Site History & Portfolio

IntelRag was established by the editor in 1998 as an online open learning classroom supporting course instruction. Since initial publication, the name and purpose have changed as online open learning models and methods evolved.

The website serves as a research and support site for enrolled students. Included are special tools for calculating finance, production, distribution, facilities planning, and quality models.

Additionally, the website supports instruction and work-group labs for marketing management, consumer behavior, information systems, telecommunications, facility design, operations, distribution, and quality courses. Included are access to classroom lectures, labs, exams, interactive spreadsheets, and database applications.

Students develop and publish business websites on free servers. The learning environment is also made possible by using Microsoft Office Integrated Suites for Windows.

For security reasons, complexity of networks and software suites have increased to levels that require specialization in highly defined and controlled environments. Current and future networks will result in further division of knowledge, performance, and the ability to know or do-it-all. In every field of science, a similar story is unfolding. What the future holds is unknown. However, the dynamic of change has taken on a life of its own.

The independent learning environment is receiving support from the online community of universities, colleges, and independent organizations. They provide complete courses, programs of study, and research references as a public service.

Included are course syllabi, online textbooks, videos of classroom presentations, exams, and reference material. All of this for little, or no cost to the independent learner. See “Online Open Learning” in the footer, and the banners on each page.

Additional resources are lining up to support learning activities. They are provided by the American Council on Education (ACE), and the College-Level Examination Program (CLEP), which support independent learners in granting credit towards a professional degree.

The online open learning approach has become available for full-time employees to reach their objective of acquiring a professional degree, at their pace, without interfering in work or family life. As taxpayers, they are currently underwriting education and should, therefore, benefit without the typical cost of a residential degree.

Millions of professionals are at work in the fields of science, technology, engineering, arts, and mathematics creating tools that are becoming an integral part of our personal communication and performance psyche. The future may be out of the hands of leadership, and just what is that anyway?

Take a close look at Twitter, and the information tweets lead to. It is free-form progress where action-level ideas are shared with others of action. The tiered hierarchy of exchanging or engaging has become invisible.

Genesis for this online open learning website is a research report titled Graduate Business and Technology Management Curriculum: Changing Requirements and is like current STEM efforts. The focus of the report was on the practice of managing the integration of business and technology as a multidisciplinary approach. Subjects of the research are logistics and systems engineering in the field of aerospace, the foundation of the U.S. space effort.

Academic foundation programs for the study are:
Massachusetts Institute of Technology – University of California BerkeleyUniversity of Southern California

Although an integrated business and technology systems approach had been utilized in the aerospace industry for decades, academia languished in providing such an approach, except at a few of the more research-oriented universities. The question addressed was . . . how to develop and implement an integrated business and technology systems approach in academia?

Formatting and implementing a successful approach was accomplished by aligning and integrating requirements of several constituencies, stakeholders and policy organizations:

Western Association of Schools and Colleges (WASC),
American Assembly of Collegiate Schools of Business (AACSB),
Association of Collegiate Business Schools and Programs (ACBSP),
Accreditation Board for Engineering and Technology, Inc. (ABET),
Industry, academia, and government policy leadership. (Research Report)

Digital Portfolio Notes:

Students are encouraged to establish a digital portfolio identifying intended career objectives, educational, and professional accomplishments.

Portfolios can be useful when preparing resumes and responding to job announcements. Portfolios are recommended for academic, professional, trade-craft and volunteer personnel. Inclusion of professional society associations, seminars, papers, presentations, trade-craft education, work accomplishments and position assignments can be included.

Portfolios can be public, or kept private, to be presented when requested by the reviewer. Consider providing confidential information to the reviewer only upon personal request for a specific job opening, and during an interview.

Digital Vitae Notes:

IntelRag is the editor’s research website published in the free access of the internet for ease of use. As such, it also serves the function of an online digital portfolio and supplements the editor’s curriculum vitae.

For academics, a curriculum vitae is a short account of their career and qualifications for an open position. It is prepared and presented to a hiring review board for consideration. Personal information is provided when requested during the job opening interview.

From the first day as a student, throughout the many and varied academic and work-related experiences, entries reflect the path and changing objectives experienced. The digital portfolio and vitae are always kept up to date.