The nature of virtual organizations and their anticipated social and psychological impacts

Virtual organizations are goal-driven associations of intellectual agents working within the information space. The development of virtual organizations and their agents is a natural continuation of the long movement in western society towards organizing for efficient commerce and communication. For at least 800 years cities and traditional organizations fulfilled these purposes, but now with the advent of high-speed communication and rich interconnectivity, a general diaspora of commerce and education may be expected. All of the technology needed to nurture the rise of virtual organizations is in place, albeit in a primitive form. The authors argue that in the next decade this technology will reach such a level of sophistication that traditional universities and schools with their massive physical assets will no longer be sustainable, and will be replaced by virtual organizations delivering education and training with a minimum of physical infrastructure     

A NEW APPROACH TO THE PROBLEM OF CHANGING INITIAL RESPONSES TO MULTIPLE CHOICE QUESTIONS

The hypothesis that it is unwise to change answers to multiple choice questions was tested using the technique of multiple regression analysis. The net number of correct answers as a result of changing responses was regressed against final grade in the course, numeric score on the exam, percent of total answers changed for all questions and for analytical questions, sex of the student, and scope of the exam.
The results show that there are gains to be made by changing responses. The variables which proved to be significant indicated that students who did well on the test changed a large percentage of answers, and that those who were taking a final exam tended to gain more. Final grades, sex of the student, and analytical questions had no significant impact on gains from changing responses. On the basis of the results gathered, the authors reject the hypothesis that changing responses is unwise.     

A Knowledge Based Tool for Imparting Planning Expertise

The need for inclusion of process planning techniques in the engineering curriculum is discussed and some of the present barriers to its implementation reviewed. A process planning tool is described which utilises expert systems methods to impart planning expertise. The system displays many of the features associated with planning experts and is capable of handling a wide range of learning situations.

RESUME Cet article examine la nécessite de comprendre dans la programme d'études d'ingénieur les techniques de planning de procédé. II considère aussi des obstacles actuels à cette réalisation. Une technique de planning de procédé se décrit qui utilise des methodes de systèms spécialistes pour transmettre l'habileté du planning. Cette technique montre plusieurs des caracteristiques associées avec les experts de planning et offert la possibilityé de traiter un grand choix de situations instructives     

Competence, Knowledge and Education

Since the establishment of the National Council for Vocational Qualfications (NCVQ) in 1986, the influence of the competence-based approach, which underpins National Vocational Qualifications (NVQs), has spread beyond its original remit and now extends into schools and higher education. Competence strategies are criticised for their conceptual imprecision and their behaviourist, foundation. More significantly, it is argued that the competence approach displays confusion and incoherence in its interpretation and use of the ideas of 'knowledge' and 'understanding', and so should be challenged and resisted by educators committed to these values.     

The Role of Confidence in Lifelong Learning

The key objectives and targets of the Learning and Skills Council's (LSC, 2001) corporate plan concerned with increasing participation in education, enhancing workforce training, and raising the achievement of young people and adults are all dependent upon breaking down the barriers and obstacles that stand in the way of facilitating meaningful learning and progression. However, even after the well-documented 'situational' and 'institutional' barriers have been overcome, what McGivney (1993) calls the 'dispositional' obstacles--linked to learners' attitudes, perceptions and motivations--still need to be addressed by tutors and mentors. A crucial aspect of such dispositions in the learner's confidence and its role as an inhibitor or facilitator of learning. Although widely used--most recently in the DfES (2002) publicity about adult literacy gains--the concept of 'confidence' is, in the main, little understood and tends to be used imprecisely and rhetorically. This paper will seek--through the examination of a range of studies involving confidence and cognate concepts, in addition to original research on students learning to teach in the post-school sector--to offer some suggestions for enhancing the management and support of learning in this important sphere of work.