These proceedings represent the work of authors at the 13th European Conference on e-Government (ECEG 2013). The Conference this year is hosted by the Iuniversity of Insubria in Como, Italy. The Conference Chair is Professor Walter Castelnovo and the Programme Chair is Professor Elena Ferrari, both are fro the Department of Theoretical and Applied Sciences at the University of Insubria. The opening keynote address is given by Dr Gianluca Misuraca from the European Commission, Joint Research Centre, Institute for Prospective Technological Studies, Seville, Spain and Gianluca is addressing the topic "eGovernment: Past, Present & Future: A policy-research perspective for renewing governance in the digital age". The second day of the conference is opened by Dr Antoinio Cordella from the London School of Economics, London, UK, who will talk about "Public value creation: the new challenge for e-government policies". ECEG brings together, researchers, Government officials and practitioners in the area of e-Government from around the world. Participants are able to share their research findings and explore the latest developments and trends in the field which can then be disseminated to the wider community. With an initial submission of 153 abstracts, after the double blind, peer review process there are papers published in these Conference Proceedings from 40 countries including Australia, Austria, Belgium, Brazil, Canada, China, Costa Rica, Croatia, Denmark, Eygpt, Germany, Greece, India, Iran, Iraq, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malaysia, Netherlands, New Zealand, Norway, Pakistan, Poland, Romania, Russia, Saudi Arabia, Serbia, Slovenia, South Africa, Spain, Sweden, Switzerland, Taiwan, Thailand, Turkey, UK and USA. This will ensure a very interesting two days.

This book constitutes revised selected papers from the 14th Conference on Advanced Information Technologies for Management, AITM 2016, and the 11th Conference on Information Systems Management, ISM 2016, held as part of the Federated Conference on Computer Science and Information Systems, FedCSIS, which took place in Gdansk, Poland, in September 2016. The 13 papers presented in this volume were carefully reviewed and selected from 51 submissions. They were organized in topical sections named: information technology and systems for knowledge management; information technology and systems for business transformation; and implementation and evaluation of information systems.

This volume is a collection of papers on emerging concepts, significant insights, and novel approaches on information systems development (ISD). It examines and investigates up-and-coming trends in ISD in general, emphasizing benefits and risks of Artificial Intelligence in the development and operation of Information Systems. The book draws on invited papers selected from the proceedings of the 30th International Conference on Information Systems Development hosted by Babeș-Bolyai University, Cluj-Napoca, Romania, August 31 - September 2, 2022 (ISD2022). The theme of ISD2022 was “Artificial Intelligence for Information Systems Development and Operations”. The conference focused on the interplay between Information Systems and Artificial Intelligence, trying to emphasize novel, smarter automation approaches and the mitigation of risks related to AI adoption. Primary readership of the volume are researchers interested in methodological and operational perspectives related to ISD in general, and to AI adoption as a means of digital transformation in particular.

This is a substantially expanded and enhanced revision of Phyllis Blumberg’s acclaimed and bestselling book, Developing Learner-Centered Teaching: A Practical Guide for Faculty (Jossey-Bass, 2009).This easy to follow how-to-guide provides faculty with both a thorough introduction to this evidence-based approach to teaching and practical guidance on how to progressively implement it to strengthen the impact of their teaching. It demonstrates how they can integrate learning-centered teaching into their classroom practice without sacrificing content and rigor, and how to positively engage students in the process by demonstrating its impact on their mastery and recall of key concepts and knowledge.An added outcome, given that learning-centered teaching is correlated with improved student learning, is the resulting assessment data that it provides faculty with the measures to meet the increased demands by accreditors, legislators and society for evidence of improved teaching and learning outcomes. Phyllis Blumberg demonstrates how to use rubrics to not only satisfy outside requirements and accreditation self-studies but, more importantly, for faculty to use for the purposes of self-improvement or their teaching portfolios. She provides examples of how the rubrics can be used to ascertain whether college-wide strategic plans for teaching excellence are being met, for program review, and to determine the effectiveness of faculty development efforts. The book includes the following features: ·Boxes with easy-to-implement and adaptable examples, covering applications across disciplines and course types ·Worksheets that foster easy implementation of concepts ·Rubrics for self- assessment and peer assessment of learning-centered teaching ·Detailed directions on how to use the rubrics as a teaching assessment tool for individuals, courses, and programs ·List of examples of use classified by discipline and type of course Phyllis Blumberg offers Making Learning Centered Teaching Course Design Institutes and workshops on this and other teaching and assessment topics. Half day to multiple day modules.For more information or questions contact [email protected], or IntegrateEd.com