TIM7210 Northcentral University Analysis of Proposed Artifact Please see the attached documents for the details needed to complete this task. You will need

TIM7210 Northcentral University Analysis of Proposed Artifact Please see the attached documents for the details
needed to complete this task. You will need to use the Last Week’s Assignment
document for this assignment. ***PLEASE ENSURE ALL REFERENCES ARE SCHOLARLY RESOURCES***
Instructions
Repeat your analysis of the papers used for last week’s assignment to identify any possible
extensions to the research. Address the items below for each paper and support your
findings with at least two additional scholarly works per analyzed study.
1. In what ways can the overall study be enhanced to provide additional value or
knowledge?
2. Discuss the limitations or assumptions held in the study, why the author chose to make
them, and how they may be addressed, altered, or eliminated. Assumptions, both
expressed and implied, are present in most design-science research as a means of
reducing the scope of the problem and / or artifact to a manageable size. What are the
benefits and detriments to the inclusion of the assumptions or limitations and what
implications does their modification have?
3. Describe the study’s experiment, process, or approach. Outline the setup and resources
utilized, if applicable. If no experiment was conducted, describe how the author(s)
conducted their study, gathered their data, and the process by which they created the
artifact (essentially a high-level methodology followed by a critique). Is the process
appropriate? What other methods could have been utilized? What limitations or
assumptions were imposed?
4. Critically analyze your responses from the previous two assignments to identify
knowledge or analysis gaps, limitations, assumptions, or areas where the scope, impact,
or quality of its components (including the artifact) can potentially be improved or
enhanced. Justify your findings with the literature.
Once completed you should have a comprehensive analysis of the study and clearly identified the
bounds in which the research exists. Evaluate the viability of each potential research extension
(i.e., the newly identified problem / sub-problem / extension) by answering the following
questions for each. Write at least 250 words per item per study. Present your conclusions in a
concise narrative for each study and support them it scholarly references. For example, the new
problem’s existence must be supported within the literature just as the original problem
was. Justify why any extension to the study is nonviable if there is no evidence that the new
problem, or closely related problems, have been identified within the body of knowledge.
Evaluation Criteria:
1. Is it actually new, broadening, or narrowing of the original problem? What are its
implications?
2. Is the new problem sufficiently difficult to merit doctoral-level research?
3. Is new knowledge (or value) created by addressing this new problem? That is, will a new
artifact matter? Is there sufficient support to justify additional work in this area? Are
you “beating a dead horse” or does this new problem warrant the investment?
4. Does the new problem have a viable solution? That is, can an artifact However,
identifying a problem with a solution will make the process of conducting research,
specifically writing your dissertation, much easier.
Length: 5-7 pages, not including title page and references
Your paper should demonstrate thoughtful consideration of the ideas and concepts presented in
the course by providing new thoughts and insights relating directly to this topic. Your response
should reflect scholarly writing and current APA standards.
***PLEASE ENSURE ALL REFERENCES ARE SCHOLARLY RESOURCES***
Proposed Artifact
1
Evaluate a Proposed Artifact
Randy Starks
Dr. John Enamait
October 4, 2019
Proposed Artifact
2
The objectives of choosing Information System and Technology as the specific scholarly
work and artifact are clearly stated. These objectives are, creating the freedom to the
learners/students, motivation to the students, shaping inherent behaviors, and lastly, developing a
person-centered focus. In the creation of freedom to the student, technology presents the student
with a wide range of options to choose from. The students have the freedom to major in their
area of interest and where they feel they are experts in. Information systems and technology
enable the student to have much content in the field of study, and therefore the learning process
becomes enjoyable to the student. Information system and technology also brings motivation to
the students. In this case, we say that in technology the learner has the right to preference, and
research has it that the poor readers use technology to come up with subjects of study that they
find useful and exciting for them to study and understand easily (Laudon & Laudon, 2018).
Shaping inherent behavior was the other objective of choosing information systems and
technology as the specific scholarly work, as indicated previously, that inherent behavior is the
inborn behaviors that one is born with. Due to information system and technology, people are
exposed to new and more advanced habits and activities that make them adapt to changes of
events happening in the current environment, therefore, forcing them to let go their inherent
behaviors that don’t match with the learning targets (Laudon & Laudon, 2018). Technology will
create a person-centered focus mind and thoughts to the student. The instructor helps the learner
to understand with information system and technology they can depend on oneself and
accomplish the learning objectives and targets. This is because the learner is trained on how to
apply knowledge and skills about technology to do research and get work done by themselves.
Proposed Artifact
3
This is more of an advantage to the student since they learn how to create trust and believe in
their work.
The problem addressed was the different problems faced while teaching and learning
about information systems and technology. There are various problems that both the student and
the instructor can face during the learning process. Some of the major issues include lack of
resources such as finance required during the learning process, lack of equipment needed for the
learning process and skills and competence by the instructor to conduct the learning process. The
information system addresses these problems in a one by one method. The technology solves the
problem of resources by empowering the parties involved through informing them about credit
facilities that can give loans to settle finance challenges. Also, technology and information
system direct both the learners and instructors on the methodologies to look for other vital and
critical resources.
Equipment such as computers, laptops, smartphones, and other electronic gadgets are
required in the learning process. Information systems and technology address this problem by
providing the knowledge on how to access them cheaply and give transparent qualities of the
equipment needed. Information systems and technology also help address the issue of lack of
competence and skills by the instructor since clear information about the qualifications of an
excellent instructor is provided. By sending this problem information system and the technology
learning process becomes more enjoyable and exciting to the students.
According to Laudon & Laudon (2018), Management Information Systems: Managing
the Digital Firm and McNurlin (2017) Information Systems Management, the objectives of the
information system, as indicated, are clearly explained. Management information system brings
out the idea about motivation as a primary objective of the information system and technology.
Proposed Artifact
4
Motivation is said to create another core objective, which is a person-centered focus. This is
merely because a motivated student will feel much better during the study, and therefore they
end up creating trust and believe in their work and presentation. Information system management
by McNurlin (2017) expounds majorly on three of the primary objectives of the artifact, which
are motivation, creating freedom and shaping inherent behaviors. McNurlin explains how
freedom on the choice of study to the students makes them motivated and how this objective
links the students’ motivation to the area of study.
Similarly, he also expounds on how inherent behaviors that are difficult to do away with
can be shaped. He puts it natural practices are not permanent and can be done away with when
information systems and technology knowledge and skills are instilled adequately to the student.
The appropriateness of these references is high because, generally, they show how the study
goals can be achieved. The two references considerably correlate because they all contain related
information about the objectives of information systems and technology.
Information systems and technology are highly effective and efficient. This leads to great
success when addressing the problems, therefore, achieving its objectives. Information systems
and technology apply methodologies that are highly efficient and effective in achieving the
targeted goals. These methodologies, as indicated in the prior research are descriptive methods,
findings, and topic selection methodology. The descriptive methodology involves describing
how learners use information systems and technology in their learning habits. This methodology
creates success by empowering the students to use the current trend and adapt to changes in
technology making them competent. Also, findings as a methodology used in achieving
objectives in information systems and technology learning help in solving the problem and lead
effectiveness and efficiency. This is where results of how students need the freedom to select
Proposed Artifact
5
topics of their choice are determined. Topic selection for assignment methodology also leads to
effectiveness and efficiency of information systems and technologies. The students are given the
freedom to select the topic which is best to work on and therefore this will lead to achieving the
set objectives of the learning process.
Additional academic references that explain information systems and technologies
learning are Dornberger (Ed.). (2018). Business Information Systems and Technology 4.0: New
Trends in the Age of Digital Change (Vol. 141). Springer and Luthra, S., Mangla, S. K., Chan, F.
T., & Venkatesh, V. G. (2018). Evaluating the drivers to information and communication
technology for effective sustainability initiatives in supply chains. Domberger explains how the
information systems and technologies’ learning objectives and targets are related to one another.
He argues that all the goals work hand in hand to achieve the success of the study and solve the
problems related to the study. Creating freedom is the first objective, and it’s believed that all the
other objectives come as a result of this primary objective. Motivation is brought about by the
student having freedom on the topic to study.
Springer and Luthra, Mangla, Chan, & Venkatesh mentioned how objectives are achieved
through applying the methodologies of information systems and technology learning process.
Once these methodologies are implemented correctly then the goals are achieved automatically
in chronological order. Here it is said that the objectives are arranged in order of their
importance. Creating freedom is the main objective, motivation, shaping inherent behaviors and
shaping a person-centered focus. There are also other objectives alongside the four major. This
is, achieving a sound supply system in the process, gaining more and useful information about
the field of study.
Proposed Artifact
6
On a personal basis, I believe in the information system and technology learning process.
This is because the process has many advantages to the learner. Not only attaining the objectives
of the study but it also comes with additional benefits. For instance, the learner is also equipped
with knowledge on how to handle electronic devices. The learner acquires knowledge on how to
access internet sites and come up with a solution to issues without depending on someone else
hence it helps in creating trust and believe in oneself. Other more advantages of this learning
process make it more appropriate and realistic.
The result and contributions of the study are generally positive. Students can apply
information technology skills in real-life situations and work out things and challenges that
require instant solutions. The learner is presented with an opportunity to interact with
technological equipment, and they learn to use and operate them, therefore, increasing their value
and worth even in the job market. To conclude, information systems and technology are one of
the critical aspects of growth both personal and organizational. When the learning process of
information systems and technology is introduced to students at a younger age it enables to
develop a mentality of growth and success. Teachers and instructors should encourage young
ones to create more interest in technology.
Proposed Artifact
7
References
Dornberger, R. (Ed.). (2018). Business Information Systems and Technology 4.0: New Trends in
the Age of Digital Change (Vol. 141). Springer.
Grzech, A. (2018). Information Systems Architecture and Technology: Information Systems and
Computer Communication Networks.
International Conference on Information Systems Architecture and Technology, In Borzemski,
L., In S?wia?tek, J., & In Wilimowska, Z. (2019). Information Systems architecture
and technology:
Laudon, K. C., & Laudon, J. P. (2018). Management Information Systems: Managing the
digital firm.
Luthra, S., Mangla, S. K., Chan, F. T., & Venkatesh, V. G. (2018). Evaluating the drivers to
information and communication technology for active sustainability initiatives in supply
chains. International
Journal
of
Information
Making, 17(01), 311-338.
McNurlin, B. C. (2017). Information Systems Management.
Technology
&
Decision

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