\nBooks and other printed materials (BPM) like journals, research papers, etc., is significant activity in any civilized society; as a source of preservation and dissemination of knowledge.
\nThe innovations of new technologies have changed the ways and means of BPM. HEA and HEP describes his or her role as to \u201cBuy in to the Value of Co-creativeness through the ICT Management\u201d.
\nResearcher has tried to create a framework that combine educational and technology management; and named as \u201cRCHS Co-creative Framework\u201d. The ICT based literacy is presented in three components like reading, writing, and arithmetic. Researcher has suggested two perspectives of teaching, i.e., directive and co-creative. HEA claims that by demonstrating his\/her own love of learning, he\/she forms an emotional connection with readers and \u201copens them up to what it feel like\u201d to make new connections, through HEP. The Co-creative Framework is a tool that can help HEA and HEP to engage in paradoxical thinking and see new possibilities.
\nResearcher has split almost all probed discussions, practices and intentions into four general quadrants, that is, A). Relationship: Cultivating a supportive community through collaboration, support, respect and care; B). Continuous improvement: Adapting and embracing chance to change through visioning, relevancy, creativity and experimentation, C). High expectations: Maximizing every reader\u2019s achievement through goal setting, accountability, assessment and achievement; and D). Stable environment: Creating structures and processes with an intention to achieve efficiency in routines. The connections between four quadrants are developed and studied.
\nKey words:
\nHighly Effective Author (HEA); Highly Effective Publisher (HEP); Relationship; Continuous Improvement; High expectation; Stable environment; Directive; Co-creative
\nI. PREMABLE:<\/strong>
\nBooks and other printed materials (BPM) like journals, research papers, etc., is significant activity in any civilized society. These are important and rather indispensable source of preservation and dissemination of knowledge. These are the media through\u00a0which knowledge can be spread in all parts of the world.BPM remain essential tools for preserving and diffusing the world\u2019s store house of knowledge. BPM are also tool to assimilate and in turn dissimilate the creative thought, developed based on existing theory, or developing new theory, perceptions and perspectives, in current socio-economical-political era. BPM are also the simplest, readily accessible and most inexpensive way (in today\u2019s state of art technology prevalence) of means by which knowledge can be spread in all spheres of activities. To keep in touch with increasing knowledge, changing thoughts and culture it is essential that good BPM should be published.
\nThe innovations of new technologies, like computers, desktop publishing, reprography etc. have changed the ways and means of publication. These technologies have reduced the cost of producing BPM. The entrances of electronic media like internet, fax, email, scanner, etc., have brought significant change in the publication, marketing and distribution of BPM. Researcher has tried to study and develop the framework for Authoring and Publishing in the recent Technology era, considering the practicality involved in the society.
\nII. INTRODUCTION:<\/strong>
\nHighly Effective Author (HEA) and Publisher (HEP) describes his or her role as being part of sales person, and each day he\/she strives to get both him\/her self and team members respectively to \u201cBuy in to the Value of Co-creativeness through the ICT Management\u201d.
\nThe twenty-first century is the age of information technology. Information technology had become a very part of human life. It is valuable resource for all sectors, mainly education, corporate management, personal planning, decision making, resource utilization, and any activity of modern life. Technology has pervaded each and every aspect of life be it homes, offices, schools, colleges, universities, hospitals, industries, banks, railway stations, airports, and so on. The Information and Communication Technology (ICT) revolution has brought about a sea change in the relationship in the workplace, nature of work, and work organization. ICT has been changing and also permeating life at a very fast pace. It has enhanced the quality of life and people have become committed to a better way of life. With the rapid progress in ICT, it is unlikely that the momentum towards this goal will change.
\nFrom the view of HEA and HEP {jointly referred as (Highly Effective Author and Publisher )HEAP}; ICT refers to the creation, gathering, processing, storage, presentation and determination of knowledge (information) and also the process and devices that enable all this to be done, through the efficient management of hardware and software. In addition, the very\u00a0important purpose would be to communicating, diffusing, and sharing of knowledge for social, economical, political and cultural uplift.
\nIII. TRUE EDUCATION:<\/strong>
\nThe aim of educators, and associated stakeholders in education management, must be beyond specialized training of craftsman or factory workers. The only true education is one where all arts, crafts, sciences and technologies are linked and facilitate mutual cognitive development, productive creativity and personal growth. The new literacy, a term used more than a two decade ago, to embrace the changed literacy demands resulting from the new technologies in schools and ICT offer educators perhaps for the first time an opportunity to create such an ambitious situations.
\nThe question is how can we create both the educational framework and the technologies to carry on a project of such proportion? The researcher has tried to create a framework for the same by developing \u201cRCSH Co-creative Framework\u201d.
\nIV. RAW FOR THE TWENTY-FIRST CENTURY:<\/strong>
\nThe new kinds of activities to be mastered and new learning activities for HEAP lead inevitably to a drastic revision of the idea of literacy, considered for many centuries. Now, we see an urgent need for a new literacy that is ICT-based and can be presented in three components as under.
\n1. Reading Finding information by searching written sources, observing, collecting and recording.
\n2. Arithmetic Designing objects and actions.
\n3. Writing Communicating in hyper media involving all types of information and all media.
\nTo sum up, we must reshape both educational content and learning procedures drastically. The new literacy shuns memorization of facts and rules. Its success based on its ability to find facts and imagine unprecedented options. A capacity to understand and invent rules, posing problems to oneself, and planning and designing one\u2019s own activities come to the forefront. The goal of this kind of education is not a narrow technical ability, but personal development alongside the core competencies for high level thinking and acting.
\nV. PERSPECTIVES OF TEACHING:<\/strong>
\nResearcher suggests that HEA, first teacher and creator, needs the Directive perspective. But if he or she seeks to accelerate learning and change lives, needs to broaden over time to grow in to Co-creative perspective. Two perspectives of teaching are presented in table 1.
\nTable 1. Two Perspectives of Teaching<\/p>\n
![\"\"](\"http:\/\/www.gyanvihar.org\/journals\/wp-content\/uploads\/2018\/12\/Capture.png\")
<\/p>\n
![\"\"](\"http:\/\/www.gyanvihar.org\/journals\/wp-content\/uploads\/2018\/12\/tab1.png\")
<\/p>\n
HEA not only connects ideas; he\/she also connects with people and makes connections with people. HEA should spend considerable time thinking about how to link new ideas with the ideas that are already in the minds of society. HEA explicit process and establish connections, and in turn discover the key connections; those are more empowered and effective versions; in turn make creative connections and learn their own.
\nHEA claims that by demonstrating his\/her own love of learning, he\/she forms an emotional connection with readers and \u201copens them up to what it feel like\u201d to make new connections, through HEP. HEA does not just want readers to learn new\u00a0information (directive perspective); he\/she also wants them to feel the excitement of making their own connections and discoveries (co-creative perspective). HEAP speaks of making another kind of interpersonal connections that increases their likelihood of being successful with society at large.
\nAs part of interdependent co-creative process, HEP helps HEA to articulate the interest. As a facilitator HEP finds ways to help HEA ask the questions they \u201creally care about the society\u201d. This phrase is important. It suggests that HEP, directive discussions about topic become more authentic conversations. Authentic questions reflect genuine interests, and the conversations become more relevant. Engagement increases, and more dynamic authoring and learning patterns tend to emerge.<\/p>\n
VI. RCHS CO-CREATIVE FRAMEWORK:<\/strong><\/p>\n To explain these connections, researcher introduces RCHS Co-creative Framework (referred to as Co-creative Framework), which identifies four dimensions of effective authoring and publishing. With these dimensions defined, the framework also provides the ingredients of what might be called \u201cintegrative\u201d or \u201cpowerful\u201d practice. The Co-creative Framework is a tool that can help HEA and HEP to engage in paradoxical thinking and see new possibilities. As you do, you may find that\u00a0you are able to make connections that accelerate learning as HEA and HEP. HEPA might be by sharing an effective knowledge spreading practices that could be placed in one category, their description of the practice would often bleed over into other categories. The boundaries between the categories seemed to soften and practices began to connect in self-reinforcing ways. The relationship quadrant emphasizes things like collaboration, support, respect and care. The continuous quadrant emphasizes such things as adaptability, visioning, relevance, creativity, and experimentation. The high expectation quadrant emphasizes things like goal setting, accountability, assessment, and achievement. The stable environment quadrant emphasizes structures, routines, efficiency and management. The connections between four quadrants are shown in table 3, which moves clockwise (Fig 1.). Table 3 represents the need to balance flexibility and openness with order and control. This tension comes into play as HEAP decide how much structure to incorporate as they organize their write up and develop learning activities through publication.<\/p>\n <\/p>\n ORDER AND CONTROL<\/p>\n Framework recognizes that all forces within categories are necessary to achieve effectiveness. The upper left quadrant (Relationships) supports for cohesive learning to the society at large. It also supports for create collaborative capacity. Here the time orientation is more long terms, and HEAP invests time in building relationships. The risk in the extreme application of relationship quadrant theory of action is that excessive concern can turn into coddling, collusion, and work avoidance. VII. CONCLUSIONS:<\/strong> VIII. BIBLIOGRAPHIES: <\/p>\n \n","protected":false},"excerpt":{"rendered":" pp.33-41 \u00a0Dr. Paresh Shah, FCMA.,Ph.D.,Alumnus of IIM,Ahmedabad Accredited Management Teacher and Researcher Abstract: Books and other printed materials (BPM) like journals, research papers, etc., is significant activity in any civilized society; as a source of preservation and dissemination of knowledge. The innovations of new technologies have changed the ways and means of BPM. HEA and […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[49],"tags":[],"class_list":["post-1070","post","type-post","status-publish","format-standard","hentry","category-volume-2-issue-2-2016-journal-of-engineering-and-technology"],"yoast_head":"\n
\nResearcher speaks of the natural evolution of learning process, which describes how new patterns emerge, which is at the heart of co-creative perspective. In this process, HEA role as authority figure fades in to the background, and the normal hierarchy goes dormant. In the search there is another transformational dynamic: HEA is no longer the center of attention, and neither are the HEP. At the center of attention, is the process of learning, and sharing of knowledge.
\nIn life, we are always dividing things in to discrete categories and then putting them back together again. In the language of human development, this is called Differentiating and Integrating. Researcher has split almost all probed discussions, practices and intentions into four general categories.
\n1. Relationship: Cultivating a supportive community
\n2. Continuous improvement: Adapting and embracing chance to change
\n3. High expectations: Maximizing every reader\u2019s achievement
\n4. Stable environment: Creating structures and processes
\nThese categories implicitly suggest four underlying human needs: belonging, growth, accomplishment and security respectively. The four categories to use \u201ceither and\/or thinking\u201d to logically distinguish many practices. Recall the list of practices associated with the directive and co-creative perspectives. Each of these practices in the two perspectives can be placed in one of the above four categories as shown in table 2.<\/p>\n![\"\"](\"http:\/\/www.gyanvihar.org\/journals\/wp-content\/uploads\/2018\/12\/tab2.png\")
<\/p>\n![\"\"](\"http:\/\/www.gyanvihar.org\/journals\/wp-content\/uploads\/2018\/12\/tab3.png\")
<\/p>\n![\"\"](\"http:\/\/www.gyanvihar.org\/journals\/wp-content\/uploads\/2018\/12\/fig1.png\")
<\/p>\n![\"\"](\"http:\/\/www.gyanvihar.org\/journals\/wp-content\/uploads\/2018\/12\/tab33-1.png\")
<\/p>\n![\"\"](\"http:\/\/www.gyanvihar.org\/journals\/wp-content\/uploads\/2018\/12\/tab.png\")
<\/p>\n
\nThe upper right quadrant (Continuous Improvement – CI) emphasizes novelty and the creation of a generative learning HEAP. Generative in this sense means creative and naturally evolving. The implicit goal is the ability of HEAP to self-actualize, to become self-empowered and lifelong learner. It needs co-creation of new processes. HEA tends to be a catalyst of transformation. The time orientation is forward-looking, with respect to state of the art technology. Excessive application of CI can result in to a loss of control or the emergence of chaos and disorder.
\nThe lower right quadrant (High Expectations – HE) emphasizes achievement and the creation of a performance focused learning of the society. The implicit goal is to have HEA develop self-efficacy and persistence. The HEA tends to be task-focused and the time orientation suggests urgency. When HE\u00a0quadrants overemphasized, expectations can become so high and demands so intense that HEA become discouraged, alienated and frustrated.
\nThe lower left quadrant (Stable Environment \u2013 SE) emphasizes predictability and the creation of stable knowledge management system. Practices in SE are grounded in the idea that HEAP needs security and consistency. It is characterized as a process that is controlled and that can be accelerated with the right structures, rules and routines. There are clear expectations for HEA, and the culture is marked by high reliability. The time orientation is anchored in the past, as HEAP draw on knowledge that has already been created. The emphasis tends to be on facts and accuracy. If SE is overemphasized, there is risk of boredom and stagnation.<\/p>\n
\nThere is no doubt that the BPM industry faces numerous obstacles in current scenario. The 21st century provides the number of challenges to both HEA and HEP. The implementation of latest ICT tools including cloud computing is the NEED of 21st century. Understanding and implementing the RCSH Co-creative framework supports the BPM industry, in the coming era. The implementation of ICT Management would support to have much meaningful knowledge dissemination among the all cultures of the world. This would also supports to have proper cost management done, and which would be beneficial to both HEA and HEP.<\/p>\n
\n1. Coppen, Helen. (1969)., Aids of Teaching and Learning, Pergomon, London, pp. 230
\n2. Ministry of Human Resources Development. (1995)., Annual Report 1994-1995, Government of India, New Delhi.
\n3. Dececco, J, P. and W, R, Crawford. (1977)., The Psychology of Learning and Instructions, Prentice Hall, New Delhi, pp. 40
\n4. Robert, E, Quinn. and Kahn, J, A. (1995)., Perspectives on organization change: exploring movement at the interface, in Organizational Behavior : The state of the science, Lawrence Erlbaum, pp. 109-134<\/p>\n