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After setting the stage by briefly surveying knowledge elicitation techniques, this article presents a description of an iterative approach to the elicitation and representation of organizational knowledge called PreSERVe, which stands for prepare, scope, elicit, render, and verify. The method involves an initial process of preparing for knowledge elicitation, followed by an iterative process of assessing the scope of the endeavor, knowledge elicitation and rendering, and, verification. Use of the PreSERVe method is illustrated by a case study involving work with six senior engineers at NASA Glenn Research Center (NASA GRC), Cleveland, OH, USA.

The Council for Educational Technology is the central organisation in the UK for the application and development of education and training. CET interprets the term educational technology as being concerned in the broadest sense with the design of learning systems, drawing upon all the available methods, resources and communications media, and integrating them effectively with established teaching techniques.

Distance learning is examined and suggestions are made as to how organisations can obtain the most from their investment in this form of study. The importance of identifying clearly the context in which learning will take place is highlighted. Examples are given, as well as comments from participants.

Describes an aspect of the work on quality in open learning undertaken by the SATURN quality sub‐group. Argues that a key to the achievement of quality in learning is the setting of clear expectations of what is required, both of providers and users in learning contracts. Lists codes of practice for both providers and users and defines provider and user groups. Discusses the use of the codes in developing an individual learning contract for the three stages in a learning contract‐before, during and after.

Wolsey Hall was one of the first open learning providers to obtain BS 5750. In developing this, the college considered developing a TQM approach but felt that it needed a more procedural base to work from. Discusses the approach taken and follows this through to implementation. This included the modification of the company culture to suit the new conditions via a quality focused training programme. Uses the Wolsey Hall experience to illustrate a general description of issues that medium sized service companies need to consider when developing a quality management system.

Distance learning is examined and suggestions are made as to how organisations can obtain the most from their investment in this form of study. The importance of identifying clearly the context in which learning will take place is highlighted. Examples are given, as well as comments from participants.

The manning and readiness levels of the reserve forces have been a key issue in the debate of the efficacy of the All‐Volunteer Force (AVF) since the original recommendation for an AVF by the Gates Commission in 1969. General Maxwell Taylor (1981) has identified the AVF's principal failings as:

The growth of open and distance learning initiatives has arisen from the wish of employers to train staff with least absence from work, the improvement of facilities to meet the needs of students studying in their own time and the desire of some teachers to promote learning in areas which would not attract sufficient students for traditional methods. It has also been encouraged by the upgrading of more conventional correspondence courses and pressure from those within training and education establishments who see open and distance learning as a way of promoting their own ideas on how people might be helped to learn. The pros and cons of open and distance learning are discussed and definitions provided. Open learning versus traditional approaches are considered. Evaluation of open learning is discussed and its future direction considered.

The Government has issued its second White Paper in twelve months intended to provoke the Department of Employment into living up to its name.