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The purpose of this paper is to explore the driving forces moving Sakai to join the new era of social applications by adopting a content‐focused methodology.

The exploration is performed by looking at the way in which the role of content has developed through various phases of the internet, and how educational computing has leveraged those developments. The paper then goes on to relate these developments to the way in which initiatives like OpenSocial are changing the nature of application development and hosting, discussing the impact of the new world of cloud‐aware and cloud‐based applications on the development of Sakai.

Shifting to a modern web development paradigm that includes heavy use of client‐side programming methodologies such as AJAX, a content‐centric architecture, and an implementation of social networking capabilities will increase student satisfaction, while reducing development time and cost for systems like Sakai.

The paper will be of particular interest to those readers considering the tensions between institutionally provisioned applications and global free‐to‐use web services.

Usage of learning management systems (LMSs) has become widespread with the disruption of face-to-face educations after the COVID-19 pandemic. There are several software products, usually named as LMS to enable and support distance education. However, selection of a suitable LMS is a complex multiple criteria decision making (MCDM) problem that requires consideration of many criteria and inputs from different parties like students, academicians, education managers, etc. Usability evaluation of LMS is one of the critical steps in deciding which LMS system to be adapted. There are several studies related to usability evaluation of LMS in the literature, but utilization of MCDM methods and real life case studies are very rare. Based on this motivation, perceived usability evaluation of SAKAI-LMS that is in use at an academic department is performed by employing axiomatic design procedure (ADP). This paper aims to discuss the aforementioned issues.

ADP is considered as a suitable MCDM method for perceived usability evaluation as it allows an easy approach to data fusion and setting performance targets for decision makers. A questionnaire is developed to collect data from three types of system users about predetermined usability criteria and their importance. After detailed statistical analyses and weighting criteria via analytical hierarch process (AHP), ADP is carried out to evaluate usability of the LMS.

It is found that the proposed ADP based approach is easy to apply in practical circumstances and able to quantify perceived usability of the LMSs.

The proposed approach provides an easy and practical evaluation of perceived usability of the LMSs for decision makers who are responsible for the implementation of LMSs. The developed novel and practical MCDM-based perceived usability approach for LMS in this study has been verified through a real life case study at an academic department. Perceived usability results, therefore, reflects only the views of this focus group and are not generalizable.

First time in the literature, a comprehensive ADP based MCDM approach is proposed based on the analyses of the related literature and information gathered from the system users.

The study here helps to fill the gap between the current practices of management performance audits for firms and government agencies. The study advances recent theories of program evaluation and marketing management auditing. While the application in this chapter refers to government agencies managing destination marketing programs (tourism agencies), the algorithmic model construction is applicable for all management audits. The study applies the perspectives from two streams of theory to describe five relevant activities for managing destination marketing programs: scanning, planning, implementation, assessing, and administering. The analysis proposes impact assessments to improve management performances of DMOs via checklists for assessing the quality of information in tourism-management performance audits. Checklists can serve as a management tool by management performance auditors and by DMO executives to enhance the quality in executing destination marketing programs. A meta-evaluation of 10 tourism management audit reports identifies good and bad practices. The findings indicate that substantial improvements are possible in the practice of DMO’s management performance auditing, and the proposed checklist may ensure both high quality performance audit reports and improved performances in DMO practices.

The present chapter includes a case study that describes and analyzes three performance audit reports over a three decade period for one U.S. state government's destination management organization's (DMO) actions and outcomes. This report extends prior studies (Woodside & Sakai, 2001, 2003) that support two conclusions: (1) the available independent performance audits of DMOs’ actions and outcomes indicate that frequently DMOs perform poorly and fail to meaningfully assess the impacts of their own actions and (2) the audits themselves are shallow and often fail to provide information on DMOs’ actions and outcomes relating to these organizations largest marketing expenditures. The chapter calls for embracing a strategy shift in designing program evaluations by both government departments responsible for managing destinations’ tourism marketing programs and all government auditing agencies in conducting future management performance audits. The chapter offers a “tourism performance audit template” as a tool for both strategic planning by destination management organizations and for evaluating DMOs’ planning and implementing strategies. The chapter includes an appendix – a training exercise in using the audit template and invites the reader to download a tourism performance audit report of a destination marketing organization and to apply the template after reading the report.

The authors aim to determine the effects of Global Lesson Study (GLS) – a two-year, one-cycle program defined as “international cooperative lesson study through international exchange among teachers using ICT” – on intercultural competence for lesson study based on pre- and post-survey conducted for Japanese teachers.

In accordance with the GLS program, mathematics lesson studies on mathematics between Japanese and Singaporean elementary school teachers were conducted over a two-year period. Questionnaire surveys on intercultural competence for lesson study was conducted using 7-point Likert scale and descriptive questions with Japanese teachers (N = 5). Analysis of Wilcoxon's signed rank test and correlation analysis were conducted.

Followings are identified as the effects of GLS for Japanese teachers: (1) Japanese participants felt improvement of their competence in areas of attitude, internal outcomes and outward impact. (2) Participating in a GLS led to the improvement of Japanese teachers' qualities and abilities for subject teaching related to mathematics education. (3) Improvement of intercultural competence for lesson study was related to each other, and GLS led to improvement of these competences. (4) It was meaningful to have a two-year period to assimilate and adjust to independent experience of the host and guest.

The GLS led to teacher empowerment among this sample, not only as cooperative research, but also at the individual level of teachers where participants continued to develop lessons based on the GLS learning after study completion. This has important implications for the implementation and dissemination of the GLS.

Feedback is crucial in a learning process, particularly in an online interaction where both learners and instructors are distantly located. Thus, this paper aims to investigate the association between feedback strategies, embedded course syllabus and learning improvement in the Sakai Learning Management System.

This paper uses a survey design to collect cross-sectional data from adult distance learning students. The data were analysed using descriptive statistics and a standard multiple regression model in Stata.

The results show that feedback strategies (timing, mode, quality and quantity) and embedded course syllabus have a significant relationship with learning improvement. However, the feedback strategy – target – is not significantly related to learning improvement though it is the highest feedback strategy.

This paper has contributed to the extant literature by providing empirical evidence to support the constructivism theory of learning from a distance learning perspective in a developing country. The study has shown that if the feedback strategies are well managed and applied, they would make a considerable impact on distance education students' academic pursuits. Hence, the paper provides a pedagogical foundation for short and long-term distance learning policy.

As the World Bank approaches its fiftieth year of involvement in the education sector, its Sector Strategy for Education 2020 focuses on key challenges created in the past decade. With the successes in building up primary education systems, millions of matriculating students in many developing countries will now be seeking secondary and tertiary education. For most observers, this is a crisis: even if enough schools could magically be built in time, there would not be nearly enough trained teachers to staff them. For some observers, this is a crisis that can be coped with: information and communications technologies (ICT) have reached a stage where virtual schools and distance learning can be employed at scale to meet such challenges. Curiously, the Education Sector Strategy 2020 makes no mention of virtual schools or distance learning. In fact, it contains only a single, ambivalent reference to ICT for education. The curious silence belies the World Bank's vital leadership and active involvement over the years in identifying and funding model ICT uses in the education sector. However, this chapter is ultimately not about arguing over the extent to which ICT should be mentioned in the World Bank's Education Sector Strategy. Instead, the goal here is to draw attention to a specific opportunity that the World Bank has before it to shape and guide the many ICT-based virtual school projects that will be undertaken in the coming decade. The crucially important opportunity is one for which the World Bank is uniquely suited: to seed and grow an open e-learning movement based on open source, open educational resources, and open pedagogy for secondary and tertiary education in the developing world.

This study aims to improve the understanding of the factors that influence the performance of universities' technology transfer offices (TTOs), units charged with the responsibility for aiding the commercialization of research innovations.

To empirically test the link between factors affecting TTO performance and whether these effects are contingent on a country-specific environment, survey data were collected from 187 TTO stakeholders (TTO heads, TTO employees and university researchers) in 18 countries of Europe and Japan, and structural equation modeling (SEM) was used.

The results show that the internal embeddedness of a TTO within a university is the most important factor in determining a TTO's performance. A TTO's performance is positively affected by its marketing capabilities and social embeddedness. Strict patent portfolio management has no significant impact on TTO performance in Japan and has a negative effect on European TTOs' performance.

This study highlights the role of organizational and interorganizational factors in TTO performance; moreover, this is one of the few multi-continent (Europe and Asia) studies in the domain of university–industry collaborations, expanding the current understanding of the contingent roles of the region of operation, which has remained unexplored, as extant studies were typically conducted in only one country.

Our research aim is to propose a support model for problem‐solving oriented learning (PSOL) and implement a humancentric system that supports learners and thereby develops their ability. We propose a human‐centric interactive framework for PSOL by employing the research results in the educational psychology field. The characteristic of our research is that our system understands the principle knowledge to support users through human‐computer interactions. It is very important to clarify the principle knowledge of the target application domain and develop the system based on it. We call the principle knowledge as ontology. By embedding ontology into the basis of a system, we can implement a more positive navigation function. In this paper, we analyze the learners’ cognitive activities in PSOL, propose a support model that encourages self‐regulated planning processes, and illustrate an interactive environment for making effective problem‐solving and learning processes based on the ontology.

Although the decision‐making problem at the lower level is generally well‐defined, the decision‐making problem at the higher level would not contain the detail. Much of decision‐making at the higher level might take place in a fuzzy environment, so that it is only necessary to decide roughly what actions, what states and what parameters should be considered. This paper deals with the higher level problem in which we can regard the elements‐states of nature, feasible actions and available information‐as fuzzy objects. Since the uncertainty of meaning of objects is represented by the fuzzy sets and the uncertainty of occurrence of objects is defined by the probability, a specific formulation of the higher level decision problem can be defined by the probability of fuzzy events. From the same aspect, the definitions of worth, entropy and quantity concerning fuzzy information are given in this paper, and we have tried to extend some of the statistical decision theory to the fuzzy decision problem. To explain our formulation, an investment problem is presented as an example.