The Project TEDS@wildau: TEDS Framework Integration into the Moodle Platform for User-Specific Quality Assurance of Learning Scenarios

Scholl, Margit; Ehrlich, Peter F.; Wiesner-Steiner, Andreas; Edich, Denis

doi:10.1109/hicss.2014.245

Cited by 7 publications

(7 citation statements)

References 23 publications

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“…As the aim is to evaluate the value added to faculty members as IT users, the most suitable model is Taylor's (1968) user-oriented model, which can be used to evaluate a variety of information system processes (Yoo and Park, 2018). The modifications to the model by Scholl et al (2014) and Scholl (2015) enable its use to evaluate internet technology. Accordingly, the value-added items are based on Taylor's (1968) model, as modified by Eisenberg and Dirks (2008) and used by (Kuo et al, 2009), with some items adapted from Fattahi and Afshar (2006),), and Nabavi and Jamali (2015).…”

Section: Methodology Measurementmentioning

confidence: 99%

“…These dimensions are divided into thirteen sub dimensions. Modified forms of Taylor's model have been used in the higher education context to evaluate e-learning value added (e.g., Scholl et al, 2014;Scholl, 2015). Hamid (2014) reviewed the following value added to the quality of education information systems: reliable, relevant, and easily accessible information about specific tasks such as a teacher or student, and educational outcome.…”

Section: What Is Information Systems' Value Added?mentioning

confidence: 99%

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Faculty Members' Behavior towards Technology Acceptance and its Impact on a Value-Added Configuration

Eldin¹

2020

IJARBSS

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This study focuses on identifying faculty members' behavior toward information systems, measured through the technology acceptance model (TAM), towards the value added from those systems. Data were collected from 56 staff members of the University of Bisha. Path analysis was conducted using reliable measures to enhance understanding of the role of IT usage behavior in creating of value added. The results indicate that some dimensions of ease of use predict faculty members' usage of IT. The perceived ease of use also predicts perceived usefulness. Moreover, the dimensions of faculty members' perceived usefulness and use of IT predict value added. The study's results can be used to help IT designers in education institutions to design better education systems. They can also assist managers of education institutions to align their strategies with IT strategies to add value to faculty staff. The study extends the TAM in the education sector through a comprehensive research model that can be used in other research contexts to evaluate the value added from information systems.

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Section: Methodology Measurementmentioning

confidence: 99%

Section: What Is Information Systems' Value Added?mentioning

confidence: 99%

Faculty Members' Behavior towards Technology Acceptance and its Impact on a Value-Added Configuration

Eldin¹

2020

IJARBSS

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“…The first paper [1] presents results of the project TEDS@wildau. The project integrated the TEDS framework -an evaluation framework based on value-added processes of considering the needs of human actors using information systems -into the Moodle learning platform.…”

Section: Accepted Papersmentioning

confidence: 99%

Introduction to E-Government Education Minitrack

Estévez¹,

Cellary

Davies

2014

2014 47th Hawaii International Conference on System Sciences

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The aim of this paper is to introduce the mini-track on Electronic Government Education organized as part of the Electronic Government Track at the 47 th Hawaii International Conference on System Sciences . I. RATIONALESuccessful execution of Electronic Government (EGOV) initiatives requires collaboration from a variety of stakeholders, each playing a certain role and bringing their experience and knowledge to fulfill this role. However, such stakeholders must have a common understanding of the transformative role of Information and Communication Technology (ICT) in government, in interactions between government, citizens and other non-state actors, and in the society as a whole. To develop such understanding, many governments are undertaking concrete efforts to train and educate civil servants on ICT-and EGOV-related issues. The minitrack provides a forum where academics, practitioners and educators present and discuss their insights and experiences in building EGOV human capacity. II. FOCUSThe mini-track focuses on the acquisition, utilization, and continued development of the competencies required in planning, development, and usage of public sector ICT and EGOV. Of interest are enquiries and cases related to: actors and their responsibilities and roles; competencies requirement by different roles; competency-building approaches including academic and professional education, training, apprenticeship and capacity building; body of knowledge, competency frameworks and curriculum development; pedagogical approaches, learning innovation, technology and gaming; assessment methods, certification and licensing; and others. Also of interest are enquiries and cases related to the organizational environment where EGOV education takes place: competency transfer and internationalization; continued and institutionalized learning; accreditation; competency-based personnel management; professional societies and associations. III. ACCEPTED PAPERSThe mini-track accepted two papers. The first paper [1] presents results of the project TEDS@wildau. The project integrated the TEDS framework -an evaluation framework based on value-added processes of considering the needs of human actors using information systems -into the Moodle learning platform. Relying on the TEDS framework as a tool to evaluate e-learning systems, the paper explains didactical and technical details of a proposed solution implementing the TEDS framework into the Moodle platform. It also discusses how the integrated approach can be used in e-Government to enhance the design of e-Government platforms to conduct public consultations and to better understand citizens' needs.

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“…In order to gain insights into the quality of such information artifacts (IA), these should be analysed using a clearly structured and well-organized approach that specifically allows for the different usage scenarios and the variety of users involved (Scholl et al 2011, Taylor 1982. Evaluation tools have been developed, like the integrated application TEDS*MOODLE (Scholl et al 2014), which can be universally applied to different IA scenarios on different devices (Scholl 2015) for obtaining detailed user-experience (UX) data and which might also be an innovative solution for E-Government platforms and tools. Moreover, in general, technology acceptance models (TAM) (Davis 1985, Davis et al 1989, King & He 2006, Venkatesh & Davis 2000, Venkatesh et al 2003, Venkatesh & Bala 2008 are widely used tools for analysing innovations in implementing electronic government services.…”

Section: Theoretical Basismentioning

confidence: 99%

“…To include the diverse participants' perspectives and needs more effectively in the introduction of E-Government instruments in public organizations, it is necessary to focus the innovation analysis on adopting these instruments for concrete practices and context, and specific analysis tools are needed for this aim. On the basis of empirical evidence extracted from several studies in the area of E-Government implementation, we have taken the developed evaluation tool TEDS*MOODLE (Scholl et al 2014) a great deal further, presenting the analytical framework WISE (Wildau Information Systems Evaluation) Work Index for analysing the impact of E-Government applications in public-sector work environments. TEDS*MOODLE is a finely structured, analytical instrument with 33 criteria for evaluating information artifacts (IA), specifically emphasising the actors and usage, thus providing user-oriented quality.…”

Section: Introductionmentioning

confidence: 99%