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The locus of innovation has shifted from mechanical advances to digital solutions. By emphasizing the importance of user needs, Design Thinking is apt to develop human-centered innovation, including digital solutions. Using two representative examples from 21 Design Thinking projects spanning the gamut of mechatronic to fully digital solutions, we report on critical incidents as opportunities and challenges of applying Design Thinking in a digital context. In the case of mechatronic solutions, we identified opportunities related to improved collaboration and higher quality prototyping as well as in innovative business models, which in turn created challenges in managing stakeholders. In the fully digital context, we observed opportunities in improved needfinding and the ability to offer individualized products. Conversely, we uncover difficulties in imagining digital features, estimating their feasibility, and correctly setting the fidelity of prototypes. Based on these observations, we discuss the intangibility of digital artifacts as enabler and inhibitor of Design Thinking in a digital context.

Hidayetolu et al. (2019) proposed a novel memory-centric computation system, MemXCT. As a challenge at SC20, we reproduce the computational efficiency of MemXCT on our Azure cloud cluster. Our experiments evaluate the overall performance and the strong scalability with real datasets and verify part of the conclusions in the original paper. Digital artifacts from these experiments are available at: 10.5281/zenodo.5598108.

The wider impact of digital technologies on entrepreneurship has only recently begun to surface in the entrepreneurship literature. This situation invites for re-examining theory on digital technologies and theory on entrepreneurship while at the same time asking where to find critical bridging points that may allow for integrating the two domains. This paper answers this question by reviewing and subsequently analyzing core constituents of digital entrepreneurship and its modus operandi. Our analyses show that digital entrepreneurship not only involves entrepreneurial agency and digital technologies, but also affects previous conceptualizations of artifacts and of its modus operandi by applying a broader repertory of architectural arrangements. This implies that the employment of digital technologies in entrepreneurial ventures has effects that go well beyond using digital technology as a means-to-an-end. Before closing, implications for future research and relevant policy makers are briefly sketched out.Keywords: entrepreneurship, digital agency, digital structure, digital artifact

Investigation of every crime scene with digital evidence is predominantly required in identifying almost all atomic files behind the scenes that have been intentionally scrubbed out. Apart from the data generated across digital devices and the use of diverse technology that slows down the traditional digital forensic investigation strategies. Dynamically scrutinizing the concealed or sparse metadata matches from the less frequent archives of evidence spread across heterogeneous sources and finding their association with other artifacts across the collection is still a horrendous task for the investigators. The effort of this article via unique pockets (UP), unique groups (UG), and unique association (UA) model is to address the exclusive challenges mixed up in identifying incoherent associations that are buried well within the meager metadata field-value pairs. Both the existing similarity models and proposed unique mapping models are verified by the unique metadata association model.

Online education has been adopted widely to address the educational chaos created by the Covid-19 pandemic. Reports on its constraints and challenges appear daily in the global media. However, accounts of teachers’ and students’ experiences of this abrupt shift in pedagogical modality are conspicuously absent in the available literature. This article reports the findings of a study that explored teachers’ and students’ experiences of online education during the pandemic in the context of higher education in Bangladesh and Nepal. The online survey with 147 students and 76 teachers and interviews with a sub-sample of 17 participants indicate that they adapt the action potentials of the digital artifacts to local contexts and use them in the best possible ways to facilitate their communication and enhance student learning in difficult circumstances. The major challenges and constraints they experience in transitioning to online education include poor network, lack of digital skills, lack of technological support from institutions among others. The study findings indicate some pressing policy, pedagogical and research implications, which are discussed in the final section.

The literature on digital innovation often relies on examples of radical, even paradigm-changing novelties. In order to develop such radical innovations, organizational separation of innovation efforts has been advocated by many as an effective strategy. We have conducted a longitudinal case study of a radical innovation project at a born-digital company. The company established a separate organization to develop radical innovation, but over time, the innovation drifted from radical to incremental. Even keeping the organization separate proved difficult. In explaining the events in the case study, we follow the argument that new theories of digital innovation can be developed with reference to the specific properties of digital artefacts. We outline how properties like editability and distributability may contribute to innovation drift, i.e., the proclivity of radical innovation ambitions to gradually drift towards more incremental realizations. Due to their nature, digital artefacts can diffuse through the organization and, thus, pose a challenge to the effectiveness of organizational separation as a strategy for innovation.With this work, we contribute to the literature on digital innovation by responding to calls for research on new theories of digital innovation and the demand for greater appreciation of digital materiality in organizing. We also challenge the prevailing view of digital innovations as radical and aim to open a debate on the possibility and considerations surrounding incremental digital innovations.

International audience; Preparing a new dance performance involves more than learning individual steps. We are interested in understanding how dancers collaborate as they rehearse a new dance piece, with a particular emphasis on how they use physical and digital artifacts to support this process. We conducted a 12-month longitudinal observational study with a dance company that re-staged a dance piece, taken from the contemporary repertoire and unknown to the dancers. The study focused on the role that artifacts play in shaping the learning of a dance piece. We showed how dancers produced an ecology of artifacts with the aim of analyzing the choreographic ideas behind the dance and sharing them with other learners. We showed that sharing these artifacts was challenging because they are idiosyncratic and embody their creator perspective and vocabulary. We then illustrated how dancers overcome this challenge by compiling artifacts and distributing the learning task among the group in order to create a common knowledge of the piece which improves the learning process. We conclude with design opportunities for technologies supporting long-term dance learning processes.

This paperutilizeda literature survey method to find out the quality attributes (or design factors) that impact on or contribute to user experience in extant literature. The results indicate that there areten dimensions that model UX.Each of these dimensions has associated quality attributes that contribute to it and influence the UX of interactive applications. The study therefore proposes the use of these dimensions and the related quality attributes in the development and modeling of the UX of interactive systems. Furthermore, these dimensions and attributes can be utilized in the design and evaluation of interactive digital artifacts.

This paper describes the public archaeology approach and placemaking experiment at the Etruscan and Roman site of Podere Cannicci in Tuscany (Italy), drawing from the previous experience at three other archaeological sites along the Tyrrhenian coast. After three years of excavations at the IMPERO Project (Interconnected Mobility of People and Economy along the River Ombrone), the team has begun a side project to develop new strategies for communicating the results of the research. These include, but are not limited to, an app which displays augmented reality and 3D reconstructions of both the site and the material culture. The project uses digital narratives to engage local communities and scholars in the interpretation and reconstruction of ancient landscapes along with the middle valley of the Ombrone river. This approach also has the potential to support and sustain local tourism, providing an original experience for visitors. Moreover, the solution allows people from all over the world to be connected with the ongoing research and its results, as everything will be published on a dedicated website.

Web-based instant messaging applications vulnerability has become one of the main concerns for its users in line with the increasing number of cybercrimes that occur on social media. This research was conducted to determine the comparability of the vulnerability value of the web-based WhatsApp, Telegram, and Skype applications using the Association of Chief Police Officers (ACPO) method. Digital artifacts in the form of text messages, picture messages, video messages, telephone numbers, and user IDs have been acquired in this research process using FTK imager and OSForensic tools. The results of the study using the FTK imager and OSForensic tools show that the web-based Skype application has a vulnerability value of 92%, while WhatsApp and Web-based Telegram have the same vulnerability value with 67% each based on all digital artifacts that successfully acquired. &nbsp, Vulnerability aplikasi instant messaging berbasis web telah menjadi salah satu perhatian utama bagi para penggunanya seiring dengan semakin meningkatnya cybercrime yang terjadi pada media sosial. Penelitian ini dilakukan untuk mengetahui komparatif dari nilai vulnerability aplikasi WhatsApp, Telegram, dan Skype berbasis web menggunakan metode Association of Chief Police Officers (ACPO). Artefak digital berupa pesan teks, pesan gambar, pesan video, nomor telepon, dan user ID telah dapat diakuisisi pada proses penelitian ini dengan menggunakan tool FTK imager dan OSForensic. Hasil dari penelitian menggunakan tool FTK imager dan OSForensic menunjukkan aplikasi Skype berbasis web memiliki nilai vulnerability sebesar 92%, sedangkan WhatsApp dan Telegram berbasis web memiliki nilai vulnerability yang sama dengan perolehan nilai masing-masing sebesar 67% berdasarkan dari keseluruhan artefak digital yang telah berhasil diakuisisi.&nbsp

Industrial co-creation projects are often complex and ambiguous, involving high levels of interpretive uncertainty over processes and outcomes. To boost the effectiveness of such projects, firms have increasingly adopted virtual reality (VR) technology and have experienced unique benefits by utilizing digital artifacts—interactive objects in digital environments, such as factory installation layouts or design visualizations. This article provides case evidence demonstrating how VR-enabled digital artifacts support firms to effectively implement tailor-made solutions in robotics and automation projects. The adoption of new digital co-creation practices redefines the traditional customer-provider roles in industrial co-creation, increasing engagement, reducing uncertainty, and improving project outcomes.

The diffusion of major new technologies in society is often accompanied by a set of myths that tell us how these technologies will change, clearly for the better, the social and economic fabric of a community. Digital technologies are associated with myths such as the death of distance and of mediators, the end of history and of politics (Brown and Duguid 2000; Mosco 2004). We build on Mosco’s idea of myth as a force shaping discourses around the introduction of new technologies in the context of the deployment of digital artifacts such as digital ID systems and mobile money platforms in the Global South (Mosco 2004). Using the examples of the Unique Identification system (Aadhaar) in India and mobile money in Myanmar, we show how these myths persist long after technologies are in common use. We also examine how, in practice, the use of these technologies seldom aligns with the mythology surrounding them, and it is, instead the moral economy of the communities where they are deployed that mediates their use (Thompson 1971). We argue that local histories of state-making and the larger political economy of technology design can help explain the persistence of the mythology around digital technologies despite the disconnect between myths and reality.

The Digital Culture emerges from several social practices that incorporate digital technologies into everyday life. Inscribed in the field of Cultural Studies from a poststructuralist perspective, this exploratory and bibliographical research investigates the connections between Digital Culture and Education, taking as an argument the presence of a Digital Condition in contemporary society. Thus, two research movements are interconnected, being the first a presentation of the concept of Culture and Digital Condition, and the second an analysis of the contours and displacements in the concept of Education, not only as element of schooling instruction and learning, but as a formation process that directs the conducts of the subjects. The theoretical framework has hold in the discussions of Gere (2008), Lister at, al (2009), Stalder (2018), Bauman (2008, 2009, 2010), Foucault (1995, 1998, 2008), among others. Results point to a Digital Condition and an Education in express, individualized style, operated on the mobility and ubiquity of digital artifacts.

No contexto das licenciaturas, pouco se ouve falar sobre espaços diferentes da escola para a realização de atividades didáticas. No entanto, pesquisas sobre práticas em espaços não formais, em especial os museus de ciência, vem aumentando cada vez mais. Nesse sentido, é importante que, além do incentivo às práticas em espaços fora da escola, também haja um despertar de interesse e treinamento para a efetivação de tais atividades. Desse modo, este trabalho apresenta uma pesquisa realizada com estudantes da disciplina de PROJETOS INTEGRADOS DE PRÁTICAS EDUCATIVAS 3 (PIPE 3), do curso de Física Licenciatura, da Universidade Federal de Uberlândia (UFU), no primeiro semestre de 2016, a fim de evidenciar as possíveis contribuições para a formação de professores de Física diante da construção de artefatos digitais para a exposição de Eletromagnetismo do Museu Diversão com Ciência e Arte – DICA. Nessa pesquisa, ficaram evidentes a evolução das concepções dos estudantes de PIPE 3 quanto aos museus de ciências, e o reconhecimento destes como espaços educativos e diferentes da escola; bem como os saberes despertados e agregados durante essa etapa da formação profissional. Desse modo, acreditamos que esse trabalho evidenciou as vantagens em se trabalhar em espaços diferentes da escola na formação inicial de professores.

This article is devoted to a comparative analysis of the results of the ReMath project (Representing Mathematics with digital media), devoted to the study of digital representations of mathematical concepts. The theoretical provisions and conclusions of this project will be analyzed based on the theory of the information environment [1], developed with the participation of one of the authors of this article. The analysis performed in this work partially coincides with the conclusions of the ReMath project, but uses a different research basis, based mainly on the work of Russian scientists. It is of interest to analyze the work of the ReMath project from the conceptual positions set forth in this monograph and to establish links between concepts and differences in understanding the impact of computer tools (artifacts) on the process of teaching mathematics. At the same time, the authors dispute the interpretation of some issues in Vygotsky’s works by foreign researchers and give their views on the types and functions of digital artifacts in teaching mathematics.

The Research Resource Identifier (RRID) was introduced in 2014 to better identify biomedical research resources and track their use across the literature, including key digital resources such as databases and software. Authors include an RRID after the first mention of any resource used. Here, we provide an overview of RRIDs and analyze their use for digital resource identification. We quantitatively compare the output of our RRID curation workflow with the outputs of automated text mining systems used to identify resource mentions in text. The results show that authors follow RRID reporting guidelines well, and that our natural language processing based text mining was able to identify nearly all of the resources identified by RRIDs as well as thousands more. Finally, we demonstrate how RRIDs and text mining can complement each other to provide a scalable solution to digital resource citation.

The Italian Research Conference on Digital Libraries (IRCDL) is the annual Italian forum to discuss research topics on Digital Libraries and related technical, practical, and social issues. Along the years, IRCDL touched several aspects underlying the ?Digital Library" domain and promptly adapted to the evolution of the field. Today, the ?Digital Library" field includes theory and practices reflecting the evolution of the role of libraries in the scholarly communication domain, and also embracing scholarly communication and open science. The theme of IRCDL 2019 was ?Digital Libraries: Supporting Open Science". Three main reasons motivated this theme: (i) science is increasingly becoming digital, meaning that research is performed using data services and digital tools; (ii) the results of the research are no longer just traditional scientific publications; (iii) the outcomes of science are increasingly encompassing datasets, software, and experiments. As digital artifacts, such products can be shared and re-used together with the article, thus enabling comprehensive research assessment and various degrees of reproducibility of science. Positive consequences of this shift towards Open Science are: accelerating science, optimizing the cost of research, fraud detection, and fullyfledged scientific reward. Digital Libraries are central in the evolution of research outputs by targeting findability, preservation, interlinking, and re-use of research products and by integrating the components of the scholarly communication process. The conference has been organized in Pisa, and the proceedings are published in the Springer CCIS series Vol. 988 [22]. Pre-print versions, research datasets, and research software relative to the accepted contributions are accessible via Zenodo.org.

The FAIR principles describe characteristics intended to support access to and reuse of digital artifacts in the scientific research ecosystem. Persistent, globally unique identifiers, resolvable on the Web, and associated with a set of additional descriptive metadata, are foundational to FAIR data. Here we describe some basic principles and exemplars for their design, use and orchestration with other system elements to achieve FAIRness for digital research objects.

The FAIR principles articulate the behaviors expected from digital artifacts that are Findable, Accessible, Interoperable and Reusable by machines and by people. Although by now widely accepted, the FAIR Principles by design do not explicitly consider actual implementation choices enabling FAIR behaviors. As different communities have their own, often well-established implementation preferences and priorities for data reuse, coordinating a broadly accepted, widely used FAIR implementation approach remains a global challenge. In an effort to accelerate broad community convergence on FAIR implementation options, the GO FAIR community has launched the development of the FAIR Convergence Matrix. The Matrix is a platform that compiles for any community of practice, an inventory of their self-declared FAIR implementation choices and challenges. The Convergence Matrix is itself a FAIR resource, openly available, and encourages voluntary participation by any self-identified community of practice (not only the GO FAIR Implementation Networks). Based on patterns of use and reuse of existing resources, the Convergence Matrix supports the transparent derivation of strategies that optimally coordinate convergence on standards and technologies in the emerging Internet of FAIR Data and Services.

Digital ventures are entrepreneurial young firms that introduce new digital artifacts that are “ever-incomplete” and “perpetually-in-the-making” onto the market. The study examines how six digital ventures continued to develop their digital market offerings post launch. Three key designing mechanisms are identified that explain continuous post-launch product development in digital ventures: deploying complementary digital objects, architectural amplification, and porting. The study discusses how these mechanisms advance our understanding of how digital technologies change entrepreneurial processes and outcomes.

As interações estão no centro das principais abordagens sociológicas do trabalho. Algumas linhas de pesquisa foram responsáveis por interações cooperativas que incluem perspectivas incomensuráveis. Mas neste artigo argumentamos que a noção de interação precisa ser estendida à noção de transação, profundamente enraizada na tradição pragmática americana. A mudança de interação para transação permite o estudo de uma ampla gama de situações sem inteligibilidade mútua. A principal característica é a coexistência de cooperação e perspectivas inteiramente assimétricas, não apenas por um momento transitório no processo de troca de perspectivas, mas como uma configuração estabilizada. Tais contextos significam chegar a um acordo com componentes de ambientes de trabalho longos, despercebidos, mas cada vez mais atuais. Para entender essas formas singulares de coordenação com interações mínimas, precisamos levar em conta o papel dos artefatos digitais, dos participantes de terceiros e dos ritmos pessoais. Este trabalho baseia-se em três estudos realizados em diferentes configurações organizacionais: um centro de controle de tráfego de telefone, um pronto-socorro pediátrico e jogos on-line no local de trabalho. Onde a atividade coletiva não significa inteligibilidade mútua, a análise se volta para as várias formas de vida desenvolvidas no processo de trabalho, os encontros intermitentes entre compromissos inconscientes uns dos outros e os trabalhadores confrontados com seus múltiplos espaços de atividade.

The challenges of cloud forensics have been well-documented by both researchers and government agencies (e.g., U.S. National Institute of Standards and Technology), although many of the challenges remain unresolved. In this article, we perform a comprehensive survey of cloud forensic literature published between January 2007 and December 2018, categorized using a five-step forensic investigation process. We also present a taxonomy of existing cloud forensic solutions, with the aim of better informing both the research and practitioner communities, as well as an in-depth discussion of existing conventional digital forensic tools and cloud-specific forensic investigation tools. Based on the findings from the survey, we present a set of design guidelines to inform future cloud forensic investigation processes, and a summary of digital artifacts that can be obtained from different stakeholders in the cloud computing architecture/ecosystem.

One of the main goals of the Open Science movement is to leverage scientific collaboration through, among others, promoting the sharing and reuse of research outputs, such as publications, data and software. Sharing is enabled by public and accessible scientific repositories where these outputs are managed throughout their lifecycle. In this context, finding these digital artifacts has become a key problem. Semantic search mechanisms have risen as a means to solve this issue. However, implementing and integrating them into scientific repositories presents many challenges. This article presents a systematic literature review of research efforts on mechanisms for supporting search for scientific papers, data and processes. Our investigation is based on extracting and analyzing the entire contents of nine digital libraries using the associated search engines – in alphabetical order: ACM Digital Library, arXiV, Engineering Village, IEEE Xplore, SBC OpenLib, Springer Link, Scopus, Wiley Online Library and Web of Science. After retrieving a combined amount of 5012 documents, we identified 2054 unique papers that were used as a basis for our analysis. Our findings provide, among others, a new categorization of literature on search and discuss unexplored gaps, thereby contributing to advancing research on semantic search mechanisms to support Open Science.

Background: Social media have many applications in health professions education. The current literature focuses on how faculty members use social media to supplement their teaching; less is known about how the students themselves use social media to support their educational activities. In this study, this digital artifact collection qualitatively explored what educational content nursing students shared with their social media accounts. Methods: A total of 24 nursing students’ Facebook, Twitter, and Instagram accounts were followed over 5 months. A modified directed content analysis was conducted weekly and at the end of the data collection period, using two cycles of inductive and deductive coding. Results: This study demonstrated that nursing students used social media to combat isolation, to consolidate course content, to share resources, and to better anticipate the transition to practice as a new nurse. Conclusions: Faculty members can capitalize on social media platforms to help nursing students explore nursing roles and identities while learning about and enacting professional online behaviours.

Physical learning, communication, and collaboration have taken a colossal hit in 2019 and 2020 with cascading lockdowns resulting from the spread of the COVID-19 pandemic. Virtual access has become the need-of-the-hour, and the uses of cloud-based course content delivery, distance learning, and document collaboration are becoming increasingly ubiquitous. This paper introduces a novel method to allow students and faculty in the Humanities, Arts, and Social Sciences (HASS) to collaborate and interact through data analytical technologies using "interactive Digital Computational Notebooks" (iDCNs). We demonstrate this approach using a digitized Legacy of Slavery (LoS) archival dataset collection from the Maryland State Archives (MSA) and illustrate the socio-technical challenges in establishing this learning environment. We provide a step-by-step process involved in accessing, developing, and integrating different infrastructure elements. The LoS in Maryland is a major initiative of the MSA. The program seeks to preserve and promote the vast universe of experiences that have shaped the lives of Maryland’s African American population. Over the last 18 years, some 420,000 individuals have been identified, and data assembled into 16 major databases. These databases contain information unique to enslaved people’s lives, such as manumission records, certificates of freedom, census data, penitentiary records, etc. One of this paper’s primary objectives is to enable the digital representation of these culturally rich and sensitive collections ready to be analyzed and studied through contemporary scholars’ lenses. This project aims to achieve this goal by making these databases available and accessible so that users can generate individual stories, glean insights, and possibly recover “erased” memories of enslaved people. To achieve this goal, as a first step, unique dataset collections were prepared by downloading the databases and put through rigorous exploration, cleaning, and visualization process through coordination with interdisciplinary scholars composed of archivists, historians, computer scientists, and technology analysts. This project also illustrates the importance of a multidisciplinary approach to a unique set of digitized archival data with a specific focus on contextual aspects due to the data’s historical value and sensitivity. The collaborative process used open-source and readily accessible tools to create meaningful visualizations as an arrangement that flows together conducive for educators to teach. The visualizations use the spatial and temporal characteristics of the datasets to produce graphs and charts for a graphical view of the datasets. The visualizations constructed are responsive to present the data by instant connections to the datasets dynamically. The integration of these digital artifacts obtained from each dataset was carried out through Jupyter Notebooks (JNs). These iDCNs are unlike the traditional digital notebooks that provide a space for students to take notes and collect clippings of text. Instead, the iDCNs developed in this project are a novel set of educational tools that allow text and software code to co-exist and be rendered in a single document coherently for instructors and students to follow the text with visual representations back-to-back. The iDCNs are also equipped with live examples of basic natural language processing on certain text-rich features of these dataset collections. The open-source nature of this project’s setup and cloud-based distribution of these digital artifacts pave the way for students from under-served communities to take advantage of a unique way of learning and to perform hands-on work on marketable software tools, preparing them for a successful career. The contributions of this paper to the fields of HASS and other non-STEM (Science, Technology, Engineering, and Mathematics) backgrounds lie in the idea of providing an “always-on” cloud-based pedagogical environment for aspiring students and researchers worldwide to analyze, learn and unearth stories through a data science-driven approach on a cultural dataset, in our case, the LoS dataset collection. Keywords: Computational Thinking, Interactive Digital Computational Notebooks, Computational Archival Science, Cloud-based digital learning

The present article presents and discusses a study that seeks to analyse discursive representations of digital artifacts in the teaching and learning of English as a Foreign Language (EFL) by pre-service EFL teachers (henceforth – participants). The study involves a corpus of argumentative essays on a range of topics in EFL didactics written by the participants and their respective control group which is comprised of non-teacher EFL students. The analysis of the corpus of essays reveals that whilst there are discursive representations of digital artifacts that are shared between the groups of participants and controls, there appear to be discursive representations of digital artifacts that are group-specific. These findings and their linguo-didactic implications are further described in the article. O presente artigo apresenta e discute um estudo que busca analisar as representações discursivas de artefatos digitais no ensino e na aprendizagem de Inglês como Língua Estrangeira (EFL) por professores de inglês em formação (doravante - participantes). O estudo envolve um corpus de ensaios argumentativos sobre uma variedade de tópicos em didática de EFL escritos pelos participantes e seu respectivo grupo de controle, que é composto por alunos não professores de EFL. A análise do corpus de ensaios revela que embora existam representações discursivas de artefatos digitais que são compartilhados entre os grupos de participantes e controles, parece haver representações discursivas de artefatos digitais que são específicos do grupo. Esses achados e suas implicações linguodidáticas são descritos mais detalhadamente no artigo.

Reflection is an essential process for optimizing student learning outcomes in study abroad. Composing digital stories is a promising strategy for achieving high quality reflection. In this project we developed and explicated a rubric for assessing how students used the d igital storytelling format to reflect on their study abroad experiences. We analyzed undergraduates’ digital stories for evidence of both (a) disciplinary thinking in the field of sustainability and (b) intercultural understanding. Qualitative findings sug gest that the digital story format offers students an opportunity to weave together digital artifacts that they often are already collecting. The process of creating digital stories both promotes and displays reflection. We also present an adapted rubric f or assessing targeted learning outcomes manifest in digital stories produce d by learners studying abroad. Applying the rubric revealed variability among students in achieving the aims of a digital story reflectionassignment.

The goal of implementing an enterprise digital engineering strategy is to improve data sharing throughout system conceptualization, development, manufacturing, operations, sustainment and their supporting organizations. Data sharing is a critical element of interoperability of models and other digital artifacts supporting the systems engineering process. Achieving interoperability within systems engineering requires eliminating differences of syntax and semantics to take advantage of automation, augmentation, and artificial intelligence capabilities that will increase process efficiency and artifact quality. This paper describes the development of a process-centric Systems Engineering (SE) reference ontology, based upon ISO/IEC/IEEE 15288 Systems and Software Engineering – Life Cycle Processes [1]. The proposed SE reference ontology extends from the Basic Formal Ontology (BFO), which is a very small top-level ontology (TLO) designed specifically to support the integration of more specific ontologies that extend from it [2]. A reference ontology is intended to provide a comprehensive representation of the entities in a given domain encapsulating the terminological content of established knowledge. Unlike other systems ontologies, which focus on the target systems, this reference ontology is focused on the systems engineering process, providing context and purpose for the digital artifacts being built and linking the content of artifacts together into one lexicon.

Digital ventures are formed around ideas that have digital artifacts at their core. We develop theory that explains how the composition of digital artifacts influences venture creation processes. First, we develop propositions that link differences of the embodiment and coupling of digital artifact components to tensions in venture creation process inputs, behaviors, and outputs. Second, we link compositional differences of digital artifacts to differences of venture creation process initiation, duration, and outcome. Our theorizing establishes a foundation for future research on digital artifacts within and beyond entrepreneurship contexts, and for future research on entrepreneurship within and beyond digital artifact contexts.

The article of record as published may be found at http://dx.doi.org/10.1109/SysCon48628.2021.9447063 This paper describes the goals, approaches, initial results, and preliminary implementation of WRT-1006, a multiphase research task within the Systems Engineering Research Center (SERC). Evidence across the Services and industry has affirmed digital engineering is a critical practice necessary to support acquisition in an environment of increasing global challenges, dynamic threats, rapidly evolving technologies, and increasing life expectancy of our systems currently in operation. Digital engineering updates the systems engineering practices to take full advantage of computational technology, modeling, data analytics, and data sciences. The Department of Defense's vision for digital engineering is to modernize how the Department designs, develops, delivers, operates, and sustains systems, while continuing to practice systems engineering efficiently and effectively. Digital transformation is fundamentally changing the way acquisition and engineering are performed across a wide range of government agencies, industries, and academia. As the Department of Defense (DoD) transitions to digital engineering, there is a need to develop and maintain an acquisition workforce and culture that is literate in model-based engineering, competent in digital engineering models, methods, processes, tools, and understands digital artifacts across the acquisition lifecycle. One of the critical steps that was identified to enable this digital transformation is the development of a competency model that can be used to modernize the workforce. This paper outlines the results after completion of Phase 1 of WRT-1006, which concluded in the initial release of the Digital Engineering Competency Framework (DECF) by SERC, and the initial Phase 2 efforts of implementing the framework as a benchmark for the content of a digital engineering training curriculum. The purpose of the DECF is to provide clear guidance for the DoD acquisition workforce, in particular the engineering acquisition workforce, through clearly defined competencies that illuminate the knowledge, skills, abilities, and behaviors required for digital engineering professionals. The approach taken to develop the DECF drew from existing competency models in fields neighboring digital engineering and from the feedback of experienced practicing digital engineering community. The initial version of the DECF v.1.0 was released as a key WRT1006 Phase 1 result with confidence in the maturity of the structure and general content. The overarching structure of the DECF v.1.0 consists of competency areas, proficiency levels within the competency, and constituting knowledge, skills, abilities, and behaviors (KSABs). Now that this benchmark is established, the second phase of our project involves the comparison of the DECF to the existing Defense Acquisition University (DAU) curriculum to determine what elements of such existing curriculum already support the competencies in the model. This is a bidirectional analysis that will both identify gaps in the training curriculum and potentially identify curriculum content that should be incorporated into the competency model. Although this project is specifically applying the DECF to the acquisition process, the model has applications in any area that will implement Digital Engineering initiatives. Furthermore, this framework has additional use cases that will be explored further including hiring for Digital Engineering positions and ensuring the current work force has the necessary skillsets to adequately implement a digital transformation. U.S. Department of Defense through the Office of the Assistant Secretary of Defense for Research and Engineering (ASD(R&E)) under Contract [HQ0034-19-D-0003

Users of the Internet have established a unique form of communication tool commonly used on social media platforms; these are referred to as Internet memes. The term meme, however, was conceived many years before its appropriation into an Internet sphere. Where memes are units of cultural information propagated like a virus from brain to brain, Internet memes are dynamic digital artifacts that can easily be created and quickly distributed to a large social group with the intention of communication. Internet memes are not static; rather their format inspires social interactions that allow them to be modified and reworked with an infinite amount of communicative outcomes. This paper offers an exploration of the different features of Internet memes, which are identified as creational/distributional, social, as well as communicative. When combined, these features in relation to each other constitute a sociolinguistic potential.

Model-based systems engineering (MBSE) has made significant strides in the last decade and is now beginning to increase coverage of the system life cycle and in the process generating many more digital artifacts. The MBSE community today recognizes the need for a flexible framework to efficiently organize, access, and manage MBSE artifacts, create and use digital twins for verification and validation, facilitate comparative evaluation of system models and algorithms, and assess system performance. This paper presents progress to date in developing a MBSE experimentation testbed that addresses these requirements. The current testbed comprises several components, including a scenario builder, a smart dashboard, a repository of system models and scenarios, connectors, optimization and learning algorithms, and simulation engines, all connected to a private cloud. The testbed has been successfully employed in developing an aircraft perimeter security system and an adaptive planning and decision-making system for autonomous vehicles. The testbed supports experimentation with simulated and physical sensors and with digital twins for verifying system behavior. A simulation-driven smart dashboard is used to visualize and conduct comparative evaluation of autonomous and human-in-the-loop control concepts and architectures. Key findings and lessons learned are presented along with a discussion of future directions.

The article highlights the need to introduce research training into the educational process in accordance with the concept of “New Ukrainian School” and the State Standard of Basic Secondary Education. Based on the pedagogical ideas of great teachers, the essence of the concept “research teaching” as a pedagogical technology by which students form a new experience in the process of independent activity is determined. The author substantiates the stages of a biology lesson according to the scenario of research training on the basis of the international project Co-Lab, which allows to design a lesson in the conditions of full-time, distance and mixed education; to fill the educational content of the lesson with text documents, video materials; to import the developed materials by the international community; to have a discussion. The actions of the participants of the educational process are determined according to the stages of the basic cycle of the Go-Lab research: orientation, conceptualization, research, conclusion, discussion. Effective methods are presented – educational tools that promote the students’ self-educational activities, increase their cognitive activity: 1) research, which involves the study of biological objects or processes, the students’ work with text or handouts, problem solving, design or modeling, and 2) creative, based on the creation of something new. Considerable attention is paid to the methods of presentation of research results, including: Russell hexagons, digital artifacts, emoticons. Emphasis is placed on the discussion stage as a reflection of the lesson. The possibility of using Viber, Telegram, Instagram, WhatsApp, Google Docs Service, and Trello.com has been proved to organize teamwork.Identified further prospects in the development and formation of the bank In the future, we envisage the development and formation of a bank of STEM-tasks, as research training is related to STEM-education.

In order to develop theories of digital innovation, it is necessary to explicitly consider the digital artifact that lends digital innovation its distinguishing features. Recent theoretical contributions elaborate the distinguishing properties of digital artifacts. These contributions have, however, not yet been systematically connected with conceptualizations that are used to frame empirical studies.A systematic review of empirical studies in Information Systems literature on digital innovation is conducted with a focus on how digital artifacts are being conceptualized. The paper contributes by discussing how each of the four conceptualizations enable the demonstration of a particular property of digital artifacts. This summary results in a meta-theory of artifacts in digital innovation. Based on this, a research agenda is constructed, with questions that would lead us closer to finding new theoretical logics of digital innovation.

The potential abuse of dating applications (apps), including during the current lockdowns due to COVID-19, has resulted in a growing community of research to learn to what extent the impacts of these apps have on the individual's psychological and physiological being, as well as the presumed security of their sensitive information. In this paper, we seek to review the existing literature that encompasses the issues surrounding dating apps. Specifically, we focus on crimes that can occur from the use of dating apps, potential mitigation strategies, the physiological and psychological effects on not only the general population, but also minority groups, and lastly, an assessment on the associated cybersecurity risks and potential digital artifacts of interest in criminal investigations. Although research on dating apps will continue to struggle with the ever-changing technological landscape, it is important to examine best practices and mitigation strategies that dating app developers can utilize to create safer platforms. Finally, we conclude this paper with a number of potential research opportunities.

Interfaces and prostheses, whether physical, visual, or virtual, are more and more characterized by an ever-increasing level of complexity. In this designing scenario, the relationship with cognitive sciences, ergonomics, semiotics, and the contribution of enabling technologies is transforming the field of product design into that of the design of complex systems that interface the relationship between human and machine. This paper, starting from the analysis of fiction, scientific literature, and state of the art, analyses the imaginary vision of man-cyborg and the transformation of his body by integrating and becoming dependent on technology to open a debate on a new design relationship between the body and digital artifacts. A new scenario focuses on re-discovering the human body as a design field, paving the way towards a post-human area of application in which artifact and prosthesis are balanced. The research tries to address the transformation of the relationship between the human and the machine through the evolution of Key Enabling Technologies.

Den nuvarande pandemin har begränsat mänskligheten och det digitala vaccinationspasset för covid-19 utlovar återgången till ett normalt liv. Studien syftar till att undersöka vilket handlingsutrymme ett vaccinationspass ger medborgare utifrån deras förväntningar och vaccinationspassets krav. Det digitala vaccinationspassets egenskaper och förutsättningar som digital artefakt undersöks i relation till affordance modellen. Forskningsstrategin för studien har varit en fallstudie av kvalitativ karaktär där datainsamlingen består av semistrukturerade intervjuer med medborgare i Sverige och en litteraturgenomgång som utgör den aktuella debatten i relaterade forskningen. Studien visar på hur medborgare uppfattar införandet av ett digitalt vaccinationspass för covid-19 och vill visa på rekommendationer i arbetet med tillgängliggörandet av det digitala vaccinationspasset för medborgarna. Studien grundar sig i att tillgängliggörandet av det digitala vaccinationspasset kommer att ske någonstans framöver och vi vill därför poängtera att resultatet inte kan fastslås utan kommer förändras beroende på förutsättningarna och tidsramen för undersökningen. Studien identifierar bristerna med förmedlingen av information samt myndigheternas globala ansvar vid införandet av ett digitalt vaccinationspass mot covid-19. För att hantera detta rekommenderar vi att en strategi bör utvecklas och även ett förtydligande av informationen gällande vaccinationspasset mot covid-19. Utifrån studien tolkas det att det digitala vaccinationspasset utformas för de rika och att covid-19 har påskyndat digitalisering av samhället. Vi anser att alla bör ha tillgång till vaccin och tillgång till digital teknik innan det digitala vaccinationspasset mot covid-19 införs. The current pandemic has limited humanity and the digital vaccination passport for covid-19 promises the return to a normal life. The study aims to investigate what room for maneuver a vaccination passport gives citizens based on their expectations and the requirements of the vaccination passport. The properties and conditions of the digital vaccination passport as a digital artifact are examined in relation to the affordance model. The research strategy for the study has been a case study of a qualitative nature where the data collection consists of semi-structured interviews with citizens in Sweden and a literature review that constitutes the current debate in related research. The study shows how citizens perceive the introduction of a digital vaccination passport for covid-19 and wants to show recommendations in the work of making the digital vaccination passport available to citizens. The study is based on the fact that the digital vaccination passport will be made available somewhere in the future and we therefore want to point out that the result can not be determined but will change depending on the conditions and time frame for the examination. The study identifies the shortcomings with the dissemination of information as well as the authorities' global responsibility in introducing a digital vaccination passport against covid-19. To deal with this, we recommend that a strategy should be developed and also a clarification of the information regarding the vaccination passport against covid-19. Based on the study, it is interpreted that the digital vaccination passport is designed for the rich and that covid-19 has accelerated digitization of society. We believe that everyone should have access to vaccines and access to digital technology before the digital vaccination passport against covid-19 is introduced.

Design-based learning (DBL) environments seem a promising instructional approach to facilitating students’ learning of programming concepts via applying them to develop various digital artifacts such as games, websites, robots, and software applications. However, there is a lack of theory-grounded principles to facilitate DBL environments for programming in K-12. In the absence of such principles, some essential elements of DBL such as the reciprocal link between ”design” and ”learning” processes might be easily neglected which can sacrifice ”learning” in favor of ”making” and degrade constructionist-based learning-by-making initiatives in programming to a form of ”shallow constructionism” or doing for the sake of making with no significant impact on the students’ programming knowledge.In this study we formulated a set of principles to facilitate DBL environments for learning programming concepts in K-12 while making learning visible in an authentic way (i.e., without breaking the realistic design setting using separate tests), built upon related educational theories and concepts, including Constructionism, scaffolding, Context-based learning, Collaborative learning, and design-based learning. We instantiated these principles to develop a course for learning about algorithms for secondary school students. The developed course was implemented in five secondary schools (with 5 teachers and 87 students) and evaluated based on the experience of the participating teachers and students. The results of the evaluation helped us to reflect on the applicability of the principles and refine them.

O objetivo deste artigo é apresentar a etnografia virtual como uma opção válida de pesquisa, sem desprezar a etnografia nos seus moldes clássicos. A sociedade conectada por uma rede mundial de computadores passa por uma reconfiguração. Assim, busca-se expor, a partir de uma revisão bibliográfica, tais transformações. A etnografia virtual entra em cena com suas inovações metodológicas, sendo, dessa forma, moldada para as necessidades do novo campo online. Ao estabelecer novas relações entre o pesquisador e os interlocutores e entre o pesquisador e o campo de pesquisa escolhido, este estudo faz-se necessário devido às lacunas dentro da literatura acerca da etnografia virtual, pouco explorada e que ainda enfrenta considerável resistência às inovações dos métodos da etnografia. Dessa forma, é indispensável compreender e conhecer melhor o método da etnografia virtual, pois, uma vez que vivemos imersos na tecnologia de comunicação mediada por computadores, os artefatos digitais ganham cada vez mais espaço na produção cultural e nas interações sociais, que passam a ocorrer pela mediação de máquinas em formatos digitais.Palavras-chave: Tecnologia. Etnografia. Etnografia virtual. Antropologia. Método.

What explains how entrepreneurial firms organise digital product innovation? A unique characteristic of digital artefacts is their perpetual incompleteness, as they are “constantly in the making”. This study examines the role that this constant change that characterises digital artifacts plays in explaining how small, entrepreneurial firms manage digital product innovation. Drawing from research on founder identity and employing a cognitive frame theoretical lens, we conduct a multi-case study research design involving 15 founders of small size digital ventures. Our analysis finds that the entrepreneurs developed substantive interpretations about change in the content of their product, and about the nature of the process involved in the development and commercialisation of their products. Based on combinations between product change frames (minor versus major) and change in process frames (stable versus dynamic process frames), we identify four distinct approaches entrepreneurial firms take to manage digital product innovations. These approaches include: strategic innovation, experimental innovation, content innovation and learning experiments. Our findings contribute to product innovation research by developing a typology that provides a new conceptualisation of the approaches to manage innovation in digital products that takes into account the continuous change that characterises the content and process involved in digital artefacts.