Tuesday, October 31, 2006
INNOVATION SYSTEMS AND THE LEARNING PROCESS
Technologies offer new opportunities for social, economic and even academic transformation. These bring about new forms of learning that give rise to innovative knowledge. The chapter discusses some changes affecting the management of technological innovations within firms and the public sector. Its concern is how people within this sector learn to manage and organize ICT’s. It also offers insight into the process of orgarnizational structures and the importance of user-product linkages bin the world of ICT.
The chapter outlines 5 basic principles of knowledge production in this fields as:
1. The increasing number of places/centers where research is being carried out. In that it can no longer be fully captured as printed work .
2. Interaction is being broadened and deepened by interaction between scholars through these electronic intervention.
3. Problem interest has generated a lot of interconnection amongst knowledge producers.
4. The new mode of knowledge production now moves in problem context which causes the dynamics of socially distributed knowledge for shifting patterns of connectivity amongst these flows.
The growth of this socially distributed knowledge is a very haphazard and doesn’t pattern with institutional ways that have characterized science in the past. In association to these principles research practices are experiencing a very high level of changes which aren’t uniform the whole range of research activities .An important instrument and institution for this change is the university. The level of purposeful knowledge needed for research for research and training and teaching practices. These demands in higher institutions are highly insatiable and universities must pump a lot of money to get even an appreciable and append able amount of this knowledge. Therefore “knowledge networks”ar increasingly, spanning national boundaries and linking researches to the industrialized and developing countries.
Hence, the influence of ICT to support scientific and technological researches has great impact on the way these research work is done,orgarnized,and
Evaluated.
Also,advanced manufacturing technologies referring to a bundle of a technological opportunities which are opened up by the application of information technology.
Organizational learning continuity is needed to benefit from these technologies as well as invest in hardware, software and human resource development according to (Leanard Borton 1975).The learning process also involves experimentation, experience, reflection and conceptualization. When the cycle of learning is incomplete, the benefits of AMTS are very difficult to captivate.
is creating a dynamic “boom” in the industrialized markets. It is playing a great role in meeting the requirements of contemporary markets. These principles Are implemented in ways that are flexible, highly tolerant and provide capacity for meeting diverse4 and complex markets. Although, low levels of education in developing and under developing counties may undermine the capacity to introduce these new technologies .(Jaikumar 1886).Availability, of appropriate skills is central to the successful deployment of ICT-Based innovations that enable organizational learning.ICT’s unlike earlier technology systems i.e. steam power or electricity are unique in that they touch and function in every aspect of life.
2.
The chapter also raised the questions of weather developed countries should have the capability for producing ICT’s in order to use them effectively in the applications such as the design of complex products. Relationships between service suppliers and the modes of services involve a learning process where firms use ICT based services, such as advanced management information systems (MIS) become strategic. Using China as an example of a technically ICT innovative oriented developing countries and though the 1st civil ICT applications were for word-processing and technical calculations. In 1980’s China began to pursue a new ICT policy –‘Import, Digest, Develop and create’. This opened the country’s economy and its rapid growth,
The orientation of scientific and technological development has shifted and expanded greatly. Hence, China has been one of the largest importers of technology ever since then .(1980’s)
It was also noted that:
ICT applications are generally restricted to data processing, calculations ,accounting e.t.c. Some Successes in the other areas such as the application of computer-integrated manufacturing systems. The Brazilians case illustrates the importance of techno-economic factors relating to the
Learning processes, the market competition expected ,the speed of technical innovation and the productivity gains. Political factors were important including the willingness of countries leading in the production of the new technology to share technological knowledge with a developing
Country. In conclusion ,the chapter is talking how technology has given both developing and developed countries the need to acquire the opportunities presented by ICT to practice by learning -by -using and learning –by – doing the capabilities for a wide range of technological Innovations and developments which include incentives introduced through macro- economic Policies and the effecvtive usage of ICT.
Although, it does appear that developing countries need to be able to provide ICT application support services and this implies the need to ensure that are in some cases very similar to those needed for the development of software(Cooper 1998 Forthcomming) Informal learning processes prove very necessary in such cases as in not all people in these countries, even have the basic background education build to support extensive/intense ICT building.
In a conclusive summary, it gave us a pitch of the efforts be made and adopted to bridge the gap between world/international ICT knowledge Societies.
Mrs. Retplang Idu -PGDIM/EDU/50008/05-06 and Mrs. Grace Nock -PGDIM/EDU/51402/05-06
3.
The chapter outlines 5 basic principles of knowledge production in this fields as:
1. The increasing number of places/centers where research is being carried out. In that it can no longer be fully captured as printed work .
2. Interaction is being broadened and deepened by interaction between scholars through these electronic intervention.
3. Problem interest has generated a lot of interconnection amongst knowledge producers.
4. The new mode of knowledge production now moves in problem context which causes the dynamics of socially distributed knowledge for shifting patterns of connectivity amongst these flows.
The growth of this socially distributed knowledge is a very haphazard and doesn’t pattern with institutional ways that have characterized science in the past. In association to these principles research practices are experiencing a very high level of changes which aren’t uniform the whole range of research activities .An important instrument and institution for this change is the university. The level of purposeful knowledge needed for research for research and training and teaching practices. These demands in higher institutions are highly insatiable and universities must pump a lot of money to get even an appreciable and append able amount of this knowledge. Therefore “knowledge networks”ar increasingly, spanning national boundaries and linking researches to the industrialized and developing countries.
Hence, the influence of ICT to support scientific and technological researches has great impact on the way these research work is done,orgarnized,and
Evaluated.
Also,advanced manufacturing technologies referring to a bundle of a technological opportunities which are opened up by the application of information technology.
Organizational learning continuity is needed to benefit from these technologies as well as invest in hardware, software and human resource development according to (Leanard Borton 1975).The learning process also involves experimentation, experience, reflection and conceptualization. When the cycle of learning is incomplete, the benefits of AMTS are very difficult to captivate.
is creating a dynamic “boom” in the industrialized markets. It is playing a great role in meeting the requirements of contemporary markets. These principles Are implemented in ways that are flexible, highly tolerant and provide capacity for meeting diverse4 and complex markets. Although, low levels of education in developing and under developing counties may undermine the capacity to introduce these new technologies .(Jaikumar 1886).Availability, of appropriate skills is central to the successful deployment of ICT-Based innovations that enable organizational learning.ICT’s unlike earlier technology systems i.e. steam power or electricity are unique in that they touch and function in every aspect of life.
2.
The chapter also raised the questions of weather developed countries should have the capability for producing ICT’s in order to use them effectively in the applications such as the design of complex products. Relationships between service suppliers and the modes of services involve a learning process where firms use ICT based services, such as advanced management information systems (MIS) become strategic. Using China as an example of a technically ICT innovative oriented developing countries and though the 1st civil ICT applications were for word-processing and technical calculations. In 1980’s China began to pursue a new ICT policy –‘Import, Digest, Develop and create’. This opened the country’s economy and its rapid growth,
The orientation of scientific and technological development has shifted and expanded greatly. Hence, China has been one of the largest importers of technology ever since then .(1980’s)
It was also noted that:
ICT applications are generally restricted to data processing, calculations ,accounting e.t.c. Some Successes in the other areas such as the application of computer-integrated manufacturing systems. The Brazilians case illustrates the importance of techno-economic factors relating to the
Learning processes, the market competition expected ,the speed of technical innovation and the productivity gains. Political factors were important including the willingness of countries leading in the production of the new technology to share technological knowledge with a developing
Country. In conclusion ,the chapter is talking how technology has given both developing and developed countries the need to acquire the opportunities presented by ICT to practice by learning -by -using and learning –by – doing the capabilities for a wide range of technological Innovations and developments which include incentives introduced through macro- economic Policies and the effecvtive usage of ICT.
Although, it does appear that developing countries need to be able to provide ICT application support services and this implies the need to ensure that are in some cases very similar to those needed for the development of software(Cooper 1998 Forthcomming) Informal learning processes prove very necessary in such cases as in not all people in these countries, even have the basic background education build to support extensive/intense ICT building.
In a conclusive summary, it gave us a pitch of the efforts be made and adopted to bridge the gap between world/international ICT knowledge Societies.
Mrs. Retplang Idu -PGDIM/EDU/50008/05-06 and Mrs. Grace Nock -PGDIM/EDU/51402/05-06
3.
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