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(The user chooses from a set of actions/methods theones s/he recommends to use. The effects of his orher choices will be presented to him/her.);(iv) Applying methods to solve problems(The user applies certain methods to solve theproblems as identified and specified before by useof tools (EXCEL based or others) provided tochoose from and work with. The results areassessed e.g. according to an exemplary solution.).It is obvious, that those different types of cases dorequire different methods to support the user (guidanceon-demand)and also different ways for gaining theuser’s results: whereas the first three types of case studiesmight force the user to answer questions or fill in a checklist.A case study of the last category can only beperformed within the e-coach when sophisticated tools(similar to those being used in real supply chains to applythe ECR concept for solving particular problems incollaboration) are available.Therefore, the project focused on implementing aframework and cases challenging the user in analysingthe situation in any of the partner companies and thesupply chain as a whole as well as identifying problemsand potential improvements with them.Here, the user has to work selectively with thematerial available and delivers his/her results byanswering multiple-choice and matching questions.This ability to get into a situation, see problems andtheir causes as well as link these findings withknowledge about best practices or suggestions fromtheory as it is demonstrated by the user here forms thepre-condition for any purposeful and promising problemsolving at a later stage.M1 M1 M1 M1M1: Introduction to ECRCase 1 {problem; assignment}Case 2 {problem; assignment}Case n {problem; assignment}M2 M2 M2 M2M2: Introduction to ShrinkageCase 1 {problem; assignment}Case 2 {problem; assignment}Case n {problem; assignment}assignmentsubmissioninterfacesupplychainframeworkM3 M3 M3 M3M4 M4 M4 M4M3: How to Reduce ShrinkageCase 1 {problem; assignment}Case 2 {problem; assignment}Case n {problem; assignment}M4: Introduction to RFIDCase 1 {problem; assignment}Case 2 {problem; assignment}Case n {problem; assignment}methodstoolsM5 M5 M5 M5M5: How to Apply RFID in SC’sCase 1 {problem; assignment}Case 2 {problem; assignment}Case n {problem; assignment}Figure 8. How to create a case study within the case module.WHAT ARE THE PROSPECTS FOR APRACTICAL USE OF THE ECR E-COACH?The ECR e-coach can be seen as a valuable supportfor all those who already have a certain level ofknowledge in the field of supply chains and supply chainmanagement, but who wish to update and develop thisknowledge and competences towards the EfficientConsumer Response concept.Therefore, the target group comprises students, ofcourse, but the ECR e-coach much more addressesmanagers employed in companies where ECR (or at leastsome of its components) have just been, are being or willsoon be implemented.Serving these aims the ECR e-coach can be anexcellent supplement to the ECR Europe GeneralLearning Programme (GLP), which is an ECR initiativecontenting centrally administrated and locally deliveredAnnual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200670
educational programme that follows the guidingprinciples and process methodologies that are endorsedby the Boards of ECR Europe and the National Initiatives(Penning and Karli 2004).The ECR e-coach can be used in a pre-training phasefor all those who are going to attend any of theeducational forms offered by the ECR General LearningProgramme.One of its significant roles here could be levelling theknowledge of attendees before they join the GLPcourses, seminars, or workshops. This is very importantespecially in a collaborative learning process.To understand if and to what extend the ECR e-coachis the supporter of those individual learning processes asintended a first evaluation phase has been run in Englishlanguage with a small group of students from the PoznanSchool of Logistics (see Kopanska 2006).It focused on the learning environment of the e-coachand was therefore based on a guided learning processwith the e-coach materials.By use of a classical pre-/post-design with surveysand knowledge tests evaluation results finally gave proofof the usefulness of their contents, structure and design,but also initiated further improvements of the materials,especially by increasing the amount of interactivity,vividness and clarity.A second evaluation phase is currently running. Here,students from the University of Magdeburg work withthe same elements in German language, as students fromPoznan do simultaneously with the Polish version.One of the key questions to be answered by this set-upis the influence of the language (home vs. foreign) on thelearning outcomes. For this, results of the secondevaluation stage will be compared with each other, butalso with those of the first evaluation.As ECR was found to be attractively foiled whereadvantages of e-coaching could be demonstrated in themost spectacular way, the developed aide can easily beextended towards many other logistics issues, leading toa holistic educational tool enhancing competences andskills of logisticians of different levels of responsibility.SUMMARY AND OUTLOOKApplying the pedagogical principle of coaching to anemerging field of knowledge and competence likeEfficient Consumer Response within a web-basedenvironment delivers a number of challenges to be faced.First, coaching (and e-coaching all the more) is morethan just guided learning. It requires to personalizelearning and to stay in close contact with the learner.Forwarding those tasks to a technical system can only besuccessful if:(i) Learning materials are designed in anappropriate way;(ii) True coaching functionality in the form of asophisticated diagnosis component is provided.The process of developing and implementing the ECRe-coach took both aspects into consideration andmastered the challenges by selecting those fields ofknowledge that represent some crucial problems intoday’s supply chains on one hand and creating wellstructured,attractive multimedia learning modules inEnglish, German and Polish languages on the other.Coaching functionality as discussed in this paper hasonly partially been implemented so far, mainly based oncommunication functionality, and learning support asprovided by the two learning management systems,WebCT and Lotus Learning Space, used.Because platform-independent implementation of thee-coach created some extra problems (e.g. when havingthe need to implement the assessment module by use of athird tool, Macromedia Authorware) and both projectpartners independently, but nearly simultaneously haddecided to change their learning management systemtowards a Moodle open source solution.Further progress in developing the diagnosis systemand with this in improving the quality and amount ofcoaching functionality has been postponed until reimplementationon the new platform will have beenfinalised.Furthermore, some promising parallels to otherknowledge management approaches have been seenwhich most of all will help to improve and extend thematrix approach for identifying learning needs andsubject-constraints (see Strubelt and Neumann 2006).The idea of having not just a check list for identifyingan ECR-related problem, but another matrix more clearlycharacterizing problems by symptoms in the sense ofmeasurable parameters or observable effects will be atremendous help for supply chain improvements inpractice.Giving certain characteristics and observations theright weight and being able to conclude on cause-effectchains in the right way despite of an increasing level ofcomplexity in real life situations, this will open upanother application area to the coaching principle –different from and independent of a learning scenario.Annual Proceedings of Vidzeme University College “ICTE in Regional Development”, 200671
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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
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INFORMATION TECHNOLOGIES AND E-LEAR
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correspondence with the course aim
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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 and 70: participating in the workshops and
Page 71 and 72: • Assessment modules enable indiv
Page 73 and 74: with pictures and illustrated graph
Page 75: ECR Question Banknumber category su
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
Page 121 and 122: Suitability for social system simul
Page 123 and 124: 6. MASONDescription:MASON is a fast
Page 125 and 126: 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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