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ISECON 2004 Conference Newport, Rhode Island, USA November 4-7, 2004. K.H.VAT (Mr) Department of Computer and Information Science Faculty of Science & Technology University of Macau, Macau SAR China.
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Department of Computer and Information Science
Faculty of Science & Technology
University of Macau, Macau SAR
The Situation of Concern
The Organizational Context for IS Solution
The Problem of Designing IS Support
The Idea of Scenario-Based Development
Systems Architecting of IS Support for Learning Organizations
Challenges for Continuing Development
Digital Era – Organizational activities, including learning increasingly being virtualized over the Internet, implying the need for renewed IS support;
Organization Transformation – Enterprises including educational institutions seen willingly renewed from being mechanistic (linear) to being organic (dynamic), in their approach to delivering services.
IS Design as a process of learning through the idea of human activity systems (HAS);
(Peter Checkland 1999)
Elements (1-5) process -- organizational context where people create meanings and intentions;
Element (6) main outcome of the process – purposeful action;
Element (7) a form of support for the process.
Systems Engineering (‘hard’ systems methodology) practice:
-- at the start of a systems study, it is necessary to define the need, the aim to be achieved, the system which when engineered, will meet the need, the mission to be accomplished;
-- given the definition, the systems approach then enables us to select a means of achieving the desired end which is presumably efficient;
-- the taken-as-given assumption is that the world can be taken to be a set of interacting systems, some of which do not work very well and can be engineered to work better;
-- the issue is goal-oriented: How can we provide an efficient means to meet the specific objective?
In problems involving purposeful human activities, goals are often obscure, and it is often not possible to take for granted the concept of a problem, and the activity of trying to solve it. In fact, there are always many possible versions of the system to be engineered or improved, and systems boundaries and objectives may well be impossible to define.
1) Define the problem
2) Assemble the appropriate techniques
3) Use techniques to derive possible solutions
4) Select most suitable solution
5) Implement the solution
1) Define the situation that has provoked concerns
2) Express the situation with different sets of concerns
3) Select concepts that may be relevant
4) Assemble concepts into an intellectual structure, e.g. (HAS)
5) Use this structure to explore the situation
6) Define changes to the situation as the problems to be tackled
7) Implement the change process
The LUMAS interpretation
Here a user, U,appreciating a methodology, M, as a coherent set of principles, and perceiving a problem situation, S, asks himself: What can I do?
He then tailors from M a specific approach, A, regarded as appropriate for S, and uses it to improve the situation. This generates learning, L, which may both change U and his appreciations of the methodology: future versions of all the elements LUMAS, may be different as a result of each enactment of the process.