In the light of the challenges that face today's organizations, there is a grow ing recognition that future market success and long term' survival of enter prises will increasingly depend upon the effective usage of information technology. Of late, a new generation of terminology has emerged to describe enterprises. This terminology draws heavily upon the virtual concep- virtual reality, virtual organization, virtual (working) environment, and indeed virtual product. However, developing computerized organisations for the 21st century demands serious thought with regard to the judicious integration of organizational theory, design and practice with research tools and methods from within information processing technology. Within this book, we approach this aim from the perspective of a radically decentralized (possibly virtual) enterprise. We assume that organizations are becoming increasingly process-orientated, rather than adhering to the former more traditional organizational structures based upon task oriented models. This approach has proved illuminating in that, due to the inherent autonomy of organizational subunits any approach to coordinating decentralized activ ities (including workflows and business processes) necessitates a cooperative style of problem solving. This book introduces the reader to a stimulating new field of interdiscipli nary research in cooperative problem solving. In Chapter 1 Kim presents a view of three central discip14tes, namely those of Organizational Theory, Computer Supported Cooperative Work (CSCW) and Distributed Artificial Intelligence (DAI). The applications given here demonstrate how future enterprises will benefit from recent advances in the technological arena of cooperative knowledge processing.

Cooperative working environments and their development are becoming increasingly important and ever more frequent in different industrial sectors and this book provides a scientific approach for managing Team Engineering. Meta-cognitive knowledge and networks are identified as the key resources enabling engineering teams to work effectively and to reduce engineering time and this book illustrates how computer support can aid cooperative work within the context of practical methodologies and examples. The fields covered in the book include: State-of-the-art research in cooperative learning tools; Practical examples and methodologies illustrating the implementation of cooperative networks; and An interdisciplinary approach to team engineering. This valuable new book is sponsored by the International Federation for Information Processing (IFIP) and will be essential reading for researchers, engineers, technical managers involved in the development of advanced applications for engineering and manufacturing, and software design and engineering.

This book presents leading-edge analysis on the theory and practice of participatory evaluation around the world. With its instructive case studies from Bangladesh, El Salvador, Ghana, India, Indonesia, Kenya, Mexico, Nepal, and St Vincent, the book is a guide to a community-based approach to evaluation that is at once a learning process, a means of taking action, and a catalyst for empowerment.Knowledge Shared is the most comprehensive book now available on participatory evaluation. It is intended primarily as a tool for practitioners and policymakers in all segments of development cooperatio.

In her new book, prominent professional developer Yvette Jackson focuses on students' strengths, rather than their weaknesses, To reinvigorate educators to inspire learning and high intellectual performance. Through the lens of educational psychology and historical reforms, Jackson responds To The faltering motivation and confidence of educators in terms of its effects on closing the achievement gap. The author seeks to "rekindle the belief in the vast capacity of underachieving urban students," and offers strategies to help educators inspire intellectual performance. Jackson proposes that a paradigm shift towards a focus on strengths will reinvigorate educators' passion for teaching and belief in their ability to raise the intellectual achievement of their students. Jackson addresses how educators can systematically support the development of motivation, reflective and cognitive skills, and high performance when standards and assessments are predisposed to non-conceptual methods. Furthermore, she examines challenges and offers strategies for dealing with cultural disconnects, The influence of new technologies, and language preferences of students.

Active learning is now a form of learning that accompanies the knowledge evolution that challenges the learner to promote it, but also encourages him to investigate and become emotionally involved in the task. The great key to obtaining this behavior successfully depends, therefore, on the subject's involvement and ability to undertake, so that active learning becomes emotional entrepreneurial learning that generates new ideas and new forms of knowledge. From memorization, we move on to inquiry, from questioning to constructive participation, from hypostasis to problem-solving, from generalization to critical thinking. When we look at this book, we see real examples, concrete, and senses, from the most important act of human nature: learning!

"Gilles focuses the majority of the book on the relationship in the classroom between the individual teacher and the students. She gives teachers ammunition to overcome resistance to cooperative learning by presenting well-substantiated research on virtually every page of her book showing the benefits of having students study together." —Ted Wohlfarth, PSYCCRITIQUES "This text′s greatest strengths are bringing together a range of powerful teaching strategies connected to students taking responsibility for their own learning and the learning of others. The focus on both teacher strategies to encourage effective group talk and student strategies to encourage effective discourse is helpful." —Nancy L. Markowitz, San Jose State University Although cooperative learning is widely endorsed as a pedagogical practice that promotes learning and socialization among students, teachers still struggle with how to introduce it into their classrooms. This text highlights the strategies teachers can use to challenge student thinking and scaffold their learning as well as the strategies students can be taught to promote discourse, problem—solving, and learning during cooperative learning. Key Features Presents cooperative learning in conjunction with national standards: The book situates cooperative learning within the context of No Child Left Behind and a climate of high stakes testing. Links theory with practice: Numerous case studies and small group exercises highlight how teachers can assess both the process and outcomes of cooperative learning. Emphasizes the key role teachers play in establishing cooperative learning: Guidelines are given on how teachers can establish cooperative learning in their classrooms to promote student engagement and learning across various levels and for students of diverse abilities. Incorporates the latest research on cooperative learning: An overview is provided of the major research and theoretical perspectives that underpin the development of cooperative learning pedagogy. Intended Audience This is an excellent supplementary text for several undergraduate and graduate level K—12 teacher preparation and certification courses regularly offered in schools of education. It can also be used as one of several texts in courses on cooperative learning and as a supplement in K—12 teaching methods courses.

As we approach the beginning of the 21 st century, we are beginning to see the emer gence of knowledge management as a natural evolution of the focus and importance of quality in the 1980s and reengineering in the I 990s. Quality placed a huge em phasis on getting all employees to use their brainpower better. Reengineering em phasized the use of technology to streamline business processes and take out costs. With the lessons of quality and reengineering firmly embedded in our everyday op erations (continual cost containment and higher quality is a way of life), businesses are now turning their attention to growth. Growth is a common pursuit. Customers are calling for it. Financial markets are calling for it. Employees are asking for it because they want an exciting and stimu lating environment in which to work. If a business doesn't grow, it will eventually die because knowledge workers ofthe 21 st century won't want to work with or for a business that's not growing. Skilled workers have plenty of options to choose from as demand for knowledge workers escalates around the world.