Smart specialisation, regional growth and applications to EU Cohesion Policy, Economic geography Working Paper, Faculty of Spatial Sciences, University of Groningen:
The R&d potential of ICT companies is illustrated also well by the fact that 15.4%of them have an R&d function in the start-up-learning phase,
Other companies engaged in R&d are characterised by similar percentage rates. 6. 1%52.5%36.4%5%Start-up/Learning Developing/Expanding Mature/Stagna?
ng Declining/Phasing out 15.4%58.2%22.1%4. 3%Start-up/Learning Developing/Expanding Mature/Stagna?
Academy of Sciences, higher education institutions and research institutes, national and regional organisations and market players with an RDI involvement.
132.8 billion HUF 0 50 100 150 200 250 billion HUF Business enterprises Government Higher education Data is for 2012.
Csongrád and Hajdú-Bihar counties because of academic research in their universities the number of researchers is high. 7393 4120 Budapest 14125 capita (FTE) Apart from Budapest 8894 capita
(FTE) Business enterprise sector Higher education sector Institutional sector 0 2000 4000 6000 8000 10000 12000 14000 16000 4380 1151 3363 capita
'Accordingly, one of the five targets for measuring the success of the Europe 2020 strategy is the modernisation of European Education and Training systems with the goals of reducing early school leaving and increasing tertiary education attainment.
and more broadly, the role of ICT as a key enabler of innovation and creativity in Education and Training (E&t) and for learning in general.
It is highlighted however also that the full potential of ICT is not being realised in formal education settings
impact, costs and mainstreaming of ICT-enabled learning innovations (ICT-ELI) in Europe. This report is part of the project"Up-scaling Creative Classrooms in Europe"(SCALE CCR) launched by the Information Society Unit at JRC-IPTS1 in December 2011 and completed in June 2013 on behalf of the Directorate
-General education and Culture (DG EAC. The project aimed to provide a better understanding of ICT-ELI that has significant scale
and/or systemic impact and to propose recommendations for their sustainable development and mainstreaming across Europe.
http://is. jrc. ec. europa. eu/pages/EAP/SCALECCR. html Yves Punie Project Leader ICT for Learning
of which is the Information Society Unit. 2 Acknowledgements The authors of this report would like to thank Ana Carla Pereira, Godelieve Van den Brande and Jesus Maria Alquezar-Sabadie from the Directorate General education and Culture
and discussions about the further development and mainstreaming of ICT-ELI were conducted (list of participants is in the Annex 2). The authors are grateful to Professor Nancy Law (University of Hong kong) for organizing the expert workshop in Hong kong,
for her contribution to the in depth analysis of the seven cases of ICT-enabled learning innovations from Asia and Europe and for her input to the development of the policy recommendations.
Ola Erstad (University of Oslo), Paul Kelley (Science+Technology in Learning), Marco Kools (OECD-CERI), Anne Looney (Irish National Council for Curriculum and Assessment
In order to modernise E&t systems, true ICT-enabled learning innovations (ICT-ELI) are needed that improve significantly upon the status quo
and other world regions to speed up the transfer of innovation research into educational practice. However success in initiating change does not guarantee that such changes can be sustained over time
and become fully embedded in educational practice. As a result, although the infrastructure to mainstream ICT-ELI and a sound research base to guide the process are widely available,
the full potential of new technologies is not being realised in formal education settings across Europe. The purpose of this report is to present a comprehensive set of policy action recommendations that would help to further develop and mainstream ICT-ELI across Europe.
This set of 60 recommendations was developed during the'Up-Scaling Creative Classrooms in Europe'(SCALE CCR) project and based on several consultations (two expert workshops and seven in depth expert interviews
Encourage a shift of ownership of assessment from teachers to learners; Revise examination systems in order to include also assessment of key competences and 21st century skills;
and be active lifelong learners. Policy should: Invest significantly in updating Continuous Professional Development provisions; Support and motivate teachers to develop
Connectedness Teachers and learners need to be empowered to connect with other people and ideas in order to open up
and broaden the learning experience. This can be done via small networks of schools and small networks of teachers.
Ensure that all learners have equal and ubiquitous ICT access, in and out of school;
and infrastructure to enable innovative teaching and learning practices. Top 10 recommendations Recommendation 1-School staff professional development area Invest significantly in updating Continuous Professional Development provisions (including the education of teacher trainers) to ensure that in service teachers acquire the key
and orchestrating learning instead of transmitting knowledge. Recommendation 2-School staff professional development area Support and motivate teachers to develop
and ICT skills (e g. through in service training, peer-learning and informal and non-formal learning), as lifelong learners themselves.
Recommendation 3 Infrastructure area Ensure that all learners have equal and ubiquitous ICT access, in and out of school.
Recommendation 4-School staff professional development area Enable teachers to develop their ability to adopt
and adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings and purposes. Recommendation 5-Organisation and leadership area Support knowledge exchange (e g. through participation in national/international conferences
Recommendation 8-School staff professional development area Update initial teacher training (including the candidate admission process) to ensure that prospective teachers acquire the key competences required for their role as agents of change.
focusing on the possible learning gains. 7 1. Introduction 1. 1 Background and context Educational stakeholders recognize ICTS as key enablers of innovation and creativity in Education and Training (E&t) systems and for learning in general.
Throughout Europe there are diverse national policies for ICT in education and many activities are undertaken to promote the use of technology in Education and Training systems.
However, there is still an implementation gap in formal education settings, which is reported in several surveys and studies (e g.
Eurydice, 2011; Kampylis, Law, et al. 2013; OECD, 2013a; b). These surveys and studies also highlight that,
although the infrastructure to promote ICT use for learning and a sound research base to guide the process are widely available,
the full potential of ICT is not being realised in formal education settings. Hence, the majority of schools in Europe and beyond are not reaping the benefits of new technologies as enablers to modernize teaching
In order to modernise E&t systems, true ICT-enabled learning innovations (ICT-ELI2) are needed that improve significantly upon the status quo
and other world regions to speed up the transfer of innovation research into educational practice. However, success in initiating change does not guarantee that such changes can be sustained over time
and become fully embedded in educational practice. The purpose of this report is to present a comprehensive set of policy action recommendations that would help in further developing and mainstreaming ICT-ELI across Europe.
scales and levels of educational innovation in Europe and beyond. 1. 2 Scope of the report The project‘Up-Scaling Creative Classrooms in Europe'(SCALE CCR), 3 which was launched by the Information Society Unit at IPTS
in December 2011 on behalf of the Directorate General education and Culture (DG EAC), aimed to bring evidence to the debate about the mainstreaming of ICT-ELI,
define and classify ICT-enabled learning innovations4 across a range of settings and participants, including groups of learners and teachers5 at system level, both within and outside formal education settings;
develop the concept of Creative Classrooms6 (CCR) and the related reference parameters that are key to effectively integrating new technologies for learning
2 ICT-ELI will be used as an abbreviation of ICT-enabled learning innovations throughout this report. 3 http://is. jrc. ec. europa. eu/pages/EAP/SCALECCR. html 4 In the context
and also in this report, the term ICT-enabled learning innovations is used to mean profoundly new ways of using
dealing with both formal and informal learning in school settings and in adult education. 5 The term teachers is used in this report in its broadest sense as meaning teachers,
and others. 6 Creative Classrooms can be defined as innovative learning environments that fully embed the potential of ICT to modernise learning and teaching practices.
whereas the term Classrooms is considered in its largest sense as including all types of learning environments,
were conducted to provide firsthand experiences of learning innovations and inputs from real settings for the development of policy recommendations.
and an online survey with 74 etwinning teachers who took part in a webinar was organized by the etwinning Creative Classrooms Group. 7 Findings from the workshops
and one in Hong kong, in January 2013) offering valuable insights and evidence on effective policies 7 http://groups. etwinning. net/web/creative-classroom/welcome 10 and implementation
and scaling up educational innovations at local, regional, national, and European level. Thematic analysis goes beyond simply counting phrases
Learning Practices and Teaching practices were not separate areas of policy recommendations, but they were merged into School Staff Professional Development area;
and constant evaluation is important for implementing learning innovations and scaling them up. So, as a number of the proposed policy recommendations call for evidence-based policy making for mainstreaming of ICT-ELI,
developed by researchers at Department of Social Informatics and methodology at the Faculty of social science, University of Ljubljana, Slovenia.
) 12 8. 1 Decision-makers (e g. school head, chief education officer, university dean, etc. 16 10.7 Technology providers/developers 7 4. 7 Others 14 9. 4 Total 149 100.0 The vast majority of the respondents were from 22 European countries
Additionally, the survey was promoted through the Open education Europa portal; 10 the Future of Learning Linkedin Group;
11 the etwinning Creative Classrooms Group; 12 the 10 http://groups. etwinning. net/web/creative-classroom/welcome 13 European Civil Society Platform on Lifelong Learning;
13 the European Forum on Learning Futures and Innovation; 14 the European Forum of Technical and Vocational education and Training;
15 the DG EAC Thematic Working group on ICT and Education; 16 and the SCALE CCR website. 17 Survey analytics showed that most of participants entered the survey through a direct link from the around 250 personal invitations sent by email.
A small subset of the participants came from other dissemination channels such as Linkedin, SCALE CCR webpage and etwinning Creative Classrooms Group.
No reminders were sent, as the targeted 100 responses were received in the first wave (by 8 april).
The online survey was relatively long and complex with 60 recommendations to be evaluated. Hence, throughout the survey we observed dropouts after each of the areas,
which stabilised after the Organisation and leadership area with 120 respondents. 11 http://www. linkedin. com/groups/Future-Learning-2266966/about 12 http://openeducationeuropa. eu/en
/blogs/join-jrc-ipts-line-consultation-policy-recommendationsmainstreaming-ict-enabled-innovation-le 13 http://www. eucis-lll. eu/news/public-consultations
/q=story/european-forum-learning-futures-and-innovation 15 http://www. efvet. org/index. php?
option=com content&task=view&id=451&itemid=226 16 http://ec. europa. eu/education/lifelong-learning-policy/doc/exchange/ict en. pdf 17 http
involving large and diverse groups of learners, teachers and other educational stakeholders, has different enablers
) In general, the more innovative a learning environment is, the more challenging it is to scale up
Policy-makers recognise the role of ICT as a key enabler of innovation and creativity in E&t and for learning in general.
) Thus, scaling up educational innovation should be an'organic'process that allows for continuous change and flexibility for future adaptations in order to address the shifting priorities and requirements of society.
Last but not least, scaling up ICT-ELI does not refer to future classroom scenarios but to what is emerging in today's practices,
families and individuals around the world and agencies for learning innovation initiatives may emerge at any of these levels (Kampylis,
The mainstreaming of innovative teaching and learning practices, which lie at the core of ICT-ELI,
and learning practices made possible by the use of ICT; the development and assessment of key competences and 21st century skills;
whereas the term content refers to the resources for innovative teaching and creative learning. There is a common thread to all the recommendations in this area:
in order to facilitate the innovative teaching and learning practices that lie at the core of ICT-ELI.
and learning practices made possible by the use of ICT to flourish and become mainstream.
These innovative practices, including the ones proved to be effective in informal learning settings (e g. self-regulated learning),
'and learners'workload without adding value. Hence, there is a need for flexible curricula that would lessen teachers'workloads
content and pedagogies enabling students not only to acquire knowledge but also to develop key competences and 21st century skills.
The co-development of content and curricula requires more solid and systematic empirical evidence on innovative teaching and learning practices and their impact on learning outcomes.
have great potential to stimulate innovative teaching and learning practices (European commission, 2013a). Combined with traditional educational resources,
and online learning and also have the potential to reduce the costs of educational materials. Hence, policy-and decision-makers should promote through curricula the use of Open Educational Resources
and learning practices (enabled by ICT) to become mainstream by N%1. Promoting through the curricula innovative pedagogical practices made possible by the use of ICT,
and how this is done in practice and what is envisioned in the study programme. 149 60.4 4. Encouraging the regular update of learning content
and process of learning. 149 57.7 6. Promoting the involvement of education stakeholders (e g. teachers, parents, researchers etc.)
between curricula and key competences. 149 53.7 8. Promoting the incorporation into formal curricula of effective practices from informal learning (e g. self-directed learning).
it remains a challenge to modernise assessment to support learning. For scaling up and mainstreaming ICT-ELI, policy-and decision-makers should promote the use of ICT for reforming assessment strategies
to encourage a shift of ownership of assessment from teachers to learners; and to promote a formative assessment paradigm where assessment is considered to be an integral part of the learning process.
This area focuses on the conceptual shift from traditional assessment of knowledge acquisition to innovative ICT-enabled assessment approaches that better capture key competences and 21st century skills (Griffin, Mcgaw, & Care, 2012;
certification and accreditation strategies in order to allow innovative teaching and learning practices to further be implemented and mainstreamed (Table 4). Policy-and decision-makers should support
and motivate teachers to shift the ownership of assessment to learners 68.8%).%)Assessment for learning (as opposed to the assessment of learning) is considered as a learning experience assessment is integral part of the learning process (Redecker, 2013.
Hence, ownership of assessment is related to ownership of learning. In this way, self-assessment and reflection against learning goals allow learners to take ownership of their learning, in collaboration with their teachers and peers,
and become self-directed and selfregulated learners. Policy-and educational decision-makers should encourage and support not only the assessment of factual knowledge but also the assessment of 21st century skills and key competences.
Assessment-related issues were raised also by many of the workshop participants organized in the context of SCALE CCR as obstacles/challenges for sustained implementation and scaling up of ICTELI (Kampylis
Law, et al. 2013). ) One of the big challenges has to do with the lack of specificity or common consensus on
what 21st century skills and key competences are beyond the rhetorical level, and how such skills and competences can be assessed in real settings.
Policy-makers should also promote a formative assessment paradigm where assessment is considered to be an integral part of the learning process (67.6%).
because they provide students with information and feedback on how they are progressing, considering their prior achievements according to their learning goals,
and are better at fostering skills and competences than the summative assessment practices. This is because they allow students to understand which skills they need to develop further and
which content areas they need to improve. Formative assessment practices include self-assessment, peer feedback, learning diaries, portfolios, e-portfolios, and presentations.
In addition, these types of assessment can cover both individual and collaborative efforts and creative group work (e g. on projects.
integral and authentic part of the learning process, providing valuable formative information to the learner and the teacher to improve their practices.
and examination systems in order to allow innovative teaching and learning practices to flourish by N%9. Encouraging a shift of ownership of assessment from teachers to learners by giving them an active role in their own assessment
Promoting a formative assessment paradigm where assessment is considered to be an integral part of the learning process. 142 67.6 12.
where assessment is considered to be an integral part of the learning process. 3. 3 Area 3:
to support and motivate teachers to be active lifelong learners and acquire the key competences and skills required in the context of ICT-ELI;
European commission, 2013c) that for implementing sustained learning innovations, school staff professional development is a crucial factor.
and orchestrating learning instead of just transmitting knowledge (81.3%).%)These teacher competences imply a wider, more systemic view of teachers'professionalism (compared with teaching competences that refer to their role in classroom),
as they also include their role outside school e g. in the local community, professional networks and so on (European commission, 2013b;
Only self-confident and competent teachers can educate self-confident and competent students. As shown in the Survey of Schools:
ICT in Education (European commission, 2013c), less than one third of EU students are taught by teachers for
and around 70%of EU students are taught by teachers who invest their own spare time in developing ICT-related skills.
but the need for investing in and updating initial teacher training and Continuous Professional Development is of great importance.
and update their digital competence and ICT skills (through formal and/or informal learning), as lifelong learners themselves (80.1%).
%)As one of the participants pointed out, such"ICT skills development programmes should be key element of Initial Teacher Training20 and Continuous Professional Development".
"Innovative pedagogical practices made possible by the use of ICT lie at the core of learning innovations
and adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings and purposes (80%).
and facilitators of learning. Depending on the context and local specificities and needs, several models of continuous professional development can be followed to support teachers in their new and challenging roles in the context of ICT-ELI.
In particular, I believe a blended learning approach with networked learning as the online component and a limited number of offline meetings, all of
which are directed towards fostering collaboration and network building (rather than content delivery) is key to this...
"Policy-and educational decision-makers should support a blended approach to continuous professional learning and development that combines online professional networks, face-to-face exchanges, informal learning etc.
and following innovative practice development of the field should become part of both initial teacher education and in service training.
regional, national and EU level. 20 Initial Teacher training has been reported in all the consultations in the context of SCALE CCR as one of the most challenging areas for developing the competences
and orchestrating learning instead of transmitting knowledge. 134 81.3 14. Supporting and motivating teachers to develop
and ICT skills (e g. through in service training, peer-learning and informal and nonformal learning), as lifelong learners themselves. 136 80.1 15.
Enabling teachers to develop their ability to adopt and adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings
and purposes. 135 80.0 16. Recognizing the role of teachers as agents of change (rather than objects of change)
Updating Initial Teacher training (including candidate admission process) to ensure that prospective teachers acquire the key competences required for their role as agents of change. 136 74.3 18.
Promoting a blended approach to continuous professional learning and development that combines online professional networks and self-organized face-to-face collaboration. 136 69.9 20.
Helping teachers to acquire much greater proficiency in data handling and methods such as learning analytics
and personalize learning processes. 135 48.9 Relevance according to four groups of participants For teachers/trainers
as lifelong learners themselves. Policy/decision-makers said the most important priority should be to update initial teacher training
and invest in continuous professional development provisions that empower school staff to take the ownership of innovation.
and adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings and purposes"and"Supporting and motivating teachers to develop
as lifelong learners themselves.""21 3. 4 Area 4: Research In a snapshot: ICT-ELI constitute complex'ecosystems'that evolve over time and therefore,
and progressive mainstreaming of ICT-ELI is based on research evidence focusing on the innovative pedagogical, technological and organisational practices and the possible learning gains.
) Both success and failure are integral parts of the learning innovations:""failures should be expected as much as successes
technological and organisational practices can enhance learning. Research focusing on the implementation strategies of ICT-ELI (72.5)
This would provide learning institutions and educational stakeholders with proven practical models that support the take up of innovative tools.
there is a lot of research being done in several fields, both at micro-(classroom/school) and macro-level (national/international).
%Last but not least, policy should support the application of various research methods (e g. teacherled research, control groups, experimental research, longitudinal studies, social networks analysis, learning analytics, big data research, etc.
Encouraging research on the implementation process of ICT-ELI, focusing on the possible learning gains. 131 72.5 22.
Supporting the application of various research methods (e g. teacher-led research, control groups, experimental research, longitudinal studies, social networks analysis, learning analytics, big data research, etc.
Supporting research on the perspectives of various actors and stakeholders such as policy-makers, school leaders, teachers, learners, parents, IT providers, educational content providers etc. 129 58.0 26.
Changes in learning institutions'organisation and leadership strategies are required for sustainable implementation and progressive mainstreaming of ICT-ELI.
which allow innovative teaching and learning practices to flourish. Furthermore, policy actions should focus on knowledge exchange and dissemination of innovative practices;
These changes in organisation strategies will also require changes in learning leadership, which should be as open and 23 participatory as possible for orchestrating innovations at organisational, technological and pedagogical level.
-and macro-level are needed to empower learning institutions to develop well-articulated innovation agendas with both long-term vision and short-term goals.
and leadership models to make learning innovation a mainstream activity. Policies should encourage learning organisations to embrace the technological opportunities available for opening up their learning materials (e g. open educational resources) and practices and also support informal learning.
Policies are needed that help learning organisations to promote networking with other organisations and stakeholders across sites and also within the same organisation,
in order to encourage the emergence and scaling up of learning innovations. For instance, policies at micro-,meso-and macro-level should develop organisational structures (e g. formal recognition and informal reputation mechanisms, technical support, pedagogical advice, etc.
ii) a complex array of different types of support and strategies (targeted at different levels of the education system
and leadership strategies needed to allow learning organisations to envisage and follow their own pathways to innovation
and to scale up in an'organic'way, focusing on authentic learning for the 21st century. 24 Table 7:
and open and participatory leadership allow the progressive take up of innovation for learning by: N%29.
Making sure that technological innovation (e g. 1 to 1 computing) in formal education settings is part of a wider transformation agenda
and learners and values like equity and inclusion are taken into account. 122 63.1 42. Encouraging learning organisations to build on their strengths,
available resources and readiness to implement innovation for learning, following a step-by-step approach that could lead to a sustainable momentum towards a radical (or even disruptive) end. 122 60.7 43.
Supporting multi-stakeholder involvement in the creation and sharing of the common vision so that all of them understand the added value of innovation. 122 59.8 44.
and learning to flourish. 122 59.0 46. Setting evaluation, communication and feedback mechanisms (e g. platforms for collecting big and/or rich data and learning analytics) right from the start of different pilots or initiatives. 121 57,0 47.
Encouraging collaboration and communication channels between supranational agencies (i e. European commission, OECD, UNESCO etc. in order to co-develop indicators and benchmarks for ICT-ELI. 122 55.7 48.
educational practice (e g. 122 55.7 25 Relevance according to four groups of participants For teachers/trainers and researchers the most important recommendation is Encouraging the development of a'culture of innovation'at system level,
technological and organisational practices reach beyond the model of isolated learner/classroom/school. ICT opens up a whole new frontier in learning,
empowering both teachers and learners to connect with ideas and people beyond the classroom walls-such as peers,
experts and parents-giving the sense of being a part of something larger than oneself. Policy-and decision-makers should design
and broaden the learning experience at local level and beyond. ICT-enabled learning innovation is a complex and slow process that requires cultural change and collaboration between stakeholders from policy (e g.
Ministries of Education and local authorities business (e g. IT providers), research (e g. research centres), higher education (e g. teachers trainers), cultural bodies (e g. museums), educational practice (e g. school leaders, teachers, teacher unions), families,
and the wider public (e g. local communities) to build trust and endorse the common vision.
and broaden the learning experience at local level and beyond (European commission, 2013a). Connectedness (e g. Law et al.
and learners with other educational stakeholders at local level and beyond in order to open up and broaden the learning experience and mainstream ICT-ELI.
Research reveals that effective implementation of new pedagogical technologies is ensured best through learning opportunities that are linked
(i) directly to the experiences of teachers and (ii) enhanced by horizontal communication with peers who are already successful in practising these technologies.
and maintenance of‘learning networks'that provide opportunities for professional peer exchanges (65.8%)(e g. Vuorikari et al.
Supporting research-based changes in organisational structures and routines, such as timetables and learner grouping, in order to meet local needs (self-organisation-grass roots innovation).
and exchange of effective policies and practices among the Member States. 121 49.6 26 teaching and learning practices.
%to aggregate learning opportunities and knowledge exchange on a large scale. Cross-border professional networks, such as etwinning (e g.
and learning practices and should be supported further by policymakers (61.3%).%)Table 8: Connectedness policy recommendations Policy-and decision-makers could design
and learners to connect with people and ideas in order to open up and broaden the learning experience by:
N%51. Encouraging and supporting the development of small teacher networks (up to 10 participants at local level and/or beyond) for learning from each other in a more flexible and personalized way. 120 65.8 52.
Encouraging the development of small networks of schools (i e. up to 10 schools) for connecting knowledge, innovative practices and people/efforts at local level and/or beyond. 120 64.2 53.
Investing in structures, such as national and/or transnational inter-linked portals, to aggregate learning opportunities on a large scale (e g. learning resources for School Staff Professional Development) and exchange knowledge
Supporting the development of bigger teacher professional networks (networks of networks) that offer a wider range of opportunities for peer learning
and supporting the development of small teacher networks (up to 10 participants at local level and/or beyond) for learning from each other in a more flexible and personalized way."
"Researchers, however, value most the recommendation"Investing in structures, such as national and/or transnational inter-linked portals, to aggregate learning opportunities on a large scale (e g. learning resources for teachers'professional development
Infrastructure is a key enabler of educational innovations. ICT infrastructure could extend the boundaries of the learning across time
and space whereas user-centred and flexible physical spaces could enable innovative teaching and learning practices.
Policy should increase efforts and investment in infrastructure developments (e g. broadband, cloud computing, creative learning spaces etc.)
to support effective implementation and progressive mainstreaming of ICT-ELI. For further development and mainstreaming of ICT-ELI an ICT infrastructure of appropriate performance and reach is required to facilitate,
Such ICT infrastructure could extend the boundaries of the learning space across time (access to resources 24/7) and space (virtual learning spaces.
Nevertheless, it was shown also that there was no overall relationship between high levels of infrastructure provision and teacher and student use, confidence and attitudes.
"Therefore, policy-makers should support public-public and/or public-private partnerships between learning organisations, research centres,
%and context and ensure that all learners have equal and ambiguous ICT access in and out of school (80%).
but also the effective support structures (e g. helpdesk services) needed to implement smoothly all the necessary learning technologies.
Infrastructure is a key enabler of educational innovations. Updated ICT infrastructure should be complemented by physical learning spaces that offer inspiration,
flexibility and comfort and allow innovative teaching and learning practices to flourish (69.2%).%)For instance, the ground-breaking design of Hellerup school in Denmark, entails rethinking the physical spaces in
which learning takes place (e g. user-centred premises and furniture) and high investment in school infrastructure to support the longstanding innovation history of the school (Kampylis,
Brecko, et al. 2013). ) For the sustainable implementation and further up-take of ICT-ELI, policy-and decision-makers should support initiatives for (re) designing
and/or adapting physical learning spaces to facilitate innovative teaching and learning practices. In conclusion, policy should increase efforts and investment in infrastructure developments (e g. broadband, cloud computing,
creative learning spaces etc.)to support effective implementation and progressive mainstreaming of ICT-ELI. 28 Table 9:
Infrastructure policy recommendations Policy-and decision-makers should take advantage of the full potential of infrastructure for enabling innovative teaching and learning practices by:
Ensuring that all learners have equal and ubiquitous ICT access, in and out of school. 120 80.0 58.
Increasing efforts and investment in ICT infrastructure (e g. broadband, cloud computing) of appropriate performance and interoperability (any device, anywhere, any system, any time) to support effective implementation and evolution of innovation for learning. 120
Re) designing and/or (re) arranging physical space/infrastructure to allow for innovative teaching and learning practices, based on research findings on the impact of factors such as ventilation, lighting,
and noise on learning. 120 69.2 60. Supporting public-public and/or public-private partnerships between learning organisations, research centres, IT developers etc. to support R&d of technological innovations that fit the local needs and context. 120 65.8 Relevance
according to four groups of participants Three groups researchers, policy/decision-makers and others believe that the most important recommendation is to ensure that all learners have equal and ubiquitous ICT access in and out of school,
while for teachers/trainers increased efforts and investments in ICT infrastructure to support effective implementation and evolution of innovation for learning is more important. 3. 8 Interrelation between the seven areas
and top recommendations In order to see which of these seven areas are considered to be more relevant by the participants,
and orchestrating learning instead of transmitting knowledge. 81.3 134 14. Supporting and motivating teachers to develop
and ICT skills (e g. through in service training, peer-learning and informal and nonformal learning), as lifelong learners themselves. 80.1 136 57.
Ensuring that all learners have equal and ubiquitous ICT access, in and out of school. 80.0 120 15.
Enabling teachers to develop their ability to adopt and adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings
and purposes. 80.0 135 29. Supporting knowledge exchange (e g. participation in national/international conferences and workshops) to gain a further understanding of how innovative practices are made possible by the use of ICT. 77.9 122 30.
Updating Initial Teacher training (including candidate admission process) to ensure that prospective teachers acquire the key competences required for their role as agents of change. 74.3 136 31.
Encouraging research on the implementation process of ICT-ELI, focusing on the possible learning gains. 72.5 131 As can be seen from the table above,
fundamental infrastructure needs have to be fulfilled e g. it must be ensured that all learners to have equal and ubiquitous ICT access, in and out of school.
assessing key competences and giving learners an active role in their own assessment. Student assessment and evaluation are an integral part of the teaching
and learning process and as such must be integrated thoughtfully into the planning and delivery of content and curriculum.
Thus, changes in Content and Curricula should go hand in hand with changes in Assessment strategies and examination systems in order to have sustained a impact on scaling up ICT-ELI.
"Changes in curricula and learning objectives are ineffective, if assessment practices remain the same (Cachia, Ferrari, Ala-Mutka, & Punie, 2010).
This means increasing teacher competence in the teaching practices applicable to new curricula and also an additional workload for teachers. 21 Teachers'competences are developed
and initial teacher education and also through networking and peer-collaboration (Connectedness). Any policy interventions related to Infrastructure should be part of a wider strategic plan that takes into account many parameters.
For instance, only digitally-competent teachers (see School Staff Professional Development) are able to use ICT infrastructure efficiently for innovating teaching and learning practices.
and validated and evaluated through an online consultation with educational stakeholders involved in a wide diversity of contexts, scales and levels of educational innovation in Europe and beyond.
and learning practices, made possible by the use of ICT, to flourish and become mainstream. 5. Policy actions at local, regional,
certification and accreditation strategies in order to allow innovative teaching and learning practices to be implemented further and mainstreamed. 6. Policy-and decision-makers should recognise the key role of teachers,
among other stakeholders, in guiding and implementing ICT-ELI and invest significantly in updating their continuous professional development to ensure that they acquire the key competences required for applying innovative pedagogical practices in real settings. 7. Policy actions at local, regional,
technological and organisational practices can enhance learning. 8. Policy actions at micro-,meso, -and macro-level are needed for empowering learning institutions to develop well-articulated innovation agendas (with both long-term vision
and short-term goals) that include changes in organisation structures/routines and leadership models, which result in learning innovation being regarded as a mainstream activity. 9. Policy should encourage
and support connectedness of teachers and learners with other educational stakeholders at local level and beyond in order to open up
and broaden the learning experience and mainstream ICT-ELI. 32 10. Policy should increase efforts and investment in infrastructure developments (e g. broadband, cloud computing,
creative learning spaces etc.)to support effective implementation and progressive mainstreaming of ICT-ELI. We hope the policy action recommendations presented in this report will guide different trajectories of scaling up
and progressive mainstreaming ICT-ELI in different contexts and stimulate further research in the field, contributing to the modernisation of Education and Training systems in Europe and beyond. 33 References Black, T. R. 1999).
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Bocconi, S.,Kampylis, P, . & Punie, Y. 2013a). Case report 2: 1: 1 learning initiatives in primary and secondary education in Europe.
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Exploring conditions for sustainability, scalability and impact at system level (pp. 36-51. EUR 26199 EN.
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Innovative teaching and learning for all through new Technologies and Open Educational Resources COM (2013) 654 final.
) Supporting teacher competence development for better learning outcomes. Retrieved 15 november 2013, from DG Education and Training http://ec. europa. eu/education/school-education/doc/teachercomp en. pdf European commission.
Eurydice. 2011). ) Key Data on Learning and Innovation through ICT at School in Europe 2011.
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. & Care, E. Eds.).2012). ) Assessment and teaching of 21st century skills. New york: Springer. Hannon, V. 2009.‘
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Towards a mapping framework of ICT-enabled innovation for learning. EUR 25445 EN. Luxembourg: Publications Office of the European union.
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ICTENABLED innovation for learning in Europe and Asia: Exploring conditions for sustainability, scalability and impact at system level.
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Creating Effective Teaching and Learning Environments. First Results from TALIS. Retrieved 10 november 2013, from OECD Publishing, http://www. oecd. org/dataoecd/17/51/43023606. pdf OECD. 2013.
Innovative Learning Environments, Educational research and Innovation. Retrieved 10 november 2013, from OECD Publishing, http://dx. doi. org/10.1787/9789264203488-en OECD. 2013.
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21st Century Learning for 21st Century Skills-Proceedings of the 7th European Conference of Technology Enhanced Learning, EC-TEL 2012, Saarbrücken, Germany, September 18-21,2012
European Schoolnet. 35 Annex 1 Online Questionnaire Developing and mainstreaming ICT-enabled learning innovations in Europe This survey is part of the study'Up-Scaling Creative Classrooms in Europe
'(SCALE CCR) undertaken by JRC-IPTS on behalf of the Directorate General education and Culture. The objectives of the study are to:
-define what is meant by Creative Classrooms; -develop policy recommendations for mainstreaming systemic innovation in Education
teacher trainer researcher policy-maker (at EU, national, regional, local level) decision-maker (e g. school head, chief education officer, university dean, etc.
which address the technological, organisational and pedagogical aspects of innovation for learning. Please read them carefully
and learning practices (enabled by ICT) to become mainstream by: 1 2 3 4 5 6 7 Bridging the gap,
and how this is done in practice and what is envisioned in the study programme. Promoting curriculum development that leaves room for teachers to work in small autonomous and interdisciplinary teams,
and updating the content and process of learning. Promoting through the curricula innovative pedagogical practices made possible by the use of ICT,
Promoting the incorporation into formal curricula of effective practices from informal learning (e g. learning by trial and error.
Encouraging the regular update of learning content and curricula based on research findings. 37 5a. If you have additional policy recommendations regarding content
and examination systems in order to allow innovative teaching and learning practices to flourish by: 1 2 3 4 5 6 7 Promoting a formative assessment paradigm where assessment is considered to be an integral part of the learning process.
Revising examination systems in order to include assessment of both factual knowledge and key competences. Promoting the use of ICT tools
Encouraging a shift of ownership of assessment from teachers to learners by giving them an active role in their own assessment (i e. self-assessment.*
and/or by students, which provide information to be used as feedback to enhance learning. Formative assessment is ongoing and repetitive (during the learning process)
and typically involves qualitative feedback (rather than scores). 6a. If you have additional policy recommendations concerning assessment,
please write them down. 7. The following recommendations refer to School Staff Professional Development. Please evaluate how relevant is each of the recommendations for further developing and mainstreaming ICT-ELI.
Updating Initial Teacher training (including candidate admission process) to ensure that prospective teachers acquire the key competences required for their role as agents of change.
and orchestrating learning instead of transmitting knowledge. Enabling teachers to develop their ability to adopt and adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings and purposes.
Helping teachers to acquire much greater proficiency in data handling and methods such as learning analytics
which would allow them to monitor and personalize learning processes. Supporting and motivating teachers to develop
and update their digital competence and ICT skills (e g. through in service training, peer-learning and informal and nonformal learning),
as lifelong learners themselves. Promoting a blended approach to continuous professional learning and 38 1 2 3 4 5 6 7 development that combines online professional networks and self-organized
face-toface collaboration. Motivating and supporting teachers to make their innovative (pedagogical) practices more explicit and visible to peers and other stakeholders, such as parents, community and businesses. 7a.
If you have additional policy recommendations concerning School Staff Professional Development please write them down. 8. The following recommendations refer to research.
Encouraging research on the implementation process of ICT-ELI, focusing on the possible learning gains.
Supporting the application of various research methods (e g. teacher-led research, control groups, experimental research, longitudinal studies, social networks analysis, learning analytics, big data research, etc.
Supporting research on the perspectives of various actors and stakeholders such as policy-makers, school leaders, teachers, learners, parents, IT providers, educational content providers etc.
and open and participatory leadership allow the progressive take up of innovation for learning by: 1 2 3 4 5 6 7 Revising performance appraisal strategies for teachers and schools to allow more innovative teaching and learning to flourish.
Developing a well-articulated innovation agenda which has both long-term vision (ensuring policy support) and achievable short term goals for the progressive take up of innovation.
Making sure that technological innovation (e g. 1 to 1 computing) in formal education settings is part of a wider transformation agenda
Supporting research-based changes in organisational structures and routines, such as timetables and learner grouping, in order to meet local needs (self-organisation-grass roots innovation).
and learners and values like equity and inclusion are taken into account. Encouraging the development of a'culture of innovation'at system level,
communication and feedback mechanisms (e g. platforms for collecting big and/or rich data and learning analytics) right from the start of different pilots or initiatives.
educational practice (e g. teacher associations) and the wider public (e g. parents associations) to build trust, assure mutual objectives,
Encouraging learning organisations to build on their strengths, available resources and readiness to implement innovation for learning,
following a step-by-step approach that could lead to a sustainable momentum towards a radical (or even disruptive) end.
and learners to connect with people and ideas in order to open up and broaden the learning experience by:
1 2 3 4 5 6 7 Encouraging the development of small networks of schools (i e. up to 10 schools) for connecting knowledge, innovative practices and people
Encouraging and supporting the development of small teacher networks (up to 10 participants at local level and/or beyond) for learning from each other in a more flexible and personalized way.
Supporting the development of bigger teacher professional networks (networks of networks) that offer a wider range of opportunities for peer learning and collaboration than the smaller networks.
Investing in structures, such as national and/or transnational inter-linked portals, to aggregate learning opportunities on a large scale (e g. learning resources for School Staff Professional Development) and exchange knowledge
and'success stories'of innovation for learning. 10a. If you have additional policy recommendations concerning connectedness,
Policy-and decision-makers should take advantage of the full potential of infrastructure for enabling innovative teaching and learning practices by:
) to support effective implementation and evolution of innovation for learning. Ensuring that all learners have equal and ubiquitous ICT access, in and out of school.
Supporting public-public and/or public-private partnerships between learning organisations, research centres, IT developers etc. to support R&d of technological innovations that fit the local needs and context.
Re) designing and/or (re) arranging physical space/infrastructure to allow for innovative teaching and learning practices, based on research findings on the 41 1 2 3 4 5 6
7 impact of factors such as ventilation, lighting, and noise on learning outcomes. 11a. If you have additional policy recommendations concerning infrastructure,
please write them down. 12. If you have additional comments and suggestions regarding developing and mainstreaming ICT-ELI in Europe,
please enter your email address (e g. john@email. com). 42 Annex 2 Workshop participants Participants in the expert workshop'Scaling up ICT-enabled innovation for learning:
Name Affiliation Stefania Bocconi National Research Council of Italy Barbara Brecko JRC-IPTS Roberto Carneiro Portuguese Catholic University, Portugal Miroslava Cernochova
Charles University in Prague, Czech republic Jonatan Castaño-Muñoz JRC-IPTS Anusca Ferrari JRC-IPTS Conor Galvin University college Dublin, Ireland Seungyeon Han
Hanyang Cyber University, South korea Kampei Hayashi Japan Society for the Promotion of Science Panagiotis Kampylis JRC-IPTS Paul Kelley Science+Technology in Learning, United kingdom
Marco Kools CERI-OECD Carmen Lazaro Ítaca School, Spain Nancy Law University of Hong kong Chee-Kit Looi National Institute of Education
Yves Punie JRC-IPTS Magdalena Sverc Institute Anton Martin Slomsek, Slovenia Christine Redecker JRC-IPTS Tamotsu Tokunaga University of Tsukuba, Japan
Keith Turvey University of Brighton, United kingdom Stella Vosniadou National and Kapodistrian University of Athens, Greece Riina Vuorikari E-learning expert, Belgium 43 Participants in the'Scaling
up ICT-enabled innovation for learning: Asia Europe expert seminar'held in Hong kong SAR on 22-23 january 2013.
of Education, Singapore Kai Ming Cheng University of Hong kong Seungyeon Han Hanyang Cyber University, South korea Ronghuai Huang Beijing Normal University, China Dae
Joon Hwang Korean Council for University Education, South korea Yu Kameoka Ministry of Education, Culture, Sports, Science and Technology, Japan Panagiotis Kampylis JRC-IPTS
Gwang-Jo Kim, UNESCO Bangkok Nancy Law University of Hong kong Chee-Kit Looi National Institute of Education
Singapore Jingyan Lu University of Hong kong Naomi Miyake University of Tokyo, Japan Jonghwi Park UNESCO Bangkok Yves Punie JRC-IPTS Mang She Education
and how this is done in practice and what is envisioned in the study programme. 0. 7 3. 4 2. 0 11.4 22.1 26.8 33.6 60.4 Encouraging the regular update of learning
and process of learning. 2. 7 4. 7 4. 7 12.1 18.1 26.8 30.9 57.7 Promoting the involvement of education stakeholders (e g. teachers, parents, researchers etc.)
learning (e g. learning by trial and error). 2. 0 2. 7 4. 7 13.4 24.2 26 26.8 26.2 53.0 1-not relevant at all;
Assessment policy recommendations-frequency distribution(%)1 2 3 4 5 6 7 Cumulative (6 and 7) Encouraging a shift of ownership of assessment from teachers to learners
the learning process. 2. 1 2. 1 5. 6 9. 2 13.4 30.3 37.3 67.6 Promoting the use of ICT tools
and orchestrating learning instead of transmitting knowledge. 3. 0. 7 4. 5 10.4 28.4 53.0 81.3 Supporting
and ICT skills (e g. through in service training, peer-learning and informal and non-formal learning), as lifelong learners themselves..
7 1. 5. 7 5. 1 11.8 23.5 56.6 80.1 Enabling teachers to develop their ability to adopt
and adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings and purposes. 2. 2 1. 5 5. 2 11.1 33.3 46.7 80.0 Recognizing the role of teachers as agents of change (rather than objects of change)
1. 5 2. 9 21.3 28.7 45.6 74.3 Updating Initial Teacher training (including candidate admission process) to ensure that prospective teachers acquire the key competences required for their role as agents
7 2. 2 3. 0 8. 1 14.8 31.1 40.0 71.1 Promoting a blended approach to continuous professional learning and development that combines online professional
7 2. 2 4. 4 8. 1 14.7 27.2 42.6 69.9 Helping teachers to acquire much greater proficiency in data handling and methods such as learning analytics,
and personalize learning processes. 1. 5 3. 0 5. 2 11.9 29.6 25.9 23.0 48.9 1-not relevant at all;
, focusing on the possible learning gains..8. 8 3. 1 7. 6 15.3 31.3 41.2 72.5 Supporting the application of various research methods (e g. teacher-led research, control groups
, experimental research, longitudinal studies, social networks analysis, learning analytics, big data research, etc. to the study of complex'ecosystems'of ICTELI..
, learners, parents, IT providers, educational content providers etc. 1. 5 2. 3 6. 1 9. 9 22.1 35.1 22.9 58.0 Encouraging the dissemination of findings from a variety of research
) in formal education settings is part of a wider transformation agenda which includes pedagogical and organisational innovation..
and learners and values like equity and inclusion are taken into account. 1. 6 4. 9 3. 3 7. 4 19.7 32.0 31.1 63.1 Encouraging learning
available resources and readiness to implement innovation for learning, following a stepby-step approach that could lead to a sustainable momentum towards a radical (or even disruptive) end..
1. 7. 8 3. 3 15.8 19.2 42.5 16.7 59.2 Revising performance appraisal strategies for teachers and schools to allow more innovative teaching and learning to flourish..
data and learning analytics) right from the start of different pilots or initiatives..8 1. 7 6. 6 16.5 17.4 26.4 30.6 57.0 Encouraging collaboration and communication channels between supranational agencies (i e.
educational practice (e g. teacher associations) and the wider public (e g. parents associations) to build trust, assure mutual objectives,
such as timetables and learner grouping, in order to meet local needs (selforganisation-grass roots innovation)..8 1. 7 5. 0 14.9 25.6 28.1 24.0 52.1 Following the Open Method of Coordination*for identifying common challenges and opportunities,
and supporting the development of small teacher networks (up to 10 participants at local level and/or beyond) for learning from each other in a more flexible and personalized way..
learning opportunities on a large scale (e g. learning resources for teachers professional development) and exchange knowledge. 2. 5 3. 3 6. 7 5. 8 17.5 31.7
range of opportunities for peer learning and collaboration than the smaller networks. 2. 5 4. 2 4. 2 11.7 20.0 27.5 30.0 57.5 1-not relevant at all;
, broadband, cloud computing) of appropriate performance and interoperability (any device, anywhere, any system, any time) to support effective implementation and evolution of innovation for learning..
8 1. 7 2. 5 10.0 14.2 23.3 47.5 70.8 Ensuring that all learners have equal and ubiquitous ICT access, in and out of school. 2. 5 1
. 7 1. 7 6. 7 7. 5 33.3 46.7 80.0 Supporting public-public and/or public-private partnerships between learning organisations, research centres
8 1. 7 3. 3 8. 3 20.0 34.2 31.7 65.8 (Re) designing and/or (re) arranging physical space/infrastructure to allow for innovative teaching and learning
and noise on learning..8 4. 2 2. 5 5. 8 17.5 30.8 38.3 69.2 1-not relevant at all;
and how this is done in practice and what is envisioned in the study programme. 5. 59 (1. 5) 68 5. 78 (1. 1) 32 5. 93 (1. 02) 28 5. 33 (1. 49
the content and process of learning. 5. 62 (1. 65) 68 5. 41 (1. 39) 32 5. 54 (1. 29) 28 4. 67
. 75) 20 Promoting the incorporation into formal curricula of effective practices from informal learning (e g. learning by trial and error).
Encouraging the regular update of learning content and curricula based on research findings. 5. 72 (1. 38) 68 5. 75 (1. 22) 32 5
)( sd) Promoting a formative assessment paradigm where assessment is considered to be an integral part of the learning process. 5. 68 (1. 45) 66 6. 07 (1. 19) 29 5. 81
Encouraging a shift of ownership of assessment from teachers to learners by giving them an active role in their own assessment (i e. self-assessment.
Initial Teacher training (including candidate admission process) to ensure that prospective teachers acquire the key competences required for their role as agents of change. 5. 97 (1. 27) 62 6. 03 (1
and orchestrating learning instead of transmitting knowledge. 6. 25 (1. 24) 60 6. 24 (0. 99) 29 5. 77 (1. 31) 26 6. 53
adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings and purposes. 6. 02 (1. 22) 61 6. 41 (0. 82) 29 6. 04 (1. 22) 26 6. 11 (1. 1) 19
Helping teachers to acquire much greater proficiency in data handling and methods such as learning analytics,
and personalize learning processes. 5. 47 (1. 47) 62 5. 14 (1. 22) 29 5. 38 (1. 33) 26 5. 22 (1. 44) 18 Supporting
peer-learning and informal and nonformal learning) their digital competence and ICT skills, as lifelong learners themselves. 6. 27 (1. 2) 62 6. 34 (0. 9) 29 5. 96 (1. 11) 26 6. 26 (1
. 41) 19 Promoting a blended approach to continuous professional learning and development that combines online professional networks and self-organized face-to-face collaboration. 5. 9 (1. 35) 62 5. 93 (1. 13) 29 5
. 62 (1. 53) 26 5. 95 (1. 47) 19 Motivating and supporting teachers to make their innovative (pedagogical) practices more explicit and visible to peers and other stakeholders,
Initial Teacher training (including candidate admission process) to ensure that prospective teachers acquire the key competences required for their role as agents of change. 5. 97 62 6. 03 29 6. 04
and orchestrating learning instead of transmitting knowledge. 6. 25 60 6. 24 29 5. 77 26 6. 53 19 (1. 24)( 0. 99)( 1
adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings and purposes. 6. 02 61 6. 41 29 6. 04 26 6. 11 19 (1. 22)( 0. 82)( 1. 22)( 1. 1
) Helping teachers to acquire much greater proficiency in data handling and methods such as learning analytics,
and personalize learning processes. 5. 47 62 5. 14 29 5. 38 26 5. 22 18 (1. 47)( 1. 22)( 1. 33)( 1. 44) Supporting
peer-learning and informal and nonformal learning) their digital competence and ICT skills, as lifelong learners themselves. 6. 27 62 6. 34 29 5. 96 26 6. 26 19 (1. 2)( 0. 9)( 1. 11
)( 1. 41) Promoting a blended approach to continuous professional learning and development that combines online professional networks and self-organized face-to-face collaboration. 5. 9 62 5. 93 29 5. 62 26 5. 95
19 (1. 35)( 1. 13)( 1. 53)( 1. 47) Motivating and supporting teachers to make their innovative (pedagogical) practices more explicit and visible to peers and other stakeholders,
and learning to flourish. 5. 66 53 5. 67 27 5. 4 25 5. 47 17 (1. 45)( 1. 14)( 1. 5)( 1
. 6 25 5. 59 17 (1. 47)( 0. 87)( 1. 41)( 1. 54) Making sure that technological innovation (e g. 1 to 1 computing) in formal education
and learner grouping, in order to meet local needs (self-organisation-grass roots innovation). 5. 5 52 5. 59 27 5. 16 25 5. 35 17 (1. 45)( 1. 01)( 1. 31)( 1. 27
and learners and values like equity and inclusion are taken into account. 5. 89 53 5. 48 27 5. 04 25 5. 65 17 (1. 5)( 1. 42)( 1. 34)( 1
communication and feedback mechanisms (e g. platforms for collecting big and/or rich data and learning analytics) right from the start of different pilots or initiatives. 5. 55 53 5. 59
IT providers) research (e g. research centres), educational practice (e g. teacher associations) and the wider public (e g. parents associations) to build trust
)( 1. 33) Encouraging learning organisations to build on their strengths, available resources and readiness to implement innovation for learning,
following a step-by-step approach that could lead to a sustainable momentum towards a radical (or even disruptive) end. 5. 55 53 5. 52 27 5. 28 25 6. 06 17 (1. 44)( 1. 12)( 1
networks (up to 10 participants at local level and/or beyond) for learning from each other in a more flexible and personalized way. 5. 94 (1. 31) 53 5. 38 (1. 47) 26
networks (networks of networks) that offer a wider range of opportunities for peer learning and collaboration than the smaller networks. 5. 47 (1. 72) 53 5. 31 (1
-linked portals, to aggregate learning opportunities on a large scale (e g.,, learning resources for teachers professional development) and exchange knowledge. 5. 66 (1. 59) 53 5. 65 (1. 57) 26 5. 58 (1. 14
, broadband, cloud computing) of appropriate performance and interoperability (any device, anywhere, any system, any time) to support effective implementation and evolution of innovation for learning. 5. 98 (1. 38) 53 5
. 77 (1. 31) 26 6. 08 (0. 97) 24 5. 94 (1. 6) 17 Ensuring that all learners have equal and ubiquitous ICT access
7) 17 Supporting public-public and/or public-private partnerships between learning organisations, research centres, IT developers etc.
2) 17 (Re) designing and/or (re) arranging physical space/infrastructure to allow for innovative teaching and learning practices, based on research findings on the impact of factors such as ventilation, lighting,
and noise on learning 5. 75 (1. 48) 53 5. 81 (1. 3) 26 5. 83 (1. 24) 24 5. 94 (1
10.2788/52088 Abstract Technologies for learning are considered as key enablers of educational innovation. However, their full potential is not being realised in formal education settings
and major questions are being asked about the sustainability, systemic impact and mainstreaming of ICT-enabled learning innovations (ICT-ELI) in Europe.
This report presents 60 recommendations for immediate strategies and actions to be undertaken by policy-makers at local, regional, national,
The recommendations were developed in the context of the'Up scaling Creative Classrooms in Europe'(SCALE CCR) project
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