Innovation in Information Systems Education-I Accelerated Systems Analysis And Design With Appreciative Inquiry - An Action Learning Approach

Systems Analysis and Design is a core component of an education in information systems. To appeal to a wider range of constituents and facilitate the learning process, the content of a traditional Systems Analysis and Design course has been supplemented with an alternative modeling approach. This paper presents an instructional design that incorporates a model from accounting literature (REA) with traditional Systems Analysis and Design methods in introducing the topic of data modeling. Detailed instructions for deriving data elements and relationships are presented. Feedback from students indicates increased satisfaction with the learning process and retention of material.

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Ontological Foundations of Information Systems Analysis and Design

Business Systems Analysis with Ontologies ◽

10.4018/978-1-59140-339-5.ch012 ◽

2011 ◽

pp. 322-344 ◽

Cited By ~ 3

Author(s):

Boris Wyssusek ◽

Helmut Klaus

Keyword(s):

Information Systems ◽

Systems Analysis ◽

Systems Development ◽

Information Systems Development ◽

Analysis And Design ◽

Systems Analysis And Design ◽

Systems Research ◽

Information Systems Research ◽

History Of ◽

Research Ontology

Ontology has attracted considerable attention in information systems analysis and design (ISAD) research. Ontology is philosophy and bears its own substance and history of debates, which quite often have not been accounted for in information systems research. A more comprehensive consideration of well-known philosophical issues of ontology may help to apprehend precisely the transfer of ontological concepts into ISAD, including insights regarding their limitations and to articulate directions towards further research. In particular, this requires expanding of the scope of current debates in information systems towards the socio-philosophical aspects of ontology. Only then, it will be possible to determine whether ontology can direct the project of theoretical foundation for ISAD. An outline of the critique of the prevailing rationalistic methodical understanding of information systems development in contemporary IS literature illustrates how the indiscriminating borrowing of philosophical presuppositions has encumbered current understandings. Critical reflection upon these presuppositions can get over persuasions and bring about theorisation.

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Problem-Based Learning in Information Systems Analysis and Design

Challenges of Information Technology Education in the 21st Century ◽

10.4018/978-1-930708-34-1.ch006 ◽

2011 ◽

pp. 100-123 ◽

Cited By ~ 2

Author(s):

John Bentley ◽

Geoff Sandy ◽

Glenn Lowry

Keyword(s):

Information Systems ◽

Systems Analysis ◽

Problem Based Learning ◽

Critical Question ◽

Analysis And Design ◽

Student Aspirations ◽

Systems Analysis And Design ◽

One Year ◽

Learning Principles ◽

Professional Workplace

The critical question challenging information systems educators in the new millennium is how university information systems courses can add enough value to students that they will choose to study in higher education for a full degree rather than opt for a one-year certification course leading to similar economic and status outcomes in the short term. This chapter assesses the feasibility and desirability of achieving a better match between delivery of information systems education and the professional workplace through Problem-Based Learning (PBL). A brief introduction to cognitive and learning principles is followed by a discussion of PBL and its potential to help to achieve a better fit between student aspirations and employer requirements. The chapter concludes with an illustration of the use of PBL in a systems analysis and design course.

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