the concept of kindergarten was considered still revolutionary, and only one country had given women the vote.
At other times governments have taken the lead in social innovation for example, in the years after 1945 democratic governments built welfare states, schooling systems,
and institutions using methods such as credit banks for farmers and networks of adult education colleges. This was a period
University college London and Melbourne University. This paper draws on a report titled Social Silicon valleys: A manifesto for social innovation, available for download from<http://www. youngfoundation. org>.
Over the next 20 years, the biggest growth for national economies is likely to come in health education,
and in which consumers co-create value alongside producers (no teacher can force students to learn
Wikipedia and the Open university; holistic health care, and hospices; microcredit and consumer cooperatives; the fair trade movement;
for example models of distance learning that were pioneered in social organizations but then adopted by businesses, or for-profit businesses innovating new approaches to helping disabled people into work.
including the Open university and its parallels around the world, Which?,the School for Social Entrepreneurs,
The institutions pioneered new social models such as phone-based health diagnoses, extended schooling, and patient-led health care. 2 This tradition of practical social innovation is now being revived energetically from the Young Foundation's base in east London,
which demands innovative ways of organizing schooling, language training, and housing, to avoid the risks of conflict and mutual resentment.
the first private higher education institution in South africa to offer a virtually free business degree to students from disadvantaged backgrounds. 5 These individual stories are always inspiring, energizing, and impressive.
some linked to universities, some linked to companies, and some focused on particular problems, including the MIT Community Innovation Lab, the Social action Laboratory at Melbourne,
and buying up companies or licenses that they see as promising. 12 Learning and Evolving In a fourth stage,
learning and adaptation turns the ideas into forms that may be very different from the expectations of the pioneers.
and in the public sector, there is an increasingly sophisticated understanding of how learning takes place. New models such as the collaboratives in health (used by the U k. National Health Service to improve innovation
These examples highlight innovation as a learning curve rather than as the eureka moment of a lone genius. Ideas start off as possibilities that are understood only incompletely by their inventors.
learning once again becomes more tacit, until another set of simpler syntheses emerge. Some organizations appear particularly good at maintaining the momentum from innovation rather than being stuck in a particular form or market.
There have been many case studies of social innovations within different fields (including health education, and criminal policy),
and useful attempts have been made to understand social innovation in some universities, including Stanford, Duke, and Harvard.
or aggregating learning. 20 As such, they have not yet provided widely acknowledged models or sufficient practical insights for practitioners:
and Sussex Universities linking social innovation to broader patterns of technological change). Nor has much use been made of the advances made in parallel disciplines.
Ideas were backed with large scale public funding, R&d departments in big companies and university departments, and the systematic testing of new ideas became the norm.
It is also becoming apparent to many that the key industries of the twenty-first century health education,
and partly because they depend so much on co-production by the user, patient, or learner.
and where there are sophisticated metrics of success that can reward rapid learning and evolving end goals.
and managed by its students. Students perform all functions, from administrative duties to facilities management.
Two key features of the university are (1) its partnerships with a great number of businesses in the design and delivery of all programs,
and (2) the requirement of all students to return to their rural schools and communities during holidays to teach what they have learned.
For a full account see Bornstein, How To Change the World. See also http://www. cida. co. za (accessed May 24, 2006;
Dr. Francesca Bria, Nesta Dr. Mila Gascó & Dr. Esteve Almirall, ESADE Business school Peter Baeck, Nesta Dr. Harry Halpin, IRI Frank
Edler et al (2013), who summarise the Compendium of Evidence on the Effectiveness of Innovation Policy Intervention Project, led by the Manchester Institute of Innovation Research (University of Manchester)
consisting of digital makers, educational institutions with digital collaboration programmes, etc. but each reflecting the typologies of digital social innovation referenced in the report.
and also in encouraging more women to participate in learning to code through open workshops and support networks.
and findings from the DSI research and how data analysts from Lodz University of Technology could access
The Open university Business school, the Society for the Advancement of Management Studies and the UK Commission for Employment and Skills (UKCES.
and Technological Development, the Lifelong Learning Program and other education and cultural programs (such as Youth in Action or MEDIA),
Some interesting examples include the organization of learning seminars the establishment of clusters of policy makers,
or the establishment of learning communities. Some initiatives regarding this tool are evidence building (such as the European union Youth Reports-http://ec. europa. eu/youth/policy/implementation/report en. htm)
Edler et al (2013), who summarise the Compendium of Evidence on the Effectiveness of Innovation Policy Intervention Project, led by the Manchester Institute of Innovation Research (University of Manchester)
Other relevant activities are on ICT for health, inclusion, government, sustainable growth, energy and sustainability, 22 learning, tele-care applications and so forth.
and refer to RTD policies, interaction-oriented policies, entrepreneurship policies, science policies, education policies, labor market policies,
It is the case of the Arduino Playground (http://playground. arduino. cc), /a wiki where all the users of Arduino can contribute
which provides advanced digital fabrication instruction for students through a unique, hands-on curriculum as well as access to technological tools and resources.
and 32 learning and education activities are only a few examples. The Fab Foundation (http://www. fabfoundation. org/)is an example of the latter.
I2cat's is established a foundation as a publicprivate partnership constituted by three universities around ten firms and the Secretary for the Information Society of the Autonomous Government of Catalonia105.
On one hand, traditional research has a prominent status, especially due to the participation of three technological universities.
Although the link between learning, or knowledge transfer, and economic development is by no means a straightforward one,
Salzburg University of Applied sciences Fig. 2 The stack view of the Digital Business Ecosystem 6 Exe Eve Collective intelligence achieved through tools for the formalisation of knowledge built on top of a distributed persistent storage
or Creative Commons. 12 based on the business school of the University of Central England acting as the Regional Catalyst,
Harvard Business school Press. Cerf, V (2005. Letter about Net Neutrality of Vint Cerf to the Chairman of US Committee on Energy and Commerce, 8..2005 http://googleblog. blogspot. com/2005//vint-cerf-speaks-out
VUB University Press. David S. On Sourcescapes and Filescapes: Towards a Critique of the Political economy of Free/Open source Software and Peer-to-peer File sharing Networks, Cornell University. http://www. shaydavid. info/indexpapers. html, last accessed/7/07.
Dini, P, Darking, M L, Rathbone, N, Vidal, M, Hernandez, P, Ferronato, P, Briscoe, G,
Epistemic Communities, Situated Learning and Open source Software Development, Working Paper, Department of Manufacturing Engineering and Management, Technical University of Denmark.
The Hard Problem for Artificial life, School of Informatics, University of Edinburgh, Edinburgh. Halpin, H (2006b.
Harvard Business school Press. Khondker, H (2004), Glocalization as Globalization: Evolution of a Sociological Concept, Bangladesh e-Journal of Sociology, Vol..No.
Public and private learning in a changing society, Harmondsworth: Penguin. Steindl, J (990. From Stagnation in the 930s to Slow Growth in the 970s, in Political economy in the 20th century, Maxine Berg Ed.,London:
VUB University Press. Varela, Francisco J, and H r Maturana (973). De Máquinas y Seres Vivos:
A Way of Knowing and Learning, London: Routledge. Watzlawick, P, Beavin, J H, and D Jackson (967).
2013) of social learning, where novel socio-technical configurations evolve. Furthermore, some novel configurations break through
and digital technologies The research reported in this paper is supported by an ESRC discipline hopping fellowship (ES/L00271x/1) and the Open university Business school.
but does not have any special accreditation such as an authorized economic operator status . WHAT THE TRADING ACROSS BORDERS INDICATORS MEASURE Documents required to export
Doing Business studies the time, cost and outcome of insolvency proceedings involving domestic legal entities. These variables are used to calculate the recovery rate,
31technological trends in Digital Social Innovation 35what are we learning about the impact of digital technologies on Social Innovation?
Foundation Finlandgiovanna Galasso Pricewaterhousecoopers Maria Savona SPRU University of Sussexpeter Corbett Advisory board Code for America, USSASHA Costanza-Choc MIT Department of Comparative Media Studies
and from new models of learning, access to knowledge and education, to new ways of improving the quality of the environment,
It brings primary sources into every classroom and allows for more open and rapid communication between teachers and students.
For instance, The Open university, based in the United kingdom, and other models of distance learning have made education much more widely available.
The same goes for the way scientific research is being done with its culture being influenced through the ability to globally access
and share knowledge, culture, information, and code and to undertake better collaboration within the research community.
which is born out of collaboration between Arduino and designers in the Master of Advanced Studies in Interaction design at SUSPI in Lugano.
These kinds of projects are able to combine open hardware technologies with new learning methods to experiment with new educational practices,
and integrated within the learning environment. 27 Table 4 Health, wellbeing and inclusion Sustainable socioeconomic models Energy
and delivered by organisations and communities from across society, from public sector bodies and universities to business and third sector organisations.
Academia and research institutions Universities and other research-driven organisations such as think thanks, unsurprisingly play a big role in researching
were developed originally in a university setting. Arduino, the open hardware circuit board was developed, for example, originally by students at the Interaction Design Institute Ivrea (IDII) in Italy.
Social enterprises, charities and foundationssome of the most well-known DSI services have been developed and delivered by not-for-profits,
and universities to big charities and public museums support the development of Digital Social Innovations by hosting small-scale workshop spaces often with digital tools
such as Apps For good whose goal is to help‘students use new technologies to design and make products that can make a difference to their world,
& constructing informal learning networks: Fab Academy Institute for network culture Code Dojos Hacking culture as sharing skills and knowledge Running research projects
and digital services adopted by DSI activities such as social networking, social media, crowdsourcing, crowdfunding, big data, machine learning, 3d printing, online learning,
What are we learning about the impact of digital technologies on Social Innovation? Analysing network data:
such as building better health education, mobility and ultimately improving democracy and redesigning socioeconomic models. The value of DSI experiments is difficult to quantify using traditional indicators of success and impact
In general, European funding has invested heavily in core European institutions in terms of digital innovation, in particular the formerly nationalised telecommunications companies as well as national research institutes and traditional universities.
which gives them funding often despite their lack of formal university degrees or institutional affiliation to established companies.
This process will create learning capabilities, and absorptive capacity, exploiting the creativity of Europe, building digital literacy, skills and inclusion.
A network between communities of users and DSI innovators is essential in order to both develop innovations and socialise them,
but also a kind of learning tool to understand what digital social innovation concretely means. Create better visualisation with the current relational data that can be exported (see here an example of the current visualisations) Better internal search system Addition of social network functionalities to the DSI mapping,
Work Package 6 Recommendations The objective of this work package is to compile the learning of the project by distilling a set of policy recommendations for Digital Social Innovation.
an Italian engineer and designer, started the Arduino project to enable students at the Interaction Design Institute Ivrea (IDII) build all kinds of electronic contraptions using an open-source hardware board.
This is an example of how student scientists are using Arduino-based hardware to replicate scientific equipment using more readily available components in developing countries.
and won the Soccer B category at the World series of the Robocup Junior (for high school students).
and students for various projects and to great effect. Yet other than Arduino's broad appeal, its success can be attributed to a number of factors:
and the European commission's Directorates General education and Culture, Information Society and Media, and Enterprise and Industry during 2007 and 2008, suggests that indirectly,
Iterative Learning and Prototyping: Importantly, neither the Your Priorities nor the Better Reykjavik websites were Citizen Foundation team's first attempt at creating an‘electronic democratic'web platform.
University of Tilburg. Consolidating and packaging existing practices and assets into a technological framework and reference architecture that enables the effective transfer of smart city service components between cities.
presenting at conferences, to students and in city halls, bringing together city officials and the (coming) development community.
Cities, non profit agencies and academic institutions Aim: Participation and democracy; Culture and arts; Other Technology Trends:
agencies and academic institutions from across Europe. The network of organisations Commons 4 Europe is a pilot project part-funded by the European commission,
'Type of organisation COMMUNIA is an international a network of researchers and practitioners from universities,
and academic institutions, including, Universitat Politècnica de Catalunya, INESC TEC Technology & Science, Fundació Privada per a la Xarxa Oberta, Lliure i Neutral guifi. net.
Since its launch it has gathered a group of students, researchers, professionals, and large-scale communities from Spain, Austria, Greece, UK, Germany and Belgium.
design schools and design-oriented universities, actively involved in promoting and supporting sustainable change. It is made up by a network of nonacademic actors
a consortium of Design Labs based in design schools and in other design-oriented universities that work alongside local,
DESIS Labs are groups of professors, researchers and students who orient their design and research activities towards social innovation,
while also attempting to grow and expand potentially useful alliances with other potential partners. They can operate at the local scale with local partners and, in collaboration with other DESIS Labs,
and design-oriented universities and can be extensions of already existing entities or new, specifically established ones.
Social Innovation Exchange (SIX), Sustainable Everyday Project (SEP), Learning Network on Sustainability (Lens), Partnership for Education and Research about Responsible Living (PERL) and International Association
of Universities and Colleges of Design, Art and Media (CUMULUS). DESIS also establishes special partnerships with private companies, nonprofit organisations,
and conducted by the University of Bath to explore the effectiveness of digital storytelling. It conveyed this through the use of short video clips
Leibniz University, Hannover, Germany. The main driver behind Everyaware is the belief that‘the current organisation of our economies
Training in the Fablab is based on doing projects and learning from peers. A Fablab gives access to individuals to use lab facilities to make almost anything (that does not hurt anyone.
106 Fablab Amsterdam first started in 2008 as an outreach project at Waag Society, by Professor Neil Gershenfeld, Director of the Center for Bits & Atoms, MIT.
A study based on a series of in depth interviews with central and peripheral Github users (carried out by the School of Computer science and the Center for the Future of Work, Heinz College and Carnegie mellon University;
a peer review system, a learning management tool, and a locus for intra-and inter-institutional collaboration.
crafters, educators, tinkerers, hobbyists, engineers, science clubs, authors, artists, students, and commercial exhibitors. All of these makers come to Maker Faire to show what they have made
In 2013, over 60 community-driven Mini Maker Faires were run around the world. 135 The mini Maker Faires are held usually by local institutions, such as people from local fab labs, research centres, universities,
all of the elected representatives of particular areas and even all of the politicians who attended a specific college.
and the community of over 500 users is made up by a diverse demographic of students,
teachers and professors, professionals, makers and hackers. Undoubtedly, initiatives like Open Government Vienna have played a part in Vienna being voted Europe's most innovative city.
such as the location of pharmacies, kindergartens or one-way streets) and new e-services are being added and updated continuously.
They purport that the peer-learning aspect could be made even stronger through the addition of design elements in the process and on the crowdsourcing hardware.
Technological Literacy: While Finland is networked a highly country, not everyone has the same technical capacity.
In addition large numbers of users are students, teachers and professors. 161 Open Knowledge Foundation At a glance:
a team based at the University of Cambridge's Computer Laboratory. The idea behind the Raspberrypi came about as a way to try
and skills levels of prospective undergraduates applying to study Computer science. Upton has hypothesised that this drop in skills
and encourage a new generation of students to pursue computing science scholarship, which would become the Rasperrypi.
and communications technology) packages like the Raspberry Pi are directly contributing to positive and measurable outcomes as a learning tool for students in developing countries.
when such platforms are combined with other educational materials. In 2013 a Raspberry Pi ICT learning environment was installed at Dachio Primary and JHS Schools,
which included 6 Raspberry Pi's. These have been networked via a switch to a wireless router to facilitate access to RACHEL (one of the Raspberry Pi's dedicated educational servers).
So far, the feedback from both teachers and pupils regarding this RACHEL material has been encouraging,
and students can now access large amounts of educational content with having to rely on poor and expensive Internet connectivity.
and collaborations (including a recent partnership with Wolfram research it is used already at Khan academy and supports MIT's Scratch platform.
all of the educational materials are free. After procuring a Raspberry Pi, eager students simply follow instructions to download information onto an SD card,
plug it into the tiny computer, and connect to a shared Wi-fi to access Coder through Chrome.
Coder is designed also to work alongside instruction from other programming websites like Codeacademy and Khan academy.
and help develop educational material to go with the technology. What are the main barriers to innovate
For this reason Khan academy Lite was developed as an offline version of Khan academy‘s curriculum of free learning materials.
With the Pi, a 64gb SD card to put all the learning materials on (which actually costs about twice what the Pi you'll need to run it on does)
and a Wi-fi dongle, allowing for the MP4 lectures that make up the core of Khan academy's material to be brought to areas with poor Internet connectivity.
Type of organisation Safecast is a joint project between Tokyo Hackerspace, Crashspace LA, MIT Media Lab and Keio University,
other institutions such as Scanning Earth Project at Keio University, Uncorked Studios, and Global Survey Corp, among others.
and faculty at IAAC, who initiated the Smart Citizen project, is specialized an urbanist in digital fabrication and its implications on future cities'models.
It has developed software tools designed to stop people including government agencies and corporations learning web users location or tracking their browsing habits.
Tor has been developed by the US University MIT and by the California Internet rights watchdog the Electronic Frontier Foundation.
In addition to this Tor received support from research partners at the University of Waterloo (Canada), the University of Cambridge (United kingdom), Georgia Institute of technology and many others around the globe.
for example through the resourceful geo-coding efforts of Anna Schultz at Tufts University, among others.
and high levels of trust built through common graduate academic programmes and preexisting professional networks such as the International Network of Crisis Mappers cannot be underestimated.
software developers and educators primarily coming from universities and public institutions. 214 History and mission Zooniverse grew from the original Galaxy Zoo project first launched in July 2007.
Overburdened academic departments very often have neither the time nor the resources to dedicate to processing this backlog of data.
31technological trends in Digital Social Innovation 35what are we learning about the impact of digital technologies on Social Innovation?
Foundation Finlandgiovanna Galasso Pricewaterhousecoopers Maria Savona SPRU University of Sussexpeter Corbett Advisory board Code for America, USSASHA Costanza-Choc MIT Department of Comparative Media Studies
and from new models of learning, access to knowledge and education, to new ways of improving the quality of the environment,
It brings primary sources into every classroom and allows for more open and rapid communication between teachers and students.
For instance, The Open university, based in the United kingdom, and other models of distance learning have made education much more widely available.
The same goes for the way scientific research is being done with its culture being influenced through the ability to globally access
and share knowledge, culture, information, and code and to undertake better collaboration within the research community.
which is born out of collaboration between Arduino and designers in the Master of Advanced Studies in Interaction design at SUSPI in Lugano.
These kinds of projects are able to combine open hardware technologies with new learning methods to experiment with new educational practices,
and integrated within the learning environment. 27 Table 4 Health, wellbeing and inclusion Sustainable socioeconomic models Energy
and delivered by organisations and communities from across society, from public sector bodies and universities to business and third sector organisations.
Academia and research institutions Universities and other research-driven organisations such as think thanks, unsurprisingly play a big role in researching
were developed originally in a university setting. Arduino, the open hardware circuit board was developed, for example, originally by students at the Interaction Design Institute Ivrea (IDII) in Italy.
Social enterprises, charities and foundationssome of the most well-known DSI services have been developed and delivered by not-for-profits,
and universities to big charities and public museums support the development of Digital Social Innovations by hosting small-scale workshop spaces often with digital tools
such as Apps For good whose goal is to help‘students use new technologies to design and make products that can make a difference to their world,
& constructing informal learning networks: Fab Academy Institute for network culture Code Dojos Hacking culture as sharing skills and knowledge Running research projects
and digital services adopted by DSI activities such as social networking, social media, crowdsourcing, crowdfunding, big data, machine learning, 3d printing, online learning,
What are we learning about the impact of digital technologies on Social Innovation? Analysing network data:
such as building better health education, mobility and ultimately improving democracy and redesigning socioeconomic models. The value of DSI experiments is difficult to quantify using traditional indicators of success and impact
In general, European funding has invested heavily in core European institutions in terms of digital innovation, in particular the formerly nationalised telecommunications companies as well as national research institutes and traditional universities.
which gives them funding often despite their lack of formal university degrees or institutional affiliation to established companies.
This process will create learning capabilities, and absorptive capacity, exploiting the creativity of Europe, building digital literacy, skills and inclusion.
A network between communities of users and DSI innovators is essential in order to both develop innovations and socialise them,
but also a kind of learning tool to understand what digital social innovation concretely means. Create better visualisation with the current relational data that can be exported (see here an example of the current visualisations) Better internal search system Addition of social network functionalities to the DSI mapping,
Work Package 6 Recommendations The objective of this work package is to compile the learning of the project by distilling a set of policy recommendations for Digital Social Innovation.
an Italian engineer and designer, started the Arduino project to enable students at the Interaction Design Institute Ivrea (IDII) build all kinds of electronic contraptions using an open-source hardware board.
This is an example of how student scientists are using Arduino-based hardware to replicate scientific equipment using more readily available components in developing countries.
and won the Soccer B category at the World series of the Robocup Junior (for high school students).
and students for various projects and to great effect. Yet other than Arduino's broad appeal, its success can be attributed to a number of factors:
and the European commission's Directorates General education and Culture, Information Society and Media, and Enterprise and Industry during 2007 and 2008, suggests that indirectly,
Iterative Learning and Prototyping: Importantly, neither the Your Priorities nor the Better Reykjavik websites were Citizen Foundation team's first attempt at creating an‘electronic democratic'web platform.
University of Tilburg. Consolidating and packaging existing practices and assets into a technological framework and reference architecture that enables the effective transfer of smart city service components between cities.
presenting at conferences, to students and in city halls, bringing together city officials and the (coming) development community.
Cities, non profit agencies and academic institutions Aim: Participation and democracy; Culture and arts; Other Technology Trends:
agencies and academic institutions from across Europe. The network of organisations Commons 4 Europe is a pilot project part-funded by the European commission,
'Type of organisation COMMUNIA is an international a network of researchers and practitioners from universities,
and academic institutions, including, Universitat Politècnica de Catalunya, INESC TEC Technology & Science, Fundació Privada per a la Xarxa Oberta, Lliure i Neutral guifi. net.
Since its launch it has gathered a group of students, researchers, professionals, and large-scale communities from Spain, Austria, Greece, UK, Germany and Belgium.
design schools and design-oriented universities, actively involved in promoting and supporting sustainable change. It is made up by a network of nonacademic actors
a consortium of Design Labs based in design schools and in other design-oriented universities that work alongside local,
DESIS Labs are groups of professors, researchers and students who orient their design and research activities towards social innovation,
while also attempting to grow and expand potentially useful alliances with other potential partners. They can operate at the local scale with local partners and, in collaboration with other DESIS Labs,
and design-oriented universities and can be extensions of already existing entities or new, specifically established ones.
Social Innovation Exchange (SIX), Sustainable Everyday Project (SEP), Learning Network on Sustainability (Lens), Partnership for Education and Research about Responsible Living (PERL) and International Association
of Universities and Colleges of Design, Art and Media (CUMULUS). DESIS also establishes special partnerships with private companies, nonprofit organisations,
and conducted by the University of Bath to explore the effectiveness of digital storytelling. It conveyed this through the use of short video clips
Leibniz University, Hannover, Germany. The main driver behind Everyaware is the belief that‘the current organisation of our economies
Training in the Fablab is based on doing projects and learning from peers. A Fablab gives access to individuals to use lab facilities to make almost anything (that does not hurt anyone.
106 Fablab Amsterdam first started in 2008 as an outreach project at Waag Society, by Professor Neil Gershenfeld, Director of the Center for Bits & Atoms, MIT.
A study based on a series of in depth interviews with central and peripheral Github users (carried out by the School of Computer science and the Center for the Future of Work, Heinz College and Carnegie mellon University;
a peer review system, a learning management tool, and a locus for intra-and inter-institutional collaboration.
crafters, educators, tinkerers, hobbyists, engineers, science clubs, authors, artists, students, and commercial exhibitors. All of these makers come to Maker Faire to show what they have made
In 2013, over 60 community-driven Mini Maker Faires were run around the world. 135 The mini Maker Faires are held usually by local institutions, such as people from local fab labs, research centres, universities,
all of the elected representatives of particular areas and even all of the politicians who attended a specific college.
and the community of over 500 users is made up by a diverse demographic of students,
teachers and professors, professionals, makers and hackers. Undoubtedly, initiatives like Open Government Vienna have played a part in Vienna being voted Europe's most innovative city.
such as the location of pharmacies, kindergartens or one-way streets) and new e-services are being added and updated continuously.
They purport that the peer-learning aspect could be made even stronger through the addition of design elements in the process and on the crowdsourcing hardware.
Technological Literacy: While Finland is networked a highly country, not everyone has the same technical capacity.
In addition large numbers of users are students, teachers and professors. 161 Open Knowledge Foundation At a glance:
a team based at the University of Cambridge's Computer Laboratory. The idea behind the Raspberrypi came about as a way to try
and skills levels of prospective undergraduates applying to study Computer science. Upton has hypothesised that this drop in skills
and encourage a new generation of students to pursue computing science scholarship, which would become the Rasperrypi.
and communications technology) packages like the Raspberry Pi are directly contributing to positive and measurable outcomes as a learning tool for students in developing countries.
when such platforms are combined with other educational materials. In 2013 a Raspberry Pi ICT learning environment was installed at Dachio Primary and JHS Schools,
which included 6 Raspberry Pi's. These have been networked via a switch to a wireless router to facilitate access to RACHEL (one of the Raspberry Pi's dedicated educational servers).
So far, the feedback from both teachers and pupils regarding this RACHEL material has been encouraging,
and students can now access large amounts of educational content with having to rely on poor and expensive Internet connectivity.
and collaborations (including a recent partnership with Wolfram research it is used already at Khan academy and supports MIT's Scratch platform.
all of the educational materials are free. After procuring a Raspberry Pi, eager students simply follow instructions to download information onto an SD card,
plug it into the tiny computer, and connect to a shared Wi-fi to access Coder through Chrome.
Coder is designed also to work alongside instruction from other programming websites like Codeacademy and Khan academy.
and help develop educational material to go with the technology. What are the main barriers to innovate
For this reason Khan academy Lite was developed as an offline version of Khan academy‘s curriculum of free learning materials.
With the Pi, a 64gb SD card to put all the learning materials on (which actually costs about twice what the Pi you'll need to run it on does)
and a Wi-fi dongle, allowing for the MP4 lectures that make up the core of Khan academy's material to be brought to areas with poor Internet connectivity.
Type of organisation Safecast is a joint project between Tokyo Hackerspace, Crashspace LA, MIT Media Lab and Keio University,
other institutions such as Scanning Earth Project at Keio University, Uncorked Studios, and Global Survey Corp, among others.
and faculty at IAAC, who initiated the Smart Citizen project, is specialized an urbanist in digital fabrication and its implications on future cities'models.
It has developed software tools designed to stop people including government agencies and corporations learning web users location or tracking their browsing habits.
Tor has been developed by the US University MIT and by the California Internet rights watchdog the Electronic Frontier Foundation.
In addition to this Tor received support from research partners at the University of Waterloo (Canada), the University of Cambridge (United kingdom), Georgia Institute of technology and many others around the globe.
for example through the resourceful geo-coding efforts of Anna Schultz at Tufts University, among others.
and high levels of trust built through common graduate academic programmes and preexisting professional networks such as the International Network of Crisis Mappers cannot be underestimated.
software developers and educators primarily coming from universities and public institutions. 214 History and mission Zooniverse grew from the original Galaxy Zoo project first launched in July 2007.
Overburdened academic departments very often have neither the time nor the resources to dedicate to processing this backlog of data.
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