Titlebook: Key Competencies in ICT and Informatics: Implications and Issues for Educational Professionals and M; IFIP WG 3.4/3.7 Inte Don Passey,Arthu

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Conference proceedings 2014atics and Information and Communication Technologies: the IFIP WG 3.4 Conference on Key Competencies for Educating ICT Professionals, KCICTP 2014, and the IFIP WG 3.7 Conference on Information Technology in Educational Management, ITEM 2014, held in Potsdam, Germany, in July 2014. The 28 revised ful

Cacophonous

Infusion

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Competencies and Work Practices for Dynamic Distributed Software Development in Global Value Networkcurrent SD work performance assessment. Academic results will be discussed with European, US and Indian partner researchers in the context of changing dynamic sourcing i.e. onshore, nearshore, offshore activities in global value networks. The general objectives are to improve ICT-services companies’

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E-Learning Maturity Model – Process-Oriented Assessment and Improvement of e-Learning in a Finnish Uprehensive and multilevel overview of the institution′s current status of processes surrounding the e-learning. By utilizing the eMM, a more informative basis for future development of processes was formed. Based on the process assessment, the case institution′s capabilities on higher dimensions of

GLEAN

Soliloquy

Breeding ICT Skills for the Industries: The South African Experiencers in the challenges of ICT skill short in South Africa are the gap between the qualification and competency. Other influencing factors include government interference, organisational need, and curriculum development and transformative scheme.

Cholecystokinin

Life Transitions, Learning and Digital Technologies –Common Threads and Conceptionsn use over time, and which they can apply to their life transition needs, change, as digital technologies are diversified. This paper considers features and factors that affect learners in their uses of digital technologies in life transition settings. A framework for exploring the ways learners mig