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SIS: A Framework for Distributed Information Management System for School Branches
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Information and Communication Technology brought a revolution in managing information especially business related information. The era has been changed from managing information manually to computerized information management. It becomes vital when accuracy, less cost and time are the constraints. Schools and learning management systems have got great importance everywhere nowadays with the hype of ICT as it facilitates with ease of management. Many developments in school management systems have been seen during last few years but managing information of schools with distributed branches in remote areas got less attention than required. In this paper, we propose a novel framework for distributed information management system termed as School Information System (SIS) for schools having branches.
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... In a traditional School Information System (SIS), users of IT services over cloud are Board of Directors (BOD), Managers, Admin Staff, Teachers, Students and Parents as illustrated in Figure 2 [9]. The BOD uses IT services to draft new policies, rules and regulations based on the information provided by the SIS and to infer decisions. ...
... Second layer or middle level contains Zone Manger (Field Education Officer), School Branch (Principal and Staff) and In-charges who own different responsibilities. The third layer or beneficiaries includes Students and Community [9]. Figure 3 describes the layers and levels of actors involved in SIS. ...
... The third layer or beneficiaries includes Students and Community [9]. Figure 3 describes the layers and levels of actors involved in SIS. [9] There are many processes involved in School Information System associated with these actors. This involves Student Admission, Academic Process, Examination, Results, Finances (Fee, Salaries, and Expenses etc.), Staff Appointment, Staff Activities, Staff Resignation/Termination, Awards and Achievements, Student's Activities and Parents (Community) Activities. Figure 4 depicts the use-case diagram of school information system. ...
... In third question we specifically asked that out of interview, meeting, workshops and questionnaires which requirement elicitation technique (Tiwari et al., 2012) is usually used by them in order to get the requirement. The fourth question is related to the second subprocess (Zhu et al., 2015;Waqas et al., 2014) of REP in which we asked them about the percentage of time spent on analysis with respect to whole requirement engineered process. The choices available to the respondents are ranges from 0% to 80%. ...
The Information and Communication Technology has been an integral part of development of any country. Sindhi Academic Informatics Portal plays a very important vital role in this context for Sindhi Speaking community. Our country is in the phase of economic development process; therefore it badly needs to build software market for the Sindhi users. The development of software products, which fulfill the Sindhi people requirements in the form of community while sharing ideas, pictures, knowledge, creative content, etc. are extremely essential and high in demand. The idea of developing this type of software can be building block of Sindhi Language revolution and it leads towards the Sindhi peoples. This academic web portal system is based on three tier architecture and follows the principle design features of Content Management System for the server side. This software is developed in PHP, JavaScript, Adobe Flash CS3, HTML, Ajax and MySQL, compatible with all operating system. The main object of this system is to provide a generalized academic and management based knowledge sharing of department to Sindhi students on the internet.
Learning Management System (LMS), which is used as the platform to support e-learning and hybrid online face-to-face (F2F) courses, increases instructional productivity by increasing accessibility, flexibility, and choices for interactivity. LMS can be used online to perform traditional instructional activities including presenting information, managing course materials and collecting and evaluating student work. LMS provides an array of tools and functions to support teaching and learning, including course management tools, online group chat and discussion, homework collections and grading, and course evaluation. A number of universities have employed LMSs to support their courses while some have even developed their own LMS to better integrate with their existing instructional resources and cut costs. Some LMS features such as holding virtual office hours, reminding students about the deadlines, and dividing students into groups for projects, are more technically sophisticated.
An understanding of the role of e-learning needs to be accompanied by a realisation of the variety of social dimensions in the innovation process. As most studies in this domain are typically context-independent, this research, building on structuration theory, seeks to investigate different interpretations and uses of course management systems (CMSs) in an academic context. For the purpose of this research, a case study has been conducted on the introduction of a CMS in a higher education institution. Findings from this empirical study have been drawn on to illuminate how this system is employed in disparate manners by different groups of academics and what are the reasons behind this discrepancy. The study also demonstrates that the practice lens (Orlikowski, W.J., 2000. Using technology and constituting structures: a practice lens for studying technology in organizations. Organization Science, 11 (4), 404–428), viewing the use of technology as a process of enactment, presents a useful insight for explanation and synthesis of the variations in usage patterns.
A major cause of architectural distress for current museum software systems is the non-interoperability of Collection Management (CMS) and Multimedia Exhibition Systems (MES).
Until today, building an Integrated Museum System has proven to be a particularly difficult task, often leading to unsatisfactory results: we call this phenomenon the CMS-MES divide.
On one side, Collection Management Systems are expected to host a variety of diverse media formats, and lag behind when it comes to granting access to them in ways they were not designed for.
On the other side, multimedia applications deployed inside museums are just static incarnations of ordinary multimedia productions, failing to keep up with the dynamic reality of museum collections standing behind them. To effectively provide improved access and management of multimedia contents, Collection Management Systems and multimedia delivery systems inside museums must be rethought from scratch and designed in parallel, with each other in mind.
The present paper describes our efforts on this subject, which is about to produce a prototype in the frame of the EC financed research project IST OpenHeritage, an Integrated Museum System design easily accommodating new and unexpected media formats and description standards. The CMS backstage application is capable to adapt and provide active online feed to the MES applications built relying on it. The result is a sustainable and alive system, which can be easily adapted when deployed inside a new environment, heavily based on the concepts of distributed objects, scripting and skinning.
One of the recent remarkable developments in education is the introduction of Information Communication Technology (ICT). The purpose of this research was to study the use of ICT in school management of Maldivian schools. Quantitative and qualitative methods are used in this study with a representative sample of school teachers/ teachers-supervisors and principals selected for the study. The findings of the research demonstrate that even though the facilities and equipment of ICT are available in some Maldivian schools, ICT is not used effectively in educational management of schools, rather they are used to some extent for daily administrative purposes of the school. The findings of the study will benefit the policy makers of developing countries, Ministry of Education, principals, teachers and other schooling education related personalities of the Maldives.
Software platforms called Course Management Systems (CMS) have been widely deployed in recent times to enhance both the effectiveness and efficiency of course delivery. Research into how best to derive value from CMS is still in a nascent stage. Based on the well-established finding that actual usage is an important intermediate variable between IT and value, this paper develops a parsimonious bi-dimensional characterization of CMS use, consisting of scale and sophistication of use. It then presents a process theoretic framework that can be used to explain the pattern of evolution of CMS use. These two conceptual developments are applied to the usage patterns of 62 faculty members over a 5year period at a major Indian business school. Usage was found to become more broad-based over time. Overall sophistication of use remained unchanged for infrequent users but increased among frequent users. This evolution in usage patterns is tied to specific actions and events along the way, allowing us to draw prescriptive lessons to enhance usage in CMS environments and potentially derive more value from this type of technology.
As business schools increasingly seek to incorporate Web-based information and communication technologies into the instructional process, there is a need for rigorous research into the factors affecting the successful integration of these technologies into management education. A key factor identified in prior management education research as critical to the successful implementation of such instructional technologies is student acceptance. We use the literatures on management education, technology acceptance, and change implementation to develop and test a model predicting business school students' acceptance of a Web-based course management system. Arguing that such a system which transitions traditional course-management processes to the Web constitutes an instance of a process change, we examine the role played by various change-enabling factors as well as change-motivating factors in students' acceptance of the system. We find that perceived incentive to use the system, perceived faculty encouragement to use the system, and peer encouragement to use the system are positively related to perceived usefulness of the system, which in turn is positively related to student acceptance of the system. We also find that awareness of the capabilities of the system, perceived availability of technical support, and prior experience with computer and Web use are positively related to perceived ease of use of the system, which in turn is positively related to student acceptance of the system. Implications for management education research and practice are discussed.
Since online learning technology, such as streaming video, was introduced to the college distance-learning environment, there has been a need to study the attitudes of college students toward the use of this modality in hybrid courses. Understanding students’ attitudes toward using online materials and the impact on class attendance is not only essential to ascertain how effectively the online content is delivered, it also helps teaching faculty prepare online courses and education programs. This paper studies the attitudes of college students’ about online materials in a hybrid upper division communications class. Student attitudes towards combining distance-learning techniques with traditional lecture tended to be positive. Students held the belief that hybrid courses have a negative impact on attendance, but they did not self-report an actual impact. Students do believe that they benefit from this technology, but the belief is strongest in those who are most computer/Internet literate. How these attitudes/beliefs impact the student in the context of a rural culture will be discussed.
Agent technology is rapidly emerging as a powerful computing paradigm to cope with the complexity in dynamic distributed systems, such as traffic control and management systems. However, while a number of agent-based traffic control and management systems have been proposed and the multi-agent systems have been studied, to the best of our knowledge, the mobile agent technology has not been applied to this field. In this paper, we propose to integrate mobile agent technology with multi-agent systems to enhance the ability of the traffic management systems to deal with the uncertainty in a dynamic environment. In particular, we have developed an IEEE FIPA compliant mobile agent system called Mobile-C and designed an agent-based real-time traffic detection and management system (ABRTTDMS). The system based on Mobile-C takes advantages of both stationary agents and mobile agents. The use of mobile agents allows ABRTTDMS dynamically deploying new control algorithms and operations to respond unforeseen events and conditions. Mobility also reduces incident response time and data transmission over the network. The simulation of using mobile agents for dynamic algorithm and operation deployment demonstrates that mobile agent approach offers great flexibility in managing dynamics in complex systems.