Franklyn Chukwunonso

Higher education is approaching the point at which Science and Technology particularly Information and Communication Technology (ICT), plays a part in nearly all phases of the educational process. Every institution of higher learning uses computers in their educational programs. In many institutions, this information technology (IT) revolution has taken place without institutional policies in place. The potential educational uses of the Internet and World Wide Web add urgency to the need for institutional policies that protect the interest of participants while assuring the best educational use of these expensive resources. But one cannot be sure that all the new computers and networks appearing in classrooms will really make a difference for learners. It is still uncertain that the money and time invested in them makes a difference. What criteria to be used and how to measure success are some of the questions that raise additional questions about differences in the way we use technologies. For every success story, there are other stories about problems or unanticipated negative effects. It is so often observed that new technologies remain underused or misused. These are some of the issues this paper will consider with respect to information technology and technological values, virtues and developments in tertiary education in Nigeria.

The need for reusable knowledge, interaction among learners, collaborative tools and learner-specific content is on the increase as teachers need to adequately understand how technology and pedagogy can be integrated into e-learning activities to be able to develop and deliver knowledge-enhanced personalized learning content. This study proposes a knowledge-based personalized e-learning system that meets the personal needs of learners. The study employed soft system methodology (SSM) and formal concept analysis (FCA) for knowledge elicitation/structuring and knowledge modelling/representation respectively. The proposed framework enables the integration of several knowledge components using a knowledge-based system to aid teachers in designing and presenting e-learning content and activity right from the selection, sequencing, up till the delivery, in such a way as to accommodate different teaching and learning pedagogy.

Africa has always suffered from a shortage of university places. A new Internet-based scheme could be the answer (Gray, 2000). This is the next best thing to traditional classroom instruction (George, 2000). According to professor George Eshiwani, vice chancellor of Nairobi’s Kenyatta University, powered by modern technology, this new service will provide world-class education and training programmes to people across Africa.

Nigerian tertiary education is approaching the point at which Information and Communication Technology (ICT) plays a part in nearly all phases of the educational process. In many institutions, this IT revolution has taken place without institutional policies in place and even where they exist, they have been inconsistently developed or have been unevenly implemented regarding the use of ICT in educational programs. Even as institutions help faculty members develop educational and research programs, they have not developed policies to address fundamental and relevant ICT usage and application in these programs. Faculty efforts to bring ICT into their teaching and scholarly activities are rarely considered in formal faculty review and evaluation of teaching curriculum. In the long run, the effectiveness of these new digital tools will be dependant on the way in which these ICT policies are adopted and implemented. This paper discusses the vital role policies can play in the development, implementation and evaluation of ICT in Nigerian tertiary institutions.

a series of international events covering a large spectrum of topics related to global knowledge concerning computation, technologies, mechanisms, cognitive patterns, thinking, communications, user-centric approaches, nanotechnologies, and advanced networking and systems. The conference topics focus on challenging aspects in the next generation of information technology and communications related to the computing paradigms (mobile computing, database computing, GRID computing, multi-agent computing, autonomic computing, evolutionary computation) and communication and networking and telecommunications technologies (mobility, networking, biotechnologies , autonomous systems, image processing, Internet and web technologies), towards secure, self-defendable, autonomous, privacy-safe, and context-aware scalable systems. This conference intended to expose the scientists to the latest developments covering a variety of complementary topics, aiming to enhance one's understanding of the ...

Providing security on the World Wide Web can be challenging. Global location affects the type of protection implemented. Individuals that intend to breach the information system safety walls are always on the on the lookout for back door entrances. Software developers are always devising new ways to protect and make the process of system valuation more difficult to penetrate but not bullet proof. This paper, describes a common-generic web system design that addresses security treat of web system and security requirement of a network system. The paper also discusses web security technologies, their position in the standard definition, the application in web system, current development of these technologies and the selected solutions of the web security system frame work. It concludes by suggesting a comprehensive, well thought-out strategy to protect all these problems by using a layered security approach.

ABSTRACT The use of computer technologies in groups' activities goes under the name Computer Supported Cooperative Work (CSCW). CSCW is a field that covers anything which has to do with computer support for activities in which more than one person is involved. Software and hardware products which provide support for CSCW are called "Groupware," and the branch of this discipline takes the name of "Computer Supported Collaborative Learning (CSCL)." When supporting collaborative reflections and discussions, computers provide a support for communication known as "Computer Mediated Communications (CMC)." Furthermore, since in the academic and educational world, knowledge artifacts, as well as annotations and discussions usually take the form of writing, we cannot but consider the factors related to "Computer Supported Collaborative Writing (CSCWriting)." Finally, since the advent of the Internet and World Wide Web has changed greatly the technological landscape we will consider its influences and relations with respect to groupware technologies. Thus, this paper takes both a reflective and analytical approach in looking at all these groupware technologies with intent of finding its implication to e-learning.

ABSTRACT The advent of new Information and Communication Technologies (ICTs) poses several challenges for its use and adoption particularly for teaching and learning purposes in most Higher Educational Institutions (HEIs). Understanding the criteria to use and how to measure success are some of the challenges faces by most departments of Architecture in Nigerian Universities. Thus, this paper has attempted to address these challenges by proposing an evaluation framework for the adoption of new ICTs in tertiary institutions of learning with particular interest in Architectural education. Baseline information collected from the department of architecture in five different Nigerian Universities was used to identify the major constraints encountered in Information and Communication Technologies adoption in Architectural education and the best approach that will promote better rate of Information Technology (IT) adoption. The major contribution of the study is that the proposed framework can be used to interpret specific results as to whether the use of technology within a particular literacy program led to improved learning, and provide a better understanding of such results in larger contexts and various aspects of other issues related to evaluation, access, and literacy learning in Architectural education.

... it could be argued that the Harvard model provides a useful basis for comparative analysis. ... commitment of employees, congruence of organisation/employees goals and cost effectiveness of HRM. ... a great deal of information accretion, classification and statistical analysis as a ...

E-learning adoption in universities is a very challenging field of Information Systems that consist of the adoption challenges at two levels – user level and institutional level. Various higher institutions of learning have come to terms with the eminent need for change in order to allow for a successful integration and impact of technology in education. The ability to cope with these changes, right from pre-to-post e-learning adoption, has been a major challenge for management of various higher education institutions (HEIs). This paper aims at revisiting the various Information Systems (IS) approaches previously employed by several studies for investigating the challenges in adopting these e-learning technologies from the user level to the institutional level in Universities, with the aim of identifying the gap between theory and practice in addressing these challenges. The review considered 13 international conference academic papers and 52 journal articles sourced from high ranke...

a series of international events covering a large spectrum of topics related to global knowledge concerning computation, technologies, mechanisms, cognitive patterns, thinking, communications, user-centric approaches, nanotechnologies, and advanced networking and systems. The conference topics focus on challenging aspects in the next generation of information technology and communications related to the computing paradigms (mobile computing, database computing, GRID computing, multi-agent computing, autonomic computing, evolutionary computation) and communication and networking and telecommunications technologies (mobility, networking, biotechnologies , autonomous systems, image processing, Internet and web technologies), towards secure, self-defendable, autonomous, privacy-safe, and context-aware scalable systems. This conference intended to expose the scientists to the latest developments covering a variety of complementary topics, aiming to enhance one's understanding of the ...

a series of independent tracks that complement the challenges on various facets of computation, systems solutions, knowledge processing, system implementation, and communications and networking technologies. To topics are covering a large spectrum of topics related to global knowledge concerning computation, technologies, mechanisms, cognitive patterns, thinking, communications, user-centric approaches, nanotechnologies, and advanced networking and systems. The conference topics focused on challenging aspects in the next generation of information technology and communications related to the computing paradigms (mobile computing, database computing, GRID computing, multi-agent computing, autonomic computing, evolutionary computation) and communication and networking and telecommunications technologies (mobility, networking, biotechnologies , autonomous systems, image processing, Internet and web technologies), towards secure, self-defendable, autonomous, privacy-safe, and context-awa...

The advent of the Internet and the World Wide Web has changed the face of technology especially in the way we communicate and interact. The increasing use of this technology especially in teaching and learning has attracted enormous research efforts particularly in the development of distance and collaborative learning. Even though much gain have been recorded in this direction, there still remains a gap as to how well these highly proliferating web technologies have impacted on the collaboration between students and teachers, students and students, and its overall contribution to distance learning. This paper considered how these web-based technologies contribute to collaborative learning by enabling people to interact with each other from different locations. It identified the factors necessary to optimise the impact of webbased technologies in distance and collaborative learning and concludes by proposing a best-practice guideline that will enhance the impact of the Internet and ...

During the last decade, the Web has changed from a simple hyper textual repository of documents to a powerful communication media. This shift has made Web applications highly suitable for the support of educational activities, which often include collaborative sessions. Although educational institutions are by nature conservative and can be resistant to reform, the collective influence of an increase in the number of networked computers, improved teacher training, and the impetus of a transformed culture in wider society are likely to lead to a reconsideration of the nature of education. The traditional emphasis on print in educational system is likely to be challenged by a range of screen-based and telecommunications mediums. Thus, this thesis proposes the design of a web-enabled Learning Management System – FRANKSTWEBS - built with the latest generation web technologies for FUTY. Modular, scaleable, and easy to implement and learn, one can track and manage any type of learning ass...

Africa has always suffered from a shortage of university places. A new Internet-based scheme could be the answer (Gray, 2000). This is the next best thing to traditional classroom instruction (George, 2000). According to professor George Eshiwani, vice chancellor of Nairobi’s Kenyatta University, powered by modern technology, this new service will provide world-class education and training programmes to people across Africa.

aFaculty of Advanced Informatics School of Universiti Teknologi Malaysia, Department of Information System, Jalan Semarak, 54100, Kuala Lumpur, Malaysia bFaculty of Advanced Informatics School of Universiti Teknologi Malaysia, Department of Information Technology Management, Jalan Semarak, 54100, Kuala Lumpur, Malaysia cDepartment of Information System, Faculty of Computing, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, Malaysia

This paper investigates the linkages between information and communication technology and firm performance. The findings show that information and communication technologies alone cannot produce sustainable advantages, but that firms must organize and manage information and communication technologies in such a way as to leverage the complementary human and business resources. The results also suggest that adopting information technology has positive effects on innovative practices, which increases the competitive advantage of firms. INTRODUCTION Due to the emergence and widespread use of information and communication technologies (ICTs), organizations have faced many challenges that have led to several changes in their business practices in recent times, particularly in the last two decades. In this time period, organizations have invested large amount of time and money to the adoption of ICTs. This study therefore seeks to discuss how such investments in information technology can ...

The need for reusable knowledge, interaction among learners, collaborative tools and learner-specific content is on the increase as teachers need to adequately understand how technology and pedagogy can be integrated into e-learning activities to be able to develop and deliver knowledge-enhanced personalized learning content. This study proposes a knowledge-based personalized e-learning system that meets the personal needs of learners. The study employed soft system methodology (SSM) and formal concept analysis (FCA) for knowledge elicitation/structuring and knowledge modelling/representation respectively. The proposed framework enables the integration of several knowledge components using a knowledge-based system to aid teachers in designing and presenting e-learning content and activity right from the selection, sequencing, up till the delivery, in such a way as to accommodate different teaching and learning pedagogy.

Higher education is approaching the point at which Science and Technology particularly Information and Communication Technology (ICT), plays a part in nearly all phases of the educational process. Every institution of higher learning uses computers in their educational programs. In many institutions, this information technology (IT) revolution has taken place without institutional policies in place. The potential educational uses of the Internet and World Wide Web add urgency to the need for institutional policies that protect the interest of participants while assuring the best educational use of these expensive resources. But one cannot be sure that all the new computers and networks appearing in classrooms will really make a difference for learners. It is still uncertain that the money and time invested in them makes a difference. What criteria to be used and how to measure success are some of the questions that raise additional questions about differences in the way we use techn...

The advent of advanced Internet and web- based technologies have significantly increased the important role played by technology in e-learning such as faster and effective transmission of knowledge, but has also at the same time compounded the complexities associated with the use of technology enhanced learning (TEL), such as unstructured and excessive information content. This calls for the need to redefine the role of knowledge in e-learning; how it can be elicited, represented, and delivered to learners within their context of use. This study attempts to address these challenges by proposing a novel approach for knowledge elicitation and representation through the use of Soft Systems Methodology (SSM) for eliciting and structuring knowledge in a very dynamic and unstructured virtual learning environment (VLE). The results indicate that SSM is a viable and successful tool useful for rich knowledge elicitation and problem structuring and is best suited for complex, unstructured, dy...

The Internet has changed the world. Ask ten people what they love about the Internet and you will get ten different answers: e-mail, web-surging, entertainment, education, shopping, music, T.V, travel, online banking, and chat. The list is endless. But terms like modem, browser and portal can be daunting. There may be an estimated 800 million people using the Internet today, but that still leaves the vast majority of the world’s population unaware of the joys of cyberspace. This paper attempts to provide some of the answers to questions like what the Internet is, how it works, and what promise it holds for the future.

Nigerian tertiary education is approaching the point at which Information and Communication Technology (ICT) plays a part in nearly all phases of the educational process. In many institutions, this IT revolution has taken place without institutional policies in place and even where they exist, they have been inconsistently developed or have been unevenly implemented regarding the use of ICT in educational programs. Even as institutions help faculty members develop educational and research programs, they have not developed policies to address fundamental and relevant ICT usage and application in these programs. Faculty efforts to bring ICT into their teaching and scholarly activities are rarely considered in formal faculty review and evaluation of teaching curriculum. In the long run, the effectiveness of these new digital tools will be dependant on the way in which these ICT policies are adopted and implemented. This paper discusses the vital role policies can play in the developmen...

The advent of advanced Internet and web-based technologies have significantly increased the important role played by technology in e-learning such as faster and effective transmission of knowledge, but has also at the same time compounded the complexities associated with the use of technology enhanced learning (TEL), such as unstructured and excessive information content. This calls for the need to redefine the role of knowledge in e-learning; how it can be elicited, represented, and delivered to learners within their context of use. This study attempts to address these challenges by proposing a novel approach for knowledge elicitation and representation through the use of Soft Systems Methodology (SSM) for eliciting and structuring knowledge in a very dynamic and unstructured virtual learning environment (VLE). The results indicate that SSM is a viable and successful tool useful for rich knowledge elicitation and problem structuring and is best suited for complex, unstructured, dyn...

The advent of the Internet and the World Wide Web has changed the face of technology especially in the way we communicate and interact. The increasing use of this technology especially in teaching and learning has attracted enormous research efforts particularly in the development of distance and collaborative learning. Even though much gain have been recorded in this direction, there still remains a gap as to how well these highly proliferating web technologies have impacted on the collaboration between students and teachers, students and students, and its overall contribution to distance learning. This paper considered how these web-based technologies contribute to collaborative learning by enabling people to interact with each other from different locations. It identified the factors necessary to optimise the impact of web-based technologies in distance and collaborative learning and concludes by proposing a best-practice guideline that will enhance the impact of the Internet and...

... The term SIAD ('Systèmes Interactif d'Aide à la Décision' the French term DSS) and the concept of DSS were developed ... Decision support pioneers include many academic researchers from programs at MIT, University of Arizona, University of Hawaii, University of Minnesota ...

This paper presents a baseline perspective of knowledge engineering (KE) methodologies by taking a critical look at the methodological approaches currently used in knowledge engineering domain. A literature review bordering on; the knowledge role concept, knowledge elicitation techniques, and ontological approaches employed in knowledge engineering for the construction of knowledge-based systems (KBSs) was carried out. Journal and conference articles were sourced from multiple journals and research databases and a multi-step manual cross-checking based on carefully selected extraction and quality criteria were employed. The findings of the study show that the existing methodological approaches employed for constructing KBSs in KE is highly deficient and inefficient for solving KE problems under dynamic and uncertain environments. The paper concludes by presenting a strong argument as to why soft systems methodology is best suited for constructing knowledge base systems (KBS) in a spatially distributed, unstructured and shared domain specific context.

... FAKUADE Gbenga. ... Some popular free blog hosting are basically just a marketing tool for their open source program, they don't put advertisement in your blog and they don't allow you to put your own either, that means you are going to loose out plenty of cash if your blog gets ...

... In developing an ICT policy for a tertiary institution in Nigeria, one has to contend with both internal and external difficulties. ... In every society, the tertiary institution is the most dependable source of human resource capital for development. ...

The need for reusable knowledge, interaction among learners, collaborative tools and learner-specific content is on the
increase as teachers need to adequately understand how technology and pedagogy can be integrated into e-learning
activities to be able to develop and deliver knowledge-enhanced personalized learning content. This study proposes a
knowledge-based personalized e-learning system that meets the personal needs of learners. The study employed soft
system methodology (SSM) and formal concept analysis (FCA) for knowledge elicitation/structuring and knowledge
modelling/representation respectively. The proposed framework enables the integration of several knowledge
components using a knowledge-based system to aid teachers in designing and presenting e-learning content and activity
right from the selection, sequencing, up till the delivery, in such a way as to accommodate different teaching and
learning pedagogy.

The advent of advanced Internet and web-based technologies have significantly increased the important role played by technology in e-learning such as faster and effective transmission of knowledge, but has also at the same time compounded the complexities associated with the use of technology enhanced learning (TEL), such as unstructured and excessive information content. This calls for the need to redefine the role of knowledge in e-learning; how it can be elicited, represented, and delivered to learners within their context of use. This study attempts to address these challenges by proposing a novel approach for knowledge elicitation and representation through the use of Soft Systems Methodology (SSM) for eliciting and structuring knowledge in a very dynamic and unstructured virtual learning environment (VLE). The results indicate that SSM is a viable and successful tool useful for rich knowledge elicitation and problem structuring and is best suited for complex, unstructured, dynamic, and poorly defined problem cases such as in VLEs. The major contribution of this study is that SSM can be employed for eliciting and structuring knowledge for the development of a knowledge-based personalized e-learning system.

E-learning adoption in universities is a very challenging field of Information Systems that consist of the adoption challenges at two levels – user level and institutional level. Various higher institutions of learning have come to terms with the eminent need for change in order to allow for a successful integration and impact of technology in education. The ability to cope with these changes, right from pre-to-post e-learning adoption, has been a major challenge for management of various higher education institutions (HEIs). This paper aims at revisiting the various Information Systems (IS) approaches previously employed by several studies for investigating the challenges in adopting these e-learning technologies from the user level to the institutional level in Universities, with the aim of identifying the gap between theory and practice in addressing these challenges. The review considered 13 international conference academic papers and 52 journal articles sourced from high ranked international journals in the relevant field of study, validated through a multi-step manual cross-checking based on carefully selected extraction and quality criteria. The results indicate that 37% of the reviewed papers employed the use of quantitative approach while 29% used qualitative method in their study on the current challenges faced in e-learning adoption by universities. This implies that there is a growing interest in the use of qualitative approach for research in the field of IS even though quantitative methods are still slightly dominant in this IS domain. Based on the review findings, there is a need for both practitioners and researchers to appreciate the differences between methodologies and their varying applicability. The study concludes that IS practitioners and researchers should come together to clearly redefine the scope of IS methodologies.