A Model of Total Factor Productivity Built on Hayek’s View of Knowledge: What Really Went Wrong with Socialist Planned Economies?

Because Hayek’s view goes beyond the Walrasian framework, his descriptive arguments on socialist planned economies are prone to be misunderstood. This paper clarifies Hayek’s arguments by using them as a basis to construct a model of total factor productivity. The model shows that productivity depends substantially on the intelligence of ordinary workers. The model indicates that the essential reason for the reduced productivity of a socialist economy is that, even though human beings are imperfect and do not know everything about the universe, they are able to utilize their intelligence to innovate. Decentralized market economies are far more productive than socialist economies because they intrinsically can fully utilize human beings’ intelligence, but socialist planned economies cannot, in large part because of the imagined perfect central planning bureau that does not exist.Hayek; Market economy; Socialist planned economy; Total factor productivity; Innovation; Experience curve effect; China

Intelligent and adaptive tutoring for active learning and training environments

Active learning facilitated through interactive and adaptive learning environments differs substantially from traditional instructor-oriented, classroom-based teaching. We present a Web-based e-learning environment that integrates knowledge learning and skills training. How these tools are used most effectively is still an open question. We propose knowledge-level interaction and adaptive feedback and guidance as central features. We discuss these features and evaluate the effectiveness of this Web-based environment, focusing on different aspects of learning behaviour and tool usage. Motivation, acceptance of the approach, learning organisation and actual tool usage are aspects of behaviour that require different evaluation techniques to be used

Collaborative Learning and Authoring in the Frame of e-Projects

It is presented a research on the application of a collaborative learning and authoring during all delivery phases of e-learning programmes or e-courses offered by educational institutions. The possibilities for modelling of an e-project as a specific management process based on planned, dynamically changing or accidentally arising sequences of learning activities, is discussed. New approaches for project-based and collaborative learning and authoring are presented. Special types of test questions are introduced which allow test generation and authoring based on learners’ answers accumulated in the frame of given e-course. Experiments are carried out in an e-learning environment, named BEST

Notes regarding a pedagogical model for the distance learning of tradumática

The article presents a proposed plan of a pedagogical model for the distance learning of tradumática, based on an educational process that revolves around classes recorded in digital format and synchronous and asynchronous activities overseen by an educational supervisor

Learning with worked-out problems in Manufacturing Technology: The effects of instructional explanations and self-explanation prompts on acquired knowledge acquisition, near and far transfer performance

In the present research, two different explanatory approaches – namely, instructional explanation and self-explanation prompts – were applied in worked-out-problem-based learning (learning with worked-out problems) in a computer-assisted instructional environment in the domain of manufacturing technology. This research aims at comparing the effects of both explanatory approaches on topic knowledge acquisition, near transfer performance, and far transfer performance. Additionally, this research also attempts to examine the impact of topic interest on the aforementioned variables, in addition to the relationships between topic interest, mental effort, and learning outcomes. A total of 76 second-year students were randomly assigned to experimental and control groups. The pre- and post-tests were used to measure topic knowledge acquisition, near-transfer performance, and far-transfer performance, whereas topic interest and mental effort were measured by means of Topic Interest Questionnaire and NASA Task Load Index (NASA-TLX) respectively. The analysis outcomes revealed that the self-explanation prompts approach was significantly superior to the instructional-explanation approach in terms of topic knowledge acquisition and near transfer performance. In addition, the results demonstrated that the impact of topic interest was significantly noticeable on far transfer tasks, but not on topic knowledge acquisition and near transfer tasks. On the other hand, the relationship between mental effort investment and test performance was not statistically significant. Finally, an equivocal relationship, which varied depending on the treatment conditions, was discovered between topic interest, mental effort, and test performance. (DIPF/orig.)In der vorliegenden Untersuchung wurden zwei unterschiedliche Lehrmethoden – instruktionale Erklärung und Aufforderung zur Selbsterklärung – angewandt auf das Lernen mit Lösungsbeispielen in einer computergestützten Lernumgebung, die thematisch im Bereich der Fertigungstechnik angesiedelt ist. Die computergestützte Lernumgebung bestand aus einer vom Autor erstellten Lernsoftware, die mit Macromedia Authorware entworfen und entwickelt wurde. Hauptziel der Studie war ein Vergleich der Effekte beider Lehrmethoden auf die Aneignung von Sachwissen sowie die Leistung beim nahen und weiten Transfer. Außerdem wurden die Auswirkungen von Gegenstandsinteresse auf die zuvor genannten Kriterien untersucht und die Beziehungen zwischen Gegenstandsinteresse, mentaler Anstrengung und Lernergebnissen. Insgesamt wurden 76 Studierende im zweiten Jahr ihres Studiums an der Fakultät für Technische Bildung, Universität Tun Hussein Onn Malaysia (UTHM), nach dem Zufallsprinzip in drei Gruppen aufgeteilt: Selbsterklärungsaufforderung (SE: n = 25), instruktionale Erklärung (IE: n = 25) und Kontrollgruppe (n = 26). Mit Pre- und Post-Tests wurden die Aneignung von Sachwissen sowie die nahe und weite Transferleistung erhoben. Gegenstandsinteresse und mentale Anstrengung wurden mit dem Topic Interest–Fragebogen und dem NASA-TLX gemessen. Das Statistik-Paket für die Sozialwissenschaften (SPSS) wurde verwendet, um die Hypothesen an den gesammelten Daten zu prüfen. Die Hypothesenprüfung erfolgte mittels quantitativ statistischer Auswertungsverfahren (Korrelation, Varianzanalyse). (DIPF/Orig.

Reconsidering online reputation systems

Social and socioeconomic interactions and transactions often require trust. In digital spaces, the main approach to facilitating trust has effectively been to try to reduce or even remove the need for it through the implementation of reputation systems. These generate metrics based on digital data such as ratings and reviews submitted by users, interaction histories, and so on, that are intended to label individuals as more or less reliable or trustworthy in a particular interaction context. We suggest that conventional approaches to the design of such systems are rooted in a capitalist, competitive paradigm, relying on methodological individualism, and that the reputation technologies themselves thus embody and enact this paradigm in whatever space they operate in. We question whether the politics, ethics and philosophy that contribute to this paradigm align with those of some of the contexts in which reputation systems are now being used, and suggest that alternative approaches to the establishment of trust and reputation in digital spaces need to be considered for alternative contexts

System Energy Assessment (SEA), Defining a Standard Measure of EROI for Energy Businesses as Whole Systems

A more objective method for measuring the energy needs of businesses, System Energy Assessment (SEA), identifies the natural boundaries of businesses as self-managing net-energy systems, of controlled and self-managing parts. The method is demonstrated using a model Wind Farm case study, and applied to defining a true physical measure of its energy productivity for society (EROI-S), the global ratio of energy produced to energy cost. The traceable needs of business technology are combined with assignable energy needs for all other operating services. That serves to correct a large natural gap in energy use information. Current methods count traceable energy receipts for technology use. Self-managing services employed by businesses outsource their own energy needs to operate, and leave no records to trace. Those uncounted energy demands are often 80% of the total embodied energy of business end products. The scale of this "dark energy" was discovered from differing global accounts, and corrected so the average energy cost per dollar for businesses would equal the world average energy use per dollar of GDP. Presently the energy needs of paid services that outsource their own energy needs are counted for lack of information to be "0". Our default assumption is to treat them as "average". The result is to assign total energy use and impacts to the demand for energy services, for a "Scope 4" GHG assessment level. Counting only the energy uses of technology understates the energy needs of business services, as if services were more energy efficient than technology. The result confirms a similar finding by Hall et. al. in 1981 [9]. We use exhaustive search for what a business needs to operate as a whole, locating a natural physical boundary for its working parts, to define businesses as physical rather than statistical subjects of science. :measurement, natural systemsComment: 33 pages, 15 figures, accepted as part of pending special issue on EROI organized by Charlie Hall for Sustainability (MDPI