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This article aims to explore the possibilities and use of a mobile technology‐supported audio annotation system that can be used for attaching free‐formatted audio annotations to physical objects. The solution can help visually impaired people to identify objects and associate additional information with these objects.

A human‐centred design approach was adopted in the system's development and potential end‐users were involved in the development process. In order to evaluate the emerging use cases, as well as the usefulness and usability of the application, a qualitative field trial was conducted with ten visually impaired or blind users.

The findings show that visually impaired users learned to use the application easily and found it easy and robust to use. Most users responded positively towards the idea of tagging items with their own voice messages. Some users found the technology very useful and saw many possibilities for using it in the future. The most common targets for tagging were food items; however, some users had difficulties in integrating the solution with their everyday practices.

This paper presents an innovative mobile phone application with a touch and audio user interface. The actual use cases describe the everyday needs of visually impaired people and this information might be valuable to service providers and technology developers. Also, the experiences gained from these trials can be used when developing software for the visually impaired on other platforms.

This study proposes a new agenda for research and practice on pro-environmental behaviours in organisational settings by exploring the intersection between technology innovations and pro-environmental initiatives. The goal is to demonstrate the utility of digital technology in promoting and achieving sustainability by addressing the complexity and inconsistency in pro-environmental behaviours.

Using relevant literature on pro-environmental behaviours, this study explores the possibility of embedding technology innovations in pro-environmental initiatives to promote and enhance sustainability in organisational settings.

This study argues that the recent technological advancement and open innovation provide new insights into understanding and implementing pro-environmental initiatives in organisational settings. While pro-environmental behaviours studies have advanced over the past decades, this study shows that many pro-environmental activities do not require employees to change behaviour. According to this study, psychology and technology innovations offer various opportunities for businesses to effectively and pragmatically embed sustainability into their operations without necessarily changing employees' behaviour.

This conceptual study offers opportunities to empirically explore the collaborative nexus between “psychology-based pro-environmental behaviour research and technology innovation”. Despite the plethora of studies on pro-environmental behaviours, results are mixed and inconclusive, raising questions about the dominant practice used for promoting pro-environmental initiatives and behaviours at the corporate level. This study, therefore, provides a new pathway for businesses to address their environmental aspects, demonstrating a pragmatic approach to resolving the complexity of pro-environmental behaviours.

This study allows social investigators, policymakers, and technology developers to re-assess, revive and further investigate how they can collaborate to address practical environmental and social issues.

The purpose of this paper is to explore the emergence of innovation in smart service systems to conceptualize how actor’s relationships through technology-enabled interactions can give birth to novel technologies, processes, strategies and value. The objectives of the study are: to detect the different enablers that activate innovation in smart service systems; and to explore how these can lead dynamically to the emergence of different innovation patterns.

The empirical research adopts an approach based on constructivist grounded theory, performed through observation and semi-structured interviews to investigate the development of innovation in the Italian CTNA (Italian acronym of National Cluster for Aerospace Technology).

The identification and re-elaboration of the novelties that emerged from the analysis of the Cluster allow the elaboration of a diagram that classifies five different shades of innovation, introduced through some related theoretical propositions: technological; process; business model and data-driven; social and eco-sustainable; and practice-based.

The paper embraces a synthesis view that detects the enabling structural and systems dimensions for innovation (the “what”) and the way in which these can be combined to create new technologies, resources, values and social rules (the “how” dimension). The classification of five different kinds of innovation can contribute to enrich extant research on value co-creation and innovation and can shed light on how given technologies and relational strategies can produce varied innovation outcomes according to the diverse stakeholders engaged.

Introduction: In a world characterised by volatility, uncertainty, complexity, and ambiguity, change is the only constant. Over the years, human resource management (HRM) has evolved from conventional functions of hiring and firing to being a strategic partner in organisations. Similarly, there has been a paradigm shift in the landscape of artificial intelligence (AI) from being a mere searching tool to the design and development of intelligent robots. Over the years, AI has emerged into a collection of powerful technologies re-inventing different functional areas, including HRM. The application of AI in HRM is perceived as an optimistic opportunity since it ought to bring maximum value at minimum cost. AI focuses on building tools that exhibit human-level intelligence and discernment in making decisions.

Purpose: The purpose of this chapter is to draw deeper insights into the relevance of AI in different functional areas of HRM. Integrating AI into HRM functions such as talent acquisition, training and development, performance management, employee engagement, and the like can help leverage efficiency and create an engaging employee experience. In the wake of Industry 4.0, where digitalisation has become imperative, this chapter explores the integration of AI into specific HR functions for a synergistic competitive advantage in companies. The purpose of this chapter is to signify the integration of AI into four vital functions of HRM, namely talent acquisition, training and development, performance management, and employee engagement. The objective is to chart how companies integrate various AI tools in four specific HRM functions to enhance efficiency. Also, the companies willing to implement AI in their HR functions can refer to the case studies used as exemplars in the chapter.

Methodology: This conceptual chapter is based on the secondary sources, which also build upon case studies of different companies that have implemented AI-enabled solutions and integrated them into different HRM functions and processes per needs. This chapter utilises the conceptual framework of both AI and HRM functions to give deeper insight into the challenges and implementation of technology-enabled solutions.

Findings: AI is used in HRM functions to automate repetitive and operational tasks to shift the focus to more strategic aspects. Despite many advantages of AI and machine learning, very few companies are using it, and companies may integrate technology-enabled solutions based on the size and nature of business.

The purpose of this paper is to present an alternate approach to entrepreneurship pedagogy development through an iterative journey of co-ownership between students, industry partners and academic course teams to enhance student satisfaction and learning outcomes.

Utilising design thinking, the pedagogy evolved over a three-year period (2013-2015) through iterative innovation in the delivery model and assessments, underpinned by notions of classroom community, constructivism, justice and equity, humour and role-play.

The findings strongly validate the integration of notions of justice and equity, constructivism, humour and role-play as learning principles and delivery elements in entrepreneurship pedagogy to enhance student satisfaction and learning outcomes. A critical outcome of this design and delivery process is the reduction of barriers between students and teachers and the impact this has on creating a shared learning journey; a journey that in this case has resulted in meaningful outcomes for all involved.

Further research with longitudinal data is needed to validate the link between design-led entrepreneurship pedagogy and enhanced student learning outcomes as well as implications relating to graduate employability. In global settings, further data collection could also validate whether the findings are culturally neutral or culturally sensitive.

Entrepreneurship educators will benefit from this pedagogical approach in seeking to meet the needs of business start-ups, intrapreneurial capacity-building and potentially, enhancement of graduate employability. The model also offers promise for other learning contexts.

Design thinking has received scant attention in entrepreneurship pedagogy. This case study demonstrates how design thinking can enhance student satisfaction and learning outcomes by integrating notions of constructivism, justice and equity, humour and role-play in entrepreneurship curricula.

Focuses on computer‐integrated manufacturing′s macro aspects and its strategic implications. Defines CIM at the macro and micro level and the various factors that strongly call for the implementation of CIM. After going into the advantages, concludes with implications for the future.

New requirements for the design of interactive systems call for a human‐centred approach. Learner‐centred design has been considered as the equivalent of human (or user) centred design as it applies to the design and development of elearning systems and applications. E‐Learning is gaining momentum and the respective interest in design methods and practices for such systems is continuously increasing. Nevertheless it is not clear how learner‐centred design can be implemented in practice; questions, such as what are the processes included in learner‐centred design, what kind of activities should take place, how can existing human‐centred design methodologies be combined with instructional design methods and techniques, remain unanswered. This paper stresses the need for an effective integration between usability ‐ the ultimate goal for every human‐centred design effort ‐ and instructional design concepts, techniques and practices. It presents a case study where authors’ activities to design a web‐based training curriculum are described. Problems and challenges of applying human‐centred design and instructional design methods and techniques are discussed along with future research dimensions.

If initial attempts to incorporate reusable multimedia into university teaching were characterised by the efforts of enthusiasts, the growth of the “Learning Object” economy in recent years requires a more strategic and systems‐based approach. While all reusable learning materials have a value, both financial and educational, multimedia in particular is expensive to produce. Systematic production (based on ISO 14915 standards (2002a, 2002b, 2003) and evaluation of fitness for purpose, are paramount. Human‐centred design (HCD) methodologies, based on the ISO 13407 standard (1999), are now well‐established for ensuring that investments in technology result in benefits, and in particular lay heavy emphasis on the frequent use of evaluation. This paper reviews literature in educational multimedia production, interaction design, HCD, and pedagogy, and summarises ongoing attempts to standardise a definition of reusable learning objects (RLOs), with multimedia learning objects (MLOs) as a specific example. We conclude that evaluation must be central to the production and deployment of MLOs. We report on experiences applying an existing framework for effective production of multimedia learning resources, and propose revisions to this framework to add effective evaluation mechanisms.