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Depending on the outcomes of the diagnosis processthe coached person is guided on either a knowledgeorientedor rather a problem-oriented path of learningmodules matching with his/her learning context and level(see Figure 2). As shown in Figure 1, a knowledgeorientedpath (A) focuses on a particular aspect or subjectarea of ECR and allows gaining relatively wide-areaknowledge in this field (but perhaps at varying levels ofdetail). Following such a path also helps to answerquestions like:• Which are the problems this particular knowledge isrelevant for?• If I go through those modules which kind ofproblems I can better deal with afterwards?This way, any knowledge-oriented path alsocontributes to strengthen problem-solving competencerelated to the implementation of ECR in a supply chain.In difference to this a problem-oriented path (B) clearlyaims at developing much more specific problem-solvingcompetence by providing instructions and methodicalknowledge on how to solve a particular problem. Itespecially helps to answer questions like:• Knowledge from which fields might be of help tosolve my particular problem?• In which directions I might think to find a solution tomy particular problem?In the end, those modules which might belong to aparticular path corresponding to the individual needs areidentified each of them dealing with certain aspects ofunderstanding and implementing Efficient ConsumerResponse in supply chains. Step (C) in the diagnosisprocess then decides about what a user should berecommended:BWhat isyour problem?Problem specificationcheck listProblem-oriented oriented Learning PathAKnowledge-orientedorientedLearning PathECRShrinkageRFID Technology……CWhat is…How to DesignRFID TechnologyHow to Run a SCby Use of RFIDHow to ApplyRFID in SCsHow to ImproveData AccuracyHow to Deal withExcessive StocksHow to ReduceLong Lead TimesHow to AvoidOut of StocksHow to ReduceShrinkage…Figure 2. How the ECR e-coach works.• Am I able to solve a respective problem related tothe identified aspect of ECR? => If so, we, forexample, might propose to go for examination ofknowledge or certification of competence;• Do I need to know more about this particular aspectof ECR? => If so, we would initiate a learningprocess and propose a learning path for this, which isoffered and guided-on-demand by the e-coach’slearning environment.The learning environment of the ECR e-coach isformed by a learning management system with a numberof modules as well as a wide range of information andcommunication tools embedded in it. To ensurefunctionality as described above the modules belong tothe following main categories:• Description-oriented modules deliver knowledge ona specific aspect of ECR such as shrinkage or RFIDtechnology (What is …?);• Problem-based modules provide relevant knowledgefor identifying, specifying and solving a particularproblem, like shrinkage reduction or application ofRFID technology in supply chains (How to …?);Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200664
• Assessment modules enable individual knowledgeapplication and evaluation within tests/quizzes atdifferent levels of difficulty with extended feedbackbeing provided to the user;• A case study module supports free knowledgeapplication within an interactive supply chainscenario by running case studies at four levels ofdifficulty.With this, customization and individualisation of auser’s learning process and learning path according tohis/her needs (resulting from current skills andknowledge level as well as the required targetcompetences) become possible by purposefully selectingthe suitable modules.A similar amount of flexibility and sensitivity to userneeds will also be provided by the diagnosis system.Generally, the diagnosis process (which from thepractical point of view can be based on a kind of aquestionnaire or even check list) will dynamically selfadaptto the user in the course of responding to thequestions depending on the answers given. This meansthere are no fixed standard set and sequence of questionsto be answered, but a step-by-step selection andpresentation of questions following the authoring-on-theflyprinciple instead. In some case, also some additionalor even “double check” questions may be asked.It is obvious that in the case where rather problemorientedneeds have been identified the questioningprocess will be longer and more sophisticated to get theright picture on the exact nature and complexity of theproblem and to configure the most appropriate paththrough the matrix of modules and/or their particularcomponents.In practice the outcome of this pre-learning andidentification process will be a set of tags set along thelearning path defining subsequent steps and measureschecking and testing achieved results and thus verifyingoriginally defined learning paths. This eventually canlead to a dynamic reconfiguration of the learning path;the procedure for this is included in the e-coach as well.Furthermore, the results of the intermediate tests will beused not only for reconfiguration, but also for repeating acertain module or suggesting/initiating additionallearning loops.This general approach determines the ECR e-coachfunctionality. As it has been said, the most characteristicfeature of the presented concept is its matrix structure (asdepicted in Figures 1 and 2). With this, it supports both,the knowledge- and the problem-oriented approachwithin a customizable procedure. The crucial challengefor bringing the e-coach concept to life consists inimplementing its matrix-based coaching functionality:• Structure and sub-structure knowledge on ECRrelatedaspects and problems in modules;• Define all relevant links between particular modules;• Develop a reliable diagnostic system helping a userto identify his/her weak points and suggest suitablemodules.HOW THE ECR E-COACH LOOKS LIKEImplementation of the idea of the ECR e-coach is inprogress. Concurrently a general mechanism enablingcoaching functions and particular modules are beingdeveloped. This approach allows for continuousmonitoring of the quality and completeness of designedcomponents but for testing and verifying the generalcoaching concept (by using different kinds ofdemonstrators and prototypes). The followingcomponents have been completed until now:Learning modulesThe learning modules developed so far introduce intothe topic of Efficient Consumer Response in general andtake up current problems in supply chain management(see Table 1):• The module “Introduction to ECR” covers the widerange of knowledge and information related to theEfficient Customer Response (ECR) concept. It aimsto provide an overview on the topic, to supportknowledge transfer on methods, tools, challengesand benefits of Efficient Consumer Response (ECR),and to fertilize implementation of ECR amongbusiness partners in supply chains;• The module “Introduction to Shrinkage” embracesseveral issues which give an overview of theshrinkage problem in supply chains, such as generalproblems in stock keeping, definition of shrinkage,sources of shrinkage and responsibility for shrinkagein the supply chain. The aim of this module is tosupport knowledge transfer about the shrinkageproblem in supply chains and to raise awareness ofthis issue.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200665
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ISBN 9984-633-03-9Annual Proceeding
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“Development of Creative Human -
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TABLE OF CONTENTSINTELLIGENT SYSTEM
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INTELLIGENT SYSTEM FOR LEARNERS’
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LEARNER 1GROUP OF HUMAN AGENTSLEARN
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QuantityQuantityFigure 6. Distribut
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LEARNERStructure of theconcept mapL
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WEB-BASED INTELLIGENT TUTORING SYST
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materials to be presented and which
Page 19 and 20: INFORMATION TECHNOLOGIES AND E-LEAR
Page 21 and 22: correspondence with the course aim
Page 23 and 24: projects and through IT. Hence, it
Page 25 and 26: APPLICATION OF MODELING METHODS IN
Page 27 and 28: can support configuration managemen
Page 29 and 30: The EKD is one of the Enterprise mo
Page 31 and 32: CHANGES TO TRAINING AND PERSPECTIVE
Page 33 and 34: or an end, yet none of these attitu
Page 35 and 36: make decisions. It cannot be volunt
Page 37 and 38: logs), data and video conferencing
Page 39 and 40: Ability to follow user’s multi-ta
Page 41 and 42: CONCLUSIONSEDUSA method gives us a
Page 43 and 44: in successful SD. Given this situat
Page 45 and 46: SPATIAL INFORMATIONFor the visualis
Page 47 and 48: MOBILE TECHNOLOGIES USE IN SERVICES
Page 49 and 50: learning environment (Learning Mana
Page 51 and 52: ago only some curricula on Logistic
Page 53 and 54: The Web-based version can be access
Page 55 and 56: Web-portal, which incorporates diff
Page 57 and 58: DO INTELLIGENT OBJECTS AUTOMATICALL
Page 59 and 60: Table 1. Examples for introducing R
Page 61 and 62: workable influencing of the process
Page 63 and 64: are handed over to the objects and
Page 65 and 66: • Basic processes, such as wareho
Page 67 and 68: THE ECR E-COACH: A VIRTUAL COACHING
Page 69: participating in the workshops and
Page 73 and 74: with pictures and illustrated graph
Page 75 and 76: ECR Question Banknumber category su
Page 77 and 78: educational programme that follows
Page 79 and 80: DEVELOPMENT OF WEB BASED GRAVITY MO
Page 81 and 82: These results of a model require a
Page 83 and 84: CONCLUSIONSThe main goal of work ha
Page 85 and 86: dimension and included within any o
Page 87 and 88: • Resources sharing by providing
Page 89 and 90: Pursuant to the guidelines of elect
Page 91 and 92: tariffs of regulated services have
Page 93 and 94: INFORMATION TECHNOLOGY FOR MOTIVATI
Page 95 and 96: difficult to predict when and for w
Page 97 and 98: Listeners' workon the WebListenersS
Page 99 and 100: PERSPECTIVES OF WEB PAGE AND E-MAIL
Page 101 and 102: INCREASE IN THE NUMBER OF INTERNETU
Page 103 and 104: tourism accommodations (home pages
Page 105 and 106: interactive relationships with clie
Page 107 and 108: • The data obtained by the resear
Page 109 and 110: Central Statistical Bureau of Latvi
Page 111 and 112: departures for 1995 are taken from
Page 113 and 114: 120100maximumworldminimum806040200-
Page 115 and 116: 140120maximumworldminimum1008060402
Page 117 and 118: would be a promising extension. Cur
Page 119 and 120: AN OVERVIEW OF THE AGENT − BASED
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Suitability for social system simul
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6. MASONDescription:MASON is a fast
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Suitability for social system simul
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could be bad particularly when over
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(for 10 repeat &| CCar[]->runfor);P
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• Streaming audio• Collaboratio
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NECESSITY OF NEW LAYERED APPROACH T
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Up to now, there has only been limi
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aaaaa6= −aa2,1 = − a0,3226= −
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∂ u∂x∂ u∂y2 2+ b = 02 2wher
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a6,3= −2030a4,5−130a4,3- - - -
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0,10,20,30,4( )Mag x y y Ge wx2, =
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Example 1. To understand better the
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Therefore, further the following co
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SOLUTION OF THE THREE-DIMENSIONALEQ
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Mag1, m , m , m1 2 3= mm1 m2m32 2 2
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MagMag0, m , m , m1 2 31, m , m , m
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CONCLUSIONSThe basic content of thi
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