00990nas a2200169 4500008004100000245010900041210006900150260000900219520035400228653000800582653001900590100002200609700001900631700002000650700001800670856013200688 2023 eng d 00 aInteractive Network Visualization of Educational Standards, Learning Resources and Learning Progressions 0 aInteractive Network Visualization of Educational Standards Learn c2023 3 aWe present a novel, network- and browser-based visualization of the Next Generation Science Standards (NGSS). The NGSS are meant to guide (USA) K-12 science and engineering learning and are almost always presented using text and tables. Their connectivity, however, lends them well for network modeling and interactive network visualization.
10 aBIS 10 aDesign Program 1 aReitsma, Reindert 1 aHoglund, Brian 1 aAchatz, Nikolas 1 aMarks, Andrea u/biblio/interactive-network-visualization-educational-standards-learning-resources-and-learning 00408nas a2200133 4500008004100000245005300041210005100094260000900145653000800154100002200162700001900184700002000203856005100223 2022 eng d 00 aNGSS Explorer (Curriculum Network Visualization) 0 aNGSS Explorer Curriculum Network Visualization c2022 10 aBIS 1 aReitsma, Reindert 1 aHoglund, Brian 1 aAchatz, Nikolas uhttps://www.teachengineering.org/ngss_explorer 00462nam a2200121 4500008004100000245011500041210006900156260000900225653000800234100002200242700001900264856005700283 2022 eng d 00 aA Tale of Two Systems. A Review of the architecting and re-architecting of a long-lived website; (2nd edition) 0 aTale of Two Systems A Review of the architecting and rearchitect c2022 10 aBIS 1 aReitsma, Reindert 1 aKrueger, Kevin uhttps://open.oregonstate.education/taleoftwosystems/ 00452nas a2200121 4500008004100000245001600041210001600057260001900073520015200092653000800244100002200252856005600274 2021 eng d 00 aBreadcrumbs 0 aBreadcrumbs aNijmegen c2021 3 aReflections on the work and contributions of Dr. Paul Hendriks, Professor of Knowledge Management at Radboud University, Nijmegen, The Netherlands. 10 aBIS 1 aReitsma, Reindert u/biblio/breadcrumbs 01604nas a2200193 4500008004100000245010800041210006900149260000900218520090100227653000801128653001901136100002201155700001901177700001801196700001601214700001801230710001801248856014401266 2020 eng d 00 aK-12 Engineering and the Next Generation Science Standards (NGSS): A Network Visualization and Analysis 0 aK12 Engineering and the Next Generation Science Standards NGSS A c2020 3 aWe present an interactive network visualization of the Next Generation Science Standards (NGSS) and its coverage by collections of aligned curriculum. The visualization presents an alternative to the usual presentation of the NGSS as a set of linked tables. Users can view entire grade bands, search for or drill down to the level of individual NGSS standards or curricular items, or display groups of standards across grade bands. NGSS-aligned curriculum collections can be switched on and off to visually explore their NGSS coverage. Viewing the NGSS and associated curriculum this way facilitates navigating the NGSS and can help with assessment of alignments as lacking or anomalous. Modeling the NGSS as a network also allows for the computation of network metrics to provide insight into core characteristics of the network. It also provides for detecting anomalies and unexpected patterns. 10 aBIS 10 aDesign Program 1 aReitsma, Reindert 1 aHoglund, Brian 1 aMarks, Andrea 1 aChaker, Dua 1 aMarks, Andrea 1 aEmptyAuthNode uhttps://strategy.asee.org/k-12-engineering-and-the-next-generation-science-standards-a-network-visualization-and-analysis-resource-exchange 01838nas a2200157 4500008004100000245007600041210006700117260000900184490000600193520133400199653000801533653001901541100002201560700001801582856008001600 2019 eng d 00 aThe Future of Data: Too Much Visualization Too Little Understanding? 0 aFuture of Data Too Much Visualization Too Little Understanding c2019 0 v2 3 aData is part of our lives. Information visualizations help us make sense of this data and possibly help us make changes because of it. In this paper, however, we estimate some of the consequences of what seems an ominous trend, namely the needless complication and beautification of such visualizations. We argue that with increased availability of data and ever more powerful and easy to use visualization software, it becomes easy to succumb to the temptation to impress rather than to communicate. And so we wonder: is a future filled with visualizations that are visually complex and stunning, yet fail to properly communicate the data emerging? To assess some of the consequences of this practice we selected five examples from published sources, developed far simpler (and less attractive) versions from the identical data, randomly exposed these visualizations to subjects and asked simple questions about the displayed data. We find that, on average, it takes subjects longer to comprehend the complex versions, that it takes subjects longer to extract information from these versions and that they make more and larger errors doing so. The experiment shows that subjects eventually do learn how to navigate the complex versions, but by then they have spent significantly more time and made serious interpretative errors. 10 aBIS 10 aDesign Program 1 aReitsma, Reindert 1 aMarks, Andrea uhttps://quod.lib.umich.edu/d/dialectic/14932326.0002.207?view=text;rgn=main 01759nas a2200193 4500008004100000245005900041210005700100260000900157300000700166520123900173653001501412653000801427100001901435700002001454700001501474700002201489700001701511856003701528 2016 eng d 00 aBA302: Microsoft Dynamics NAV ERP Exercise/Walkthrough 0 aBA302 Microsoft Dynamics NAV ERP ExerciseWalkthrough c2016 a25 3 aWhether you enter the workforce as a sales manager, financial accountant or office admin, chances are that you will be working with some type of Enterprise Resource Planning (ERP) system. The purpose of this exercise/walkthrough is to familiarize you with a typical business process as it is commonly executed with the help of one of the leading ERP systems in the market today – Microsoft Dynamics NAV. This exercise will walk you through the six steps of a typical sales process: 1) Creating a customer order; 2) Backordering an out-of-stock item; 3) Receiving the backordered item; 4) Shipping the customer the ordered items and invoicing the customer; 5) Receiving payment from the customer; 6) Making a payment to the vendor from whom we backordered. As you make your way through this exercise, you should realize that in a real company this process would be executed by different people working in different departments. They all will interact with the ERP; i.e., they all retrieve information from the ERP and store new information in it, as the sales process progresses. In this exercise you take on the role of each of these people, giving you a sense of how the sales order is processed both by the company and by the ERP. 10 aAccounting 10 aBIS 1 aCurry, Michael 1 aMarshall, Byron 1 aRaja, V.T. 1 aReitsma, Reindert 1 aWydner, Kirk uhttp://hdl.handle.net/1957/59858 01693nas a2200205 4500008004100000245008600041210006900127260000900196300001200205490000700217520107400224653000801298653001701306100002201323700002101345700001801366700001801384700002001402856006501422 2016 eng d 00 aMap? or List?based Recommender Agents? Does the Map Metaphor Fulfill its Promise? 0 aMap or Listbased Recommender Agents Does the Map Metaphor Fulfil c2016 a291-308 0 v16 3 aWe present a spatialization of digital library content based on item similarity and an experiment which compares the performance of this spatialization relative to a simple list-based display. Items in the library are K-12 science and engineering learning resources. Spatialization and visualization are accomplished through 2D interactive Sammon mapping of pairwise item similarity scores based on the joint occurrence of word bigrams. The 65 science teachers participating in the experiment were asked to search the library for curricular items they would consider using in conducting one or more teaching assignments. Results indicate that whereas the spatializations adequately capture the salient features of the library’s content and teachers actively use them, item retrieval rates, task-completion time and perceived utility do not significantly differ from the semantically poorer but easier to comprehend and navigate list-based representations. These results put into question the usefulness of the rapidly increasing supply of information spatializations. 10 aBIS 10 aSupply Chain 1 aReitsma, Reindert 1 aHsieh, Ping-Hung 1 aDiekema, Anne 1 aRobson, Robby 1 aZarsky, Malinda uhttp://journals.sagepub.com/doi/abs/10.1177/1473871616669193 01389nas a2200157 4500008004100000245006400041210006200105260000900167520087100176653001501047653000801062100002001070700002201090700002101112856009801133 2016 eng d 00 aUnraveling K-12 Standard Alignment; Report on a New Attempt 0 aUnraveling K12 Standard Alignment Report on a New Attempt c2016 3 aWe present the results of an experiment which indicates that automated alignment of electronic learning objects to educational standards may be more feasible than previously implied. We highlight some important deficiencies in existing alignment systems and formulate suggestions for improved future ones. We consider how the changing substance of newer educational standards, a multi-faceted view of standard alignment, and a more nuanced view of the ‘alignment’ concept may bring the long-sought goal of automated standard alignment closer. We explore how lexical similarity of documents, a World+Method representation of semantics, and network-based analysis can yield promising results. We furthermore investigate the nature of false positives to better understand how validity of match is evaluated so as to better focus future alignment system development. 10 aAccounting 10 aBIS 1 aMarshall, Byron 1 aReitsma, Reindert 1 aSamson, Carleigh u/biblio/unraveling-k-12-standard-alignment-report-new-attempt 01461nas a2200157 4500008004100000245007300041210006900114260000900183520091500192653000801107653001701115100002201132700002101154700001801175856011001193 2015 eng d 00 aEstimation and Visualization of Digital Library Content Similarities 0 aEstimation and Visualization of Digital Library Content Similari c2015 3 aWe report on a process for similarity estimation and two-dimensional mapping of lesson materials stored in a Web-based K12 Science, Technology, Engineering and Mathematics (STEM) digital library. The process starts with automated removal of all information which should not be included in the similarity estimations followed by automated indexing. Similarity estimation itself is conducted through a natural language processing algorithm which heavily relies on bigrams. The resulting similarities are then used to compute a Sammon-map; i.e., a projection in n dimensions, the item-to-item distances of which best reflect the input similarities. In this paper we concentrate on specification and validation of this process. The similarity results show almost 100% precision-by-rank in the top three to five ranks. Sammon mapping in two dimensions corresponds well with the digital library‘s table of content. 10 aBIS 10 aSupply Chain 1 aReitsma, Reindert 1 aHsieh, Ping-Hung 1 aRobson, Robby u/biblio/estimation-and-visualization-digital-library-content-similarities 01555nas a2200157 4500008004100000245010500041210006900146260000900215520095300224653000801177100002201185700002101207700001701228700002401245856012801269 2015 eng d 00 aThe Relevance of K-12 Engineering Curricula to NGSS: an Analysis of TeachEngineering-NGSS Alignments 0 aRelevance of K12 Engineering Curricula to NGSS an Analysis of Te c2015 3 aThe 2013 publication of the Next Generation Science Standards (NGSS) provided the first widely adopted set of science standards to include engineering design throughout all K-12 grades. In doing so, NGSS raised the relevance of the K-12 engineering education sector on a national scale. The TeachEngineering digital library, representative of the K-12 engineering education sector through its collaboration of 36, mostly NSF-funded, K-12 engineering education programs across the US, recently aligned its 1,300+ K-12 engineering lessons and hands-on activities to the NGSS. This paper provides analysis of both the alignment process and its results. As such, we offer insight into the correspondence between the NGSS and a broad, collection of K-12 engineering learning objects and hence, into the mutual relevance of K-12 engineering curriculum and the NGSS. We also provide some recommendations for future K-12 engineering curriculum development. 10 aBIS 1 aReitsma, Reindert 1 aSamson, Carleigh 1 aSoltys, Mike 1 aSullivan, Jacquelyn u/biblio/relevance-k-12-engineering-curricula-ngss-analysis-teachengineering-ngss-alignments 00626nas a2200145 4500008004100000245012900041210006900170260002200239653000800261100002200269700002000291700001800311700002100329856013000350 2015 eng d 00 aWorkshop: TeachEngineering Digital Library: Hundreds of Free, Searchable, NGSS-aligned Hands-on Engineering Lessons for K-12 0 aWorkshop TeachEngineering Digital Library Hundreds of Free Searc aSeattle, WA c2015 10 aBIS 1 aReitsma, Reindert 1 aZarske, Malinda 1 aYowell, Janet 1 aSamson, Carleigh u/biblio/workshop-teachengineering-digital-library-hundreds-free-searchable-ngss-aligned-hands 00433nas a2200145 4500008004100000245003200041210003200073260002300105653000800128100002200136700002100158700001600179700001800195856007400213 2012 eng d 00 aBusiness Process Management 0 aBusiness Process Management aPortland, OR c2012 10 aBIS 1 aReitsma, Reindert 1 aVan Patten, Mark 1 aBaker, Mark 1 aCoogan, Chris u/biblio/business-process-management-0 01920nas a2200181 4500008004100000245012400041210006900165260000900234300001400243490000700257520128200264653001501546653000801561100002201569700002001591700001801611856010901629 2012 eng d 00 aCan Intermediary-based Science Standards Crosswalking Work? Some Evidence from Mining the Standard Alignment Tool (SAT) 0 aCan Intermediarybased Science Standards Crosswalking Work Some E c2012 a1843-1858 0 v63 3 aWe explore the feasibility of intermediary-based crosswalking and alignment of K-12 science education standards. With increasing availability of K-12 science, technology, engineering and mathematics (STEM) digital library content, alignment of that content with educational standards is a significant and continuous challenge. Whereas direct, one-to-one alignment of standards is preferable but currently unsustainable in its resource demands, less resource-intensive intermediary-based alignment offers an interesting alternative. But will it work? We present the results from an experiment in which the machine-based Standard Alignment Tool (SAT) —incorporated in the National Science Digital Library (NSDL)— was used to collect over half a million direct alignments between standards from different standard-authoring bodies. These were then used to compute intermediary-based alignments derived from the well-known AAAS Project 2061 Benchmarks and NSES standards. Results show strong variation among authoring bodies in their success to crosswalk with best results for those who modeled their standards on the intermediaries. Results furthermore show a strong inverse relationship between recall and precision when both intermediates where involved in the crosswalking. 10 aAccounting 10 aBIS 1 aReitsma, Reindert 1 aMarshall, Byron 1 aChart, Trevor uhttp://people.oregonstate.edu/~marshaby/Papers/ReitsmaMarshallChart_StandardsCrosswalking_JASIST2012.pdf 01761nas a2200181 4500008004100000245009700041210006900138260000900207520113000216653000801346100002201354700001501376700001701391700001401408700001501422700001601437856012601453 2012 eng d 00 aThe TeachEngineering Digital Library: Improving Access to the P-12 Engineering Conversation 0 aTeachEngineering Digital Library Improving Access to the P12 Eng c2012 3 aThe TeachEngineering digital library is a collection of searchable, standards-based, classroom-tested P-12 engineering curricula for use in science and math classrooms (Sullivan et al., 2005). Its inquiry-based lessons and hands-on activities use real-life engineering as a vehicle for the integration of science and math in P-12 classrooms. Mapped to educational content standards, the activities are age-appropriate, inexpensive to conduct, and relevant to students’ daily lives, helping science and math come alive. The collection is a powerful resource for those in P-12 or higher education, industry and professional communities wanting to improve STEM literacy, to engage young students in the joys and creativity of engineering and the design process, and to increase the number of students pursuing STEM careers.
This paper investigates TeachEngineering usage trends and curricular submission statistics. Specifically, we analyze the submission process for curriculum contributed from external authors, suggest practices for submitting new curriculum, and discuss possible support avenues for future submissions. 10 aBIS 1 aReitsma, Reindert 1 aZarske, M. 1 aSullivan, J. 1 aKlenk, P. 1 aForbes, M. 1 aCarlson, D. u/biblio/teachengineering-digital-library-improving-access-p-12-engineering-conversation-0 01727nas a2200157 4500008004100000245008300041210006900124260000900193300001200202490000700214520117500221653000801396100002201404700002101426856012201447 2011 eng d 00 aComparison of Human and Machine-based Educational Standard Assignment Networks 0 aComparison of Human and Machinebased Educational Standard Assign c2011 a209-223 0 v11 3 aIncreasing availability of digital libraries of K-12 curriculum resources, coupled with an increased emphasis on standard-based teaching necessitates assignment of the standards to the available curriculum. Since such assignment is a laborious and ongoing task, machine-based standard assignment tools have been under development for some time. Unfortunately, data on the performance of these machine-based classifiers are mostly lacking. In this paper we explore network modeling and layout to gain insight into the differences between human assignments and those by one of the better known machine-based classifiers. To build the standard assignment networks we define standards to be linked if they are jointly assigned to the same curricular item. Comparative analysis of the mapped networks shows that that unlike the machine-based assignment maps, the human-based maps elegantly reflect the rationales and principles of the assignment; i.e., clusters of standards separate along lines of lesson content and pedagogical principles. In addition, comparison of the maps clearly indicates that the machine classifier has trouble assigning so-called 'method' standards. 10 aBIS 1 aReitsma, Reindert 1 aDiekema, Anne, R u/biblio/comparison-human-and-machine-based-educational-standard-assignment-networks-0 01804nas a2200169 4500008004100000245006300041210006300104260000900167490000700176520125500183653001501438653000801453100002001461700001901481700002201500856011201522 2011 eng d 00 aOrganizational Information Technology Norms and IT Quality 0 aOrganizational Information Technology Norms and IT Quality c2011 0 v11 3 aThe effectiveness of IT governance initiatives in improving IT’s contribution to organizational success has been demonstrated but the mechanisms by which improved outcomes are realized have largely remained unexplored. Although IT governance tools such as COBIT and ITIL specify procedures and policies for the management of IT resources, the experts who developed those tools also embedded a set of core principles or ‘norms’ in the underlying frameworks. This article explores these norms and their role in the realization of organizational IT quality. Through analysis of normative messages implicitly expressed in the documentation elements provided by COBIT, we extract two norms (commitment to improvement and a risk/control perspective) thought to indicate that an organization has adopted the spirit of IT governance. Next, we model the relationship between adoption of these norms and IT quality and evaluate the model with data from a survey of 86 individuals who use, manage, and/or deliver organizational IT services. Principal component analysis is used to validate the survey items. Results show statistically significant relationships between norm adoption, participation in norm-driven activities, and organizational IT quality. 10 aAccounting 10 aBIS 1 aMarshall, Byron 1 aCurry, Michael 1 aReitsma, Reindert uhttp://www.iima.org/index.php?option=com_phocadownload&view=category&id=60:2011-volume-11-issue-4&Itemid=68 01707nas a2200145 4500008004100000245008200041210006900123260000900192520117300201653001501374653000801389100002001397700002201417856012201439 2011 eng d 00 aWorld vs. Method: Educational Standard Formulation Impacts Document Retrieval 0 aWorld vs Method Educational Standard Formulation Impacts Documen c2011 3 aAlthough initiatives are underway in the educational community to consolidate disparate collections of educational standards, little has been done to explore the impact of educational standard formulation on information retrieval. Recent research contrasts two categories of educational standards: ‘World’ (topical domain-related concepts) and ‘Method’ (investigative and epistemological principles). This paper explores the information retrieval implications of the World vs. Method distinction. We find that experts are more likely to agree about which educational resources align with a Method standard but that a typical automatic standard assignment tool is more likely to assign a World standard to an educational resource. Further, a text-based information retrieval system is more likely to be accurate in retrieving documents relevant to a World standard as compared to a Method standard. These findings have implications both for educational standard formulation (combining World and Method components in a standard may improve retrieval) and for digital library builders who want to help teachers identify useful, standards-aligned learning objects. 10 aAccounting 10 aBIS 1 aMarshall, Byron 1 aReitsma, Reindert u/biblio/world-vs-method-educational-standard-formulation-impacts-document-retrieval-0 02129nas a2200157 4500008004100000245013300041210006900174260002500243520149400268653000801762100002201770700001401792700001501806700001701821856013301838 2010 eng d 00 aAre French Fries and Grades Bad for You? Conflicting Evidence on how K-12 Teachers Search in a K-12 Engineering Digital Library 0 aAre French Fries and Grades Bad for You Conflicting Evidence on aLouisville, KY c2010 3 aThe TeachEngineering digital library provides teacher-tested, standards-based engineering content for K-12 teachers to use in science and math classrooms. Since its release in 2005, it has demonstrated significant growth in users and in contributors; data on this growth is presented. The TeachEngineering team continues to research its search functions and user interface in order to ensure that it is meeting the needs of its intended users, K-12 teachers. Empirical evidence of an experimental study on the dimensions of alignment between digital K-12 lesson materials and education standards, however, contradicts that of the observed search behavior of patrons of TeachEngineering. Whereas the experiment convincingly shows that grade band information does not add to the teaching materials’ relevance for an educational standard, observed patrons’ searching patterns show ample evidence of grade band-based searches. In this paper we offer that although grade band-based searches should perhaps be avoided because they improperly bias search results, they are such a prominent feature in the actual use of the digital library that as designers we must support them while mitigating the risk of unfortunate search bias. As a possible solution we suggest supporting grade-based searches yet offering query expansion by widening the grade band. These results also imply that curriculum developers pay close attention to the assignment of grade bands to their lessons and activities. 10 aBIS 1 aReitsma, Reindert 1 aKlenk, P. 1 aZarske, M. 1 aSullivan, J. u/biblio/are-french-fries-and-grades-bad-you-conflicting-evidence-how-k-12-teachers-search-k-12-0 02114nas a2200181 4500008004100000245008500041210006900126260000900195300001200204490000700216520152400223653001501747653000801762100002201770700002001792700002001812856010001832 2010 eng d 00 aAspects of 'Relevance' in the Alignment of Curriculum with Educational Standards 0 aAspects of Relevance in the Alignment of Curriculum with Educati c2010 a362-376 0 v46 3 aRetrieval of useful digitized learning objects is a key objective for educational digital libraries, but imprecise definitions of alignment hinder the development of effective retrieval mechanisms. With over 63,000 U.S. K-12 science and mathematics education standards and a rapid proliferation of Web-enabled curriculum, retrieving curriculum that aligns with the standards to which teachers must teach is increasingly important. Previous studies of such alignment use single-dimensional and binary measures of relevance. Perhaps as a consequence they suffer from low inter-rater reliability (IRR), with experts agreeing about alignments only some 20-40% of the time. We present the results of an experiment in which the dependent variable ‘alignment’ is operationalized using the Saracevic model of relevance in which; i.e., alignment is defined and measured through ‘clues’ from the everyday practice of K-12 teaching. Results show higher inter-rater reliability on all clues with significantly higher IRR on several specific alignment dimensions. In addition, a (linear) model of ‘overall alignment’ is derived and estimated. Both the structure and explanatory power of the model differ significantly between searching vs. assessment. These results illustrate the usefulness of clue-based relevance measures for information retrieval and have important consequences for both the formulation of automated retrieval mechanisms and the construction of a gold standard set of standard-curriculum alignments. 10 aAccounting 10 aBIS 1 aReitsma, Reindert 1 aMarshall, Byron 1 aZarske, Malinda uhttp://www.sciencedirect.com/science/article/B6VC8-4XF7Y02-1/2/3fd5e4257f3d904d5929eeff2185c678 01844nas a2200157 4500008004100000245005200041210005100093260000900144520135600153653001501509653000801524100002001532700001901552700002201571856009301593 2010 eng d 00 aDoes Using CobiT Improve IT Solution Proposals? 0 aDoes Using CobiT Improve IT Solution Proposals c2010 3 aThe CobiT (Control Objectives for Information and related Technology) framework is designed to help organizations implement IT governance practices by systematically shaping identifiable IT processes to better leverage IT expenditures. The control structure advocated in CobiT embodies governance notions including business alignment, a risk/control perspective, systematic measurement, accountability, and continuous improvement. Despite the rise of internal control regulation, not all organizations have implemented systematic IT controls and many, notably small, organizations may never do so. This study explores whether exposing decision makers to CobiT positively affects the IT solutions they generate. We present a framework (drawn primarily from the structure of CobiT) for identifying normatively better IT plans as measured by application of governance principles. We report on 115 IT solution proposals created by business students. The proposals developed using CobiT more frequently took a risk/control approach, addressed the need for continuous improvement, referred to general IT processes, identified the people who should implement a solution, and proposed more measures of success. Thus, exposing decision makers to a systematic IT governance framework promises to help them generate more comprehensive solutions to IT challenges. 10 aAccounting 10 aBIS 1 aMarshall, Byron 1 aCurry, Michael 1 aReitsma, Reindert u/biblio/does-using-cobit-improve-it-solution-proposals-0 00865nas a2200133 4500008004100000245009200041210006900133260000900202520034800211653000800559100002200567700001600589856012600605 2010 eng d 00 aEducational Standard Assignment; Some recent findings working with NSDL tools CAT & SAT 0 aEducational Standard Assignment Some recent findings working wit c2010 3 aThe NSDL suite of tools offers the Content Assignment and Standard Alignment Tools (CAT & SAT). We present two evaluations of these tools; one is a comparative analysis of human vs. CAT standard assignment. Another is the use of a 24M-row database of SAT-based standard alignments. The latter explores the feasibility of standard cross walking 10 aBIS 1 aReitsma, Reindert 1 aDiekema, A. u/biblio/educational-standard-assignment-some-recent-findings-working-nsdl-tools-cat-sat-0 00537nas a2200133 4500008004100000245009000041210006900131260002300200653000800223100002200231700001400253700001500267856012100282 2010 eng d 00 aIT curriculum and critical skills set for effective IT professionals: is there a gap? 0 aIT curriculum and critical skills set for effective IT professio aPortland, OR c2010 10 aBIS 1 aReitsma, Reindert 1 aEom, Mike 1 aHootman, J u/biblio/it-curriculum-and-critical-skills-set-effective-it-professionals-there-gap-0 01595nas a2200157 4500008004100000245003900041210003900080260004900119520110400168653001501272653000801287100002001295700001901315700002201334856008101356 2010 eng d 00 aIT Governance Norms and IT Success 0 aIT Governance Norms and IT Success aDecember 2010, Saint Louis, MO, U.S.A. c2010 3 aThe checklists included in well-known IT governance frameworks may be a good fit for
large organizations that face regulatory pressure and a need for large-scale coordination
but may be less appropriate for smaller organizations. Core IT governance principles
embedded in the structure of CobiT, ITIL, and ISO2000 can be expressed as a set of IT
governance norms including business alignment, a risk/control perspective, systematic
measurement, accountability, and continuous improvement. In this study, we model IT
effectiveness and willingness to comply with best practices as effects of adopting these
norms. We propose a set of survey items tailored to help assess the constructs in this
model then partially validate them using principal components analysis. Survey
responses (n=86) reveal a significant connection between evidence of norm adoption in
organizations and IT success. This norms-based paradigm may be useful in bringing
some of the benefits of IT governance to the smaller organizations that are thought to
drive economic growth and employment. 10 aAccounting 10 aBIS 1 aMarshall, Byron 1 aCurry, Michael 1 aReitsma, Reindert u/biblio/it-governance-norms-and-it-success-0 01423nas a2200133 4500008004100000245008500041210006900126260001700195520090700212653000801119100002201127700001601149856012401165 2010 eng d 00 aNetwork Visualization of Human and Machine-based Educational Standard Assignment 0 aNetwork Visualization of Human and Machinebased Educational Stan aLondon c2010 3 aRapid growth in the availability of digital libraries of K-12 curriculum, coupled with an increased emphasis on standard-based teaching has led to the development of automated standard assignment tools. To assess the performance of one of those tools and to gain insight into the differences between how human catalogers and automated tools conduct these standard assignments, we explore the use of network modeling and visualization techniques for comparing and contrasting the two. The results show significant differences between the human-based and machine-based network maps. Unlike the machine-based maps, the human-based assignment maps elegantly reflect the rationales and principles of the assignments; i.e., clusters of standards separate along lines of content and pedagogical principles. In addition, humans seem significantly more apt at assigning so-called ‘methodological’ standards. 10 aBIS 1 aReitsma, Reindert 1 aDiekema, A. u/biblio/network-visualization-human-and-machine-based-educational-standard-assignment-0 00403nas a2200145 4500008004100000245001700041210001700058260002200075300001200097490000600109520005300115653000800168100002200176856005900198 2010 eng d 00 aWeb Services 0 aWeb Services aHoboken, NJ c2010 a578-592 0 v3 3 aOverview of Web services technology and its use. 10 aBIS 1 aReitsma, Reindert u/biblio/web-services-0 00511nas a2200145 4500008004100000245011400041210006900155260000900224653001500233653000800248100002000256700002200276700002000298856004700318 2009 eng d 00 aDimensional Standard Alignment in K-12 Digital Libraries: Assessment of Self-found vs. Recommended Curriculum 0 aDimensional Standard Alignment in K12 Digital Libraries Assessme c2009 10 aAccounting 10 aBIS 1 aMarshall, Byron 1 aReitsma, Reindert 1 aZarske, Malinda uhttp://doi.acm.org/10.1145/1555400.1555403 00376nas a2200109 4500008004100000245004500041210004500086260002200131653000800153100002200161856008300183 2009 eng d 00 aNavigating the TeachEngineering Resource 0 aNavigating the TeachEngineering Resource aBoulder, CO c2009 10 aBIS 1 aReitsma, Reindert u/biblio/navigating-teachengineering-resource-0 00475nas a2200109 4500008004100000245008600041210006900127260002100196653000800217100002200225856011800247 2009 eng d 00 aRegionalization of Information Space with Capacity-constrained Voronoi Diagrams 0 aRegionalization of Information Space with Capacityconstrained Vo aZurich, CH c2009 10 aBIS 1 aReitsma, Reindert u/biblio/regionalization-information-space-capacity-constrained-voronoi-diagrams-0 00437nas a2200133 4500008004100000245004500041210004300086260002300129653001500152653000800167100002200175700002000197856008600217 2009 eng d 00 aTeachEngineering: K-12 Teacher Use Study 0 aTeachEngineering K12 Teacher Use Study aBoulder, CO. c2009 10 aAccounting 10 aBIS 1 aReitsma, Reindert 1 aMarshall, Byron u/biblio/teachengineering-k-12-teacher-use-study-0 01809nas a2200157 4500008004100000245006700041210006700108260000900175300001200184490000600196520128800202653000801490100002201498700002201520856010901542 2007 eng d 00 aInformation Space Partitioning Using Adaptive Voronoi Diagrams 0 aInformation Space Partitioning Using Adaptive Voronoi Diagrams c2007 a123-138 0 v6 3 aIn this paper we present and evaluate a Voronoi method for partitioning continuous information spaces. We define the formal characteristics of the problem and discuss several well-known partitioning methods and approaches. We submit that although they all partially solve the problem, they all have shortcomings. As an alternative, we offer an approach based on an adaptive version of the multiplicatively weighted Voronoi diagram. The diagram is ‘adaptive’ because it is computed backwards; i.e., the generators' weights are treated as dependent rather than independent variables. We successfully test this adaptive solution using both ideal-typical (artificial) and empirical data. Since the resultant visualizations are meant to be used by human subjects, we then discuss the results of a usability experiment, positioning the adaptive solution against a commonly used rectangular solution and the classic nonweighted Voronoi solution. The results indicate that in terms of usability, both the rectangular and the adaptive Voronoi solution outperform the standard Voronoi solution. In addition, although subjects are better able to gage rectangular area relationships, only the adaptive Voronoi solution satisfies all geometric constraints of weight-proportional partitioning. 10 aBIS 1 aReitsma, Reindert 1 aTrubin, Stanislav u/biblio/information-space-partitioning-using-adaptive-voronoi-diagrams-0 00537nas a2200133 4500008004100000245008400041210006900125260002500194653000800219100002200227700002000249700001800269856011600287 2007 eng d 00 aPoster Session. Aligning Curriculum with Standards: TeachEngineering, SAT & CAT 0 aPoster Session Aligning Curriculum with Standards TeachEngineeri aWashington, DC c2007 10 aBIS 1 aReitsma, Reindert 1 aCyr, Martha, N. 1 aDiekema, Anne u/biblio/poster-session-aligning-curriculum-standards-teachengineering-sat-cat-0 01341nas a2200157 4500008004100000245005000041210004900091260002300140520084900163653001501012653000801027100002001035700002201055700001901077856008701096 2007 eng d 00 aSemantics or Standards for Curriculum Search? 0 aSemantics or Standards for Curriculum Search aNew York, NY c2007 3 aAligning digital library resources with national and state educational standards to help K-12 teachers search for relevant curriculum is an important issue in the digital library community. Aligning standards from different states promises to help teachers in one state find appropriate materials created and cataloged elsewhere. Although such alignments provide a powerful means for crosswalking standards and curriculum across states, alignment matrices are intrinsically sparse. Hence, we hypothesize that such sparseness may cause significant numbers of false negatives when used for searching curriculum. Our preliminary results confirm the false negative hypothesis, demonstrate the usefulness of term-based techniques in addressing the false negative problem, and explore ways to combine term occurrence data with standards correlations. 10 aAccounting 10 aBIS 1 aMarshall, Byron 1 aReitsma, Reindert 1 aCyr, Martha, N u/biblio/semantics-or-standards-curriculum-search-0 00400nas a2200133 4500008004100000245003600041210003600077260000900113653000800122100002200130700002000152700001600172856007800188 2007 eng d 00 aTeachEngineering Poster Session 0 aTeachEngineering Poster Session c2007 10 aBIS 1 aReitsma, Reindert 1 aVanlue, William 1 aLewis, Paul u/biblio/teachengineering-poster-session-1 01514nas a2200169 4500008004100000245007500041210006900116260000900185300001200194490000700206520095200213653000801165100002201173700001401195700001801209856011701227 2007 eng d 00 aWeight-proportional Space Partitioning Using Adaptive Voronoi Diagrams 0 aWeightproportional Space Partitioning Using Adaptive Voronoi Dia c2007 a383-405 0 v11 3 aTraditional application of Voronoi diagrams for space partitioning results in Voronoi regions, each with a specific area determined by the generators’ relative locations and weights. Particularly in the area of information space (re)construction, however, there is a need for inverse solutions; i.e., finding weights that result in regions with predefined area ratios. In this paper, we formulate an adaptive Voronoi solution and propose a raster-based optimization method for finding the associated weight set. The solution consists of a combination of simple, fixed-point iteration with an optional spatial resolution refinement along the regions’ boundaries using quadtree decomposition. We present the corresponding algorithm and its complexity analysis. The method is successfully tested on a series of ideal”typical cases and the interactions between the adaptive technique and boundary resolution refinement are explored and assessed. 10 aBIS 1 aReitsma, Reindert 1 aTrubin, S 1 aMortensen, E. u/biblio/weight-proportional-space-partitioning-using-adaptive-voronoi-diagrams-0 00410nas a2200133 4500008004100000245003600041210003600077260002500113653000800138100002200146700001600168700001400184856007800198 2006 eng d 00 aTeachEngineering Poster Session 0 aTeachEngineering Poster Session aWashington, DC c2006 10 aBIS 1 aReitsma, Reindert 1 aSullivan, J 1 aCyr, M, N u/biblio/teachengineering-poster-session-2 00471nas a2200133 4500008004100000245006200041210006000103260002100163653000800184100002200192700001600214700001400230856009300244 2005 eng d 00 aPoster Session. Just a cute kid with a great imagination? 0 aPoster Session Just a cute kid with a great imagination aDenver, CO c2005 10 aBIS 1 aReitsma, Reindert 1 aSullivan, J 1 aCyr, M, N u/biblio/poster-session-just-cute-kid-great-imagination-0 01858nas a2200169 4500008004100000245008400041210006900125260000900194300001000203490000700213520128800220653000801508100002201516700001601538700001601554856011801570 2004 eng d 00 aSpatialization of Web Sites Using a Weighted Frequency Model of Navigation Data 0 aSpatialization of Web Sites Using a Weighted Frequency Model of c2004 a13-22 0 v55 3 aReitsma, Thabane, and MacLeod are interested in the display of document sets as visualized geometric spaces. Such spaces can use metrics and dimensions determined arbitrarily prior to analysis of data, or they may use secondary data (logged website transaction counts, perhaps) with techniques like factor analysis or MDS to find a structure. Using high transaction volume between an origin and a destination as an indicator of a small distance and a low volume as an indicator of a large distance, a transaction log can provide input to MDS. One problem is the possible origination of multiple sessions from the same address where one can not determine if consecutive requests are part of the same transaction and thus frequencies may be invalid. They suggest the use of the probability that a count is a transaction as a weight rather the count alone, with this probability depending upon the time separation between an origin and a destination with less time indicating a higher probability. A transaction log for a website for undergraduate engineering learning was analyzed in this manner and weighted transaction counts were compared to the use of straight count inputs to MDS using the Euclidean metric and four dimensions. Weighted results were not significantly different. 10 aBIS 1 aReitsma, Reindert 1 aThabane, L. 1 aMacLeod, J. u/biblio/spatialization-web-sites-using-weighted-frequency-model-navigation-data-0 00454nas a2200157 4500008004100000245004000041210003900081260000900120653000800129100002200137700001200159700001500171700001700186700001500203856007800218 2004 eng d 00 aTeachengineering Resources for K-12 0 aTeachengineering Resources for K12 c2004 10 aBIS 1 aReitsma, Reindert 1 aCyr, M. 1 aMooney, M. 1 aSullivan, J. 1 aYbarra, G. u/biblio/teachengineering-resources-k-12-0 00634nas a2200193 4500008004100000245007500041210006900116260000900185300001200194490000700206653000800213100001600221700002200237700002000259700001800279700001700297700001600314856011000330 2003 eng d 00 aExploiting Engineering as a Unique Distance Learning Tool 19, 379-388 0 aExploiting Engineering as a Unique Distance Learning Tool 19 379 c2003 a379-388 0 v19 10 aBIS 1 aCarlson, L. 1 aReitsma, Reindert 1 aBrandemuehl, M. 1 aHertzberg, J. 1 aSullivan, J. 1 aGabbard, S. u/biblio/exploiting-engineering-unique-distance-learning-tool-19-379-388-0 00533nas a2200145 4500008004100000245008000041210006900121260000900190300001200199490000700211653000800218100002000226700002200246856011900268 2002 eng d 00 aLoglinear and Multidimensional Scaling Models of Digital Library Navigation 0 aLoglinear and Multidimensional Scaling Models of Digital Library c2002 a101-119 0 v57 10 aBIS 1 aButtenfield, B. 1 aReitsma, Reindert u/biblio/loglinear-and-multidimensional-scaling-models-digital-library-navigation-0 00459nas a2200181 4500008004100000245002400041210002200065260000900087300001000096490000700106653000800113100001700121700001600138700001700154700002000171700002200191856006400213 2000 eng d 00 aA Living Laboratory 0 aLiving Laboratory c2000 a31-40 0 v88 10 aBIS 1 aLightner, M. 1 aCarlson, D. 1 aSullivan, J. 1 aBrandemuehl, M. 1 aReitsma, Reindert u/biblio/living-laboratory-0 00637nas a2200181 4500008004100000245009600041210006900137260000900206300001200215490000600227653000800233100001500241700002200256700001400278700001700292700001400309856013200323 1999 eng d 00 aAccessibility of Computer-based Simulation Models in Inherently Conflict-Laden Negotiations 0 aAccessibility of Computerbased Simulation Models in Inherently C c1999 a511-533 0 v8 10 aBIS 1 aZigurs, I. 1 aReitsma, Reindert 1 aLewis, C. 1 aHubscher, R. 1 aHayes, C. u/biblio/accessibility-computer-based-simulation-models-inherently-conflict-laden-negotiations-0 00606nas a2200145 4500008004100000245014600041210006900187260000900256300001000265490000600275653000800281100002200289700002100311856012800332 1997 eng d 00 aObject-oriented Simulation and Evaluation of River Basin Operations. Journal of Geographic Information and Decision Analysis. 1, 1, pp. 10-24 0 aObjectoriented Simulation and Evaluation of River Basin Operatio c1997 a1--24 0 v1 10 aBIS 1 aReitsma, Reindert 1 aCarron, John, C. u/biblio/object-oriented-simulation-and-evaluation-river-basin-operations-journal-geographic 00508nas a2200145 4500008004100000245007200041210006900113260000900182300000900191490000600200653000800206100002200214700001500236856011100251 1997 eng d 00 aObject-oriented Simulation and Evaluation of River Basin Operations 0 aObjectoriented Simulation and Evaluation of River Basin Operatio c1997 a9-24 0 v1 10 aBIS 1 aReitsma, Reindert 1 aCarron, J. u/biblio/object-oriented-simulation-and-evaluation-river-basin-operations-0 00494nas a2200133 4500008004100000245007600041210006900117260000900186300001200195490000800207653000800215100002200223856011500245 1996 eng d 00 aStructure and Support of Water Resources Management and Decision Making 0 aStructure and Support of Water Resources Management and Decision c1996 a253-268 0 v177 10 aBIS 1 aReitsma, Reindert u/biblio/structure-and-support-water-resources-management-and-decision-making-0 00520nas a2200157 4500008004100000245006600041210006500107260000900172300001200181490000600193653000800199100002200207700001600229700001600245856010100261 1994 eng d 00 aConstruction Kit for Visual Programming of River-Basin Models 0 aConstruction Kit for Visual Programming of RiverBasin Models c1994 a378-384 0 v8 10 aBIS 1 aReitsma, Reindert 1 aSautins, A. 1 aWehrend, S. u/biblio/construction-kit-visual-programming-river-basin-models-0 00547nas a2200145 4500008004100000245009300041210006900134260000900203300001000212490000600222653000800228100002200236700001700258856012600275 1990 eng d 00 aWODAN: een Venster op Beleidsinformatie (WODAN: a Window on Decision-making Information) 0 aWODAN een Venster op Beleidsinformatie WODAN a Window on Decisio c1990 a15-24 0 v5 10 aBIS 1 aReitsma, Reindert 1 aHendriks, P. u/biblio/wodan-een-venster-op-beleidsinformatie-wodan-window-decision-making-information-0 00513nas a2200145 4500008004100000245007600041210006900117260000900186300001200195490000700207653000800214100002200222700001900244856010400263 1988 eng d 00 aA Causal Typology of Migration: The Role of Commuting. Regional Studies 0 aCausal Typology of Migration The Role of Commuting Regional Stud c1988 a331-340 0 v22 10 aBIS 1 aReitsma, Reindert 1 aVergoossen, A. u/biblio/causal-typology-migration-role-commuting-regional-studies-0 00634nas a2200133 4500008004100000245020600041210006900247260000900316300000800325490000600333653000800339100002200347856013100369 1986 eng d 00 aArtificiele Intelligentie in Geografisch Onderzoek: Cognitie, `Engineering' en Geografische Modellen (Artificial Intelligence in Geographical Research: Cognition, `Engineering' and Geographical Models) 0 aArtificiele Intelligentie in Geografisch Onderzoek Cognitie Engi c1986 a4-7 0 v1 10 aBIS 1 aReitsma, Reindert u/biblio/artificiele-intelligentie-geografisch-onderzoek-cognitie-engineering-en-geografische-0