Vectors of Knowledge Society： Knowledge Management and E-learning

The aim of this article is a research on concepts of knowledge management and e-learning motivated by the question concerning the way they improve education and training in the knowledge-based society. The two concepts are seen as tools that transform informational society into the knowledge society, so they are analyzed as vectors of the knowledge society. The study on the tendencies evolving on the technology and education realm reveals not only how e-learning and knowledge management affect the perspective of educational practice but ultimately, by demonstrating their convergence, the crucial role in improving organizational performance. The conclusions are outlined in light of the fact that providing knowledge is the both vectors＇ common goal, characterized by the democratization of information, communication, understanding, and cooperation.

On Knowledge Workers in the Knowledge Society

The paper makes a study on our present knowledge society and knowledge workers. After analyzing the reason that knowledge workers are the newly emerging dominant group in this knowledge society, it gets to the point that the real leadership in the age of knowledge are knowledge workers. Yet, they have to actively organize and learn together, otherwise, they would be same as the workers of industrial model. Only through organizational learning can knowledge workers turn into a very innovative learning organization dancing with the unexpected.

The knowledge society's origins and current trajectory

We address the rise of the knowledge society,reviewing the major contributors to its conceptualization from Karl Marx onward.Synthesizing their ideas,we characterize the current state and direction of the knowledge society,its connection to related ideas of digital economy,e-government,and others,and detail implications for business and other organizations,and for society at large.

Expanding the Definition and Measurement of Knowledge Economy： Integrating Triple Bottom Line Factors into Knowledge Economy Index Models and Methodologies

The application of knowledge is a primary source of growth in the knowledge economy. The World Bank Group has developed a rigorous assessment methodology for assessing a country＇s ability to access and use knowledge to become more competitive in the knowledge economy of the 21st century. The World Bank＇s annual knowledge economy index is grounded on a four-pillar model： （1） economic incentives and institutional regime; （2） education and skills; （3） information and communication infrastructure; and （4） innovation systems. An argument can be made that the model lacks coverage of some key factors that pertain to intellectual capital and the production and consumption of knowledge. The model＇s heavy focus on economic incentives and open institutional regimes comes at a societal cost. This paper proposes an alternative knowledge economy index which is grounded in a more holistic and balanced view of a knowledge society. Adopting the perspective of triple bottom line shifts the purpose and design of a knowledge economy from one of aggregation and reporting to action and involvement. The World Bank＇s scorecard and indexing methodology are adaptable to this new perspective and a new set of indicators.

Teaching and Learning on the Internet： A New Model of University, the International Telematic University UNINETTUNO

The convergence of telecommunications and computer science, the realization of computer-based networks and the integration of languages, by overcoming space and time constraints, gave rise to the globalization process and to the development of the knowledge society. We are facing a true revolution that is based on the multiplication of knowledge and its corresponding applications, but also on the knowledge codification, memorization and knowledge transfer. The challenges that educational institutions, and the University in particular, are called to face are linked to the fact that classrooms or lecture halls are no longer the only places where one can follow study courses： anybody from anywhere, if he has the required technological equipment and the appropriate materials can build his own environment to carry on his own educational and self-learning process. This is the reason why we need to identify new models of university and psycho-pedagogic theories allowing for the development of new Internet-based teaching and learning models by carrying on research work. This paper describes the university model proposed by International Telematic University UN1NETTUNO, rapidly become acknowledged at an international level.

The Educational Role of Libraries in the Digital Age Among the High School and University Student in Slavonski Brod and Osijek

A society of knowledge has a mission based on information dissemination and its usage, but its purpose cannot be completely realized without library as an institution that collects, processes, archives, protects and provides library collections to the public. Elementary- and high-school libraries, as well as the academic ones, are ubiquitous as associates and promoters of importance of information in the Digital Age. Information literacy becomes a foundation of an individual＇s literacy in general and leads him/her toward lifelong learning that becomes a philosophy on the way to a society of knowledge. The paper presents research results of informatics and information literacy among students with a purpose of improving the library mission and vision within future education. Data were collected by poll and the pollees were high-school and university students of Slavonski Brod and Osijek. This study found that although the trend of Internet usage in a library is not high, the percentage of those possessing a basic Information and Communication Technology OCT） literacy level is high. Another significant fact is that the number of those unskilled in ICT usage （online database and catalog search） is high which represents a challenge to the libraries and ICT experts who are the incumbents of great responsibility.

The nature and variety of innovation

What is our current understanding of innovation and how many types of innovation do we know?Broadly,innovation landscapes are characterized by well-established categories,such as product,process,organizational,and marketing innovation,explained and theorized in terms of their links with technological innovation.However global challenges and changes in the structure of knowledge production,have led to diverse innovations,and recognizing and classifying such innovations is more complex,fragmented,and geographically dispersed than ever before.The progressive incorporation of hidden and non-technological innovations,together with the emergence of the fourth industrial revolution,is contributing to change our understanding of innovation and its measurement.This paper provides an overview of the most salient types of innovation in recent decades,enabling both researchers and practitioners to navigate the complex web of innovation definitions and typologies.Innovation studies face the challenge of finding a comprehensive and inclusive definition that captures the significance of innovation,and overcoming the terminological‘Babel'ization and increased fragmentation of the field of innovation research.