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This paper projects a positive future for America and the globe within an emerging “innovation economy”. The innovation economy is supported by knowledge workers and by emerging innovation workers. The authors offer examples in support of an innovation economy, stressing the development and application of strategic capital in selected areas: education; culture; the individual; society; and technology. The authors suggest that education services take the lead through a new “prospective” service mission. Prospective education would undertake continuous strategic projections and mine the most promising of these. Both services would help support the innovation economy and its innovative individuals and organizations.

Invention arises from creativity, while innovation arises from invention. Innovation is not the last step in this sequence; innovations must be implemented through small and large changes in organizational practices before they can become operationally successful. The comparatively higher frequency and wider distribution of this process defines an innovation society and its economy. This article proposes a focus on the individual as the first beneficiary of preparatory and on‐the‐job‐services to help evolve innovation societies for coping with five major “divides” currently driving the unequal distribution of global opportunity. To this end, the article proposes developing personal capital through role evolution, rehearsal, and assessment processes supported by “virtual” selves.

In the following interview Dr. Arthur Harkins — see last page for biographical information — responds to questions posed by Dr. Thomas Surprenant, Library Hi Tech Associate Editor and Assistant Professor at the University of Rhode Island Graduate Library School. Harkins opines that the era of robots is not merely imminent, in fact it is already with us. The development of the field of robotics is not Utopian or idealistic but, instead, “90% history.” Robotics and its future in library applications will be one of the four topics regularly covered by Surprenant in this column. (For some possible applications of robots in libraries see “Future Libraries,” Wilson Library Bulletin 57, no. 6 (February 1983): 499–500, 542.) Other topics to be covered in 2001 are new information technologies, public policy issues, and technology and values. — NJM

This paper aims to focus on the production and application of seven knowledge production Modes in support of continuous innovation societies (CIS).

Seven tertiary educational archetypes are constructed as engines for creating and supporting CIS, with attention to the modal types of knowledge that each produces together with markets for this knowledge.

The most important “on the horizon” type of knowledge identified for the future of tertiary education is Mode III, or knowledge produced by and for the individual. The division of knowledge production is projected within tertiary education through leadership or lagging indicator choices, and the associated roles of faculty, students, and stakeholders.

Special emphasis is placed on the future of leapfrog campus, or the campus capable of, or aspiring to, new leadership status in support of CIS.

Presents scenarios which illustrate the functionality of digitally distributed competence (DC). Explains that Performance Base Learning (PBL) is premised on the use of DC to support increments in human learning and makes a case for DC‐supported PBL in education. Explores the challenges faced by the workforce that have resulted in expanded uses of DC and argues that these challenges provide clear guidelines for the renovation and revitalization of education services in countries such as the United States. Concludes that in the PBL paradigm, learning is a Just‐In‐Time event that occurs in the moment of performance or in highly detailed Just‐Ahead‐of‐Time simulations that are continually revised by smart DC software.

Introduces the notion of Distributed Competence and Performance Base Learning. Notes that cannot always learn for the future and asserts that DC ensures that people learn for the present. Provides examples of Distributed Competence Intervention and Performance Base Learning in practice.

This is the sixth article in our series projecting a shift from learning to perform to performing to learn. This article summarizes and comments upon the last of three story‐writing exercises undertaken by 166 Minnesota public school administrators in late January 2001.

This article is the fourth in a series examining the projected impacts of new technology and software on K‐12 education. The data was collected from 166 school administrators attending a workshop in the United States during January 2001. The data is presented in the form of brief composites representing administrator uses of handhelds for school management performances. The authors then comment on the administrators’ assessments based on the background reasoning.

This is the third of seven reports on the development of software to support performances in which learning takes place. We will introduce a school administrator study population in this article and follow up with three highly descriptive reports of their assessments of software‐supported learning performances.

This article identifies three education service paradigms and explores how each contributes to applied learning. Scenarios constructed by over 700 US teachers are summarized and implications for service paradigm changes are drawn from them. Attention is drawn to a lack of paradigm change leadership on the parts of administrators and teacher colleges.