The Potential for Transformation into the Virtual Organization of Remote Experiment Networks

Abstract

Context: The context of the paper is provided by the changes in society through which the emphasis is increasingly on digitalization and informatics.

Purpose or Goal: A virtual organization (VO) is in fact a cooperation network based on ICT that has no borders, and that combines skills with resources. Similarly, there is a network of remote experiments in which cooperation is also based on ICT, Has no borders and directly reflects the skills and resources of the authors of experiments. starting from this similarity, the paper makes a comparative analysis between the two entities.

Approach: The approach to the subject began with an extensive bibliographic study. Authorized opinions were registered about the creation of VO, characteristics, workforce, operating model, etc. and compared to the basics of current remote experiment networks. The existing learning environments and the virtual environments in which the free market laws works have been individualized. from here, conclusions were drawn regarding the transformation potential.

Actual or Anticipated Outcomes: So far, the formation of remote experiment networks has been random. Their theme was determined by local or regional needs. Many universities have formed internal networks of this type, the lack of collaboration being determined by the fact that a network of remote experiments reveals both the scientific and didactic level of the host and the endowment level of the laboratories. The paper tries to show where remote experiment networks are headed, if they will be made on the principles on which VO Operate. It is mentioned as follows:

• The use of existing resources in common, which will raise the endowment level of the participants;

• Sharing knowledge together, the principle of complementarity working in this case as well, so that the scientific average of the participants for the benefit of students is raised;

• Cost sharing, which makes it possible for universities in poorer areas to offer experiments made on top equipment, and wealthier universities to reduce their endowment costs;

• Creating a common information base which will contribute to increasing the expertise of graduates and implicitly to better prepared staff for the industry;

• Increased information mobility, as a result of the exchange of information between participants, which reduces documentation times for the creation of new, advanced courses.

By creating VO dedicated to remote experiments, a high speed of response to the requests of universities or even enterprises will be obtained, when the changes of strategy in the society require it. This approach does not violate the personal independence, because they can respond to the organization's requests only with their expertise, nor institutional independence, because universities can adapt their involvement strictly to the curricula they manage.

Conclusions/Recommendations/Summary: In addition to revealing the remote experiment potential to determine the creation of VO, the paper also reveals that this possible change may promote a shift in content-based (informal) learning today to process-based learning. Thus the student gains an active role and control, because the teaching process is now intended to build the student's knowledge and skills, instead of memorization of information.