented considering the hypermedia, virtual and educational nature of this kind of applications. The paper also aims to highlight the educational benefits arising from the use of virtual reality technology in dietetics and study the emerging area of web-based dietetic simulations. Virtual reality simulation allows the visualization of data in three dimensions and provides interactive functionalities that reinforce the feeling of immersion into a computer-generated virtual world. Finally, the innovative virtual reality environment for dietetics education pedagogy and development is demonstrated.


Author(s):  
Paul Smart

AbstractThe World Wide Web has had a notable impact on a variety of epistemically relevant activities, many of which lie at the heart of the discipline of knowledge engineering. Systems like Wikipedia, for example, have altered our views regarding the acquisition of knowledge, while citizen science systems such as Galaxy Zoo have arguably transformed our approach to knowledge discovery. Other Web-based systems have highlighted the ways in which the human social environment can be used to support the development of intelligent systems, either by contributing to the provision of epistemic resources or by helping to shape the profile of machine learning. In the present paper, such systems are referred to asknowledge machines. In addition to providing an overview of the knowledge machine concept, the present paper reviews a number of issues that are associated with the scientific and philosophical study of knowledge machines. These include the potential impact of knowledge machines for the theory and practice of knowledge engineering, the role of social participation in the realization of knowledge-based processes, and the role of standardized, semantically enriched data formats in supporting thead hocassembly of special-purpose knowledge systems and knowledge processing pipelines.


Author(s):  
W. Warner Burke

Grounded in open system theory this chapter covers the primary contributions to our understanding of organization change since the early work of Kurt Lewin in the 1930s and 40s. Two areas of interest represented the theory and practice back then and since—what to change and how to change organizations. Most models of organizations covered both. Regarding the what models, the organization’s external environment, its strategy, culture, and structure are examples of what has been included. The how models developed mostly from practice with learning coming from experience about stages of the change process such as gathering data, diagnosis, developing a vision and communicating it, etc. The latter part of the chapter brings organization change thinking up to date with three articles that have reviewed considerable literatures. These reviews provide significant information regarding organization change that is evidence based, the importance of an organization’s history in terms of its relevance to effective change, and how leadership has a direct impact on organization change.


Author(s):  
Spyros Panagiotakis ◽  
Ioannis Vakintis ◽  
Haroula Andrioti ◽  
Andreas Stamoulias ◽  
Kostas Kapetanakis ◽  
...  

This chapter at first surveys the Web technologies that can enable ubiquitous and pervasive multimedia communications over the Web and then reviews the challenges that are raised by their combination. In this context, the relevant HTML5 APIs and technologies provided for service adaptation are introduced and the MPEG-DASH, X3Dom, and WebRTC frameworks are discussed. What is envisaged for the future of mobile multimedia is that with the integration of these technologies one can shape a diversity of future pervasive and personalized cloud-based Web applications, where the client-server operations are obsolete. In particular, it is believed that in the future Web cloud-based Web applications will be able to communicate, stream, and transfer adaptive events and content to their clients, creating a fully collaborative and pervasive Web 3D environment.


2008 ◽  
pp. 1-1
Author(s):  
Kuo-Yu Liu ◽  
Herng-Yow Chen

Over the last decade, the emerging Web technologies have opened a new era for distance education, where online courses can be created and accessed in a very easy way not previously available. Many online courses based on HTML pages thus are now available in cyberspace for synchronous or asynchronous distance learning (Anderson, Beavers, VanDeGrift, & Videon, 2003; Gregory, 1999; Muller & Ottmann, 2000; Shi et al., 2003; Siddiqui & Zubairi, 2000). However, without the support of multimedia, the static HTML pages can only serve as different kinds of simple “dumb” lecture notes on a network. Thus most students may lose interest quickly and eventually give up self-learning (Zimmer, 2003). Furthermore, this kind of unguided, static HTML pages are clearly insufficient for diverse learning needs and for different knowledge domains. With the dramatic development of multimedia technologies, we can integrate various media and provide students with vivid multimedia lectures on the Web. For example, the presentation techniques of online language courses should stress the importance of multimedia (e.g., voice and video) and document interaction flexibility (e.g., random access and repeated play of a specific speech segment) much more than other courses do (Brett, 1998; McLoughlin, Hutchinson, & Koplin, 2002).


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