Synopsis: Education:

Ehud Kokia is the Director General of Maccabi Healthcare Services and Professor at the School of Public health Sackler Medical Faculty, Tel aviv University.

David P. Chinitz is Associate professor of Health Policy and Management at the Hebrew University-Hadassah School of Public health in Jerusalem

'17 In order to put up with the initial difficulties of learning new skills and making the necessary changes in clinical workflow,

http://ssrn. com/abstract=1583446 Technology and Innovation Management W o r k i n g P a p e r Hamburg University

HAMBURG UNIVERSITY OF TECHNOLOGY (TUHH) Page 1 of 31 Knowledge for Growth Industrial Research & Innovation (IRI) Barriers to Innovation in SMES:

By Rajnish Tiwari and Stephan Buse Hamburg University of Technology (TUHH) Research Project Global Innovation Institute of technology and Innovation Management Schwarzenbergstr. 95, D-21073 Hamburg

20 4. 1. 4 Learning from Lead Markets...20 4. 2 Leveraging Cost Advantages...20 4. 2. 1 Cheaper Costs for (Skilled) Labour...

However, experienced skilled labour was generally difficult to find. 71%71%21%36%14%7%29%14%0%20%40%60%80%Diploma-holders Engineers

Local adaptation Learning from lead markets Access to know-how Cost reduction Regulatory Env. at home Not important very important Figure 11:

and/or universities and specialized research institutions (here jointly referred to as universities) at home or abroad;

and/or their willingness to cooperate, with universities abroad. Many survey participants expressed their desire to cooperate with universities on an international scale.

Over onethird of all such SMES however cited financial constraints as being a major hurdle for the cooperation.

Problems in International Cooperation with Universities The discussion above has brought to fore the chances and challenges that firms,

2004) b) Lack of student interest in engineering and natural sciences (see IWD (2007)) In Germany alone firms are facing a severe crunch of skilled labour,

Germany's Federal Ministry of Education and Research (BMBF) in its latest report on the country's technological performance expects a shortfall of 335,000 university graduates,

is coupled with another challenge, namely the decline in the number of science and technology (S&t) students,

. While countries such as China and India are producing a large number of S&t graduates. In China, 61%of undergraduates are studying for a science or engineering degree.

Also as far as the quality of the higher-education is concerned many emerging countries around the globe, especially in Asia and Eastern europe

are able to produce world-class graduates. In fact, 3 of the top-5 Asian schools for S&t are located in India (EIU, 2004.

With 14 million young university graduates (with seven years or less of work experience) India's talent pool is estimated to be the largest worldwide, overlapping Chinese talent pool by 50%and that of the USA by 100

Another study by KPMG (2007) also confirmed this finding. 4. 1. 4 Learning from Lead Markets Unsaturated,

and learning curve effects), they should reconsider the market entry. Domestic Outsourcing (Third-party provider) Internal Outsourcing (Independent R&d division) Offshore Outsourcing (Third-party provider) Captive Offshoring (International subsidiary) Domestic International Location

however need further ascertainment and are set to be examined by our further research under the aegis of Research Project Global Innovation (RPGI) at Institute of technology and Innovation Management at Hamburg University of Technology (TUHH).

Ergebnisse einer empirischen Untersuchung in ausgewählten Branchen, Hamburg University of Technology, online: http://www. tuhh. de/tim/ris-hamburg/befragung. html, last accessed:

Konzeption der empirischen Untersuchung in ausgewählten Branchen, Hamburg University of Technology, online: http://www. tuhh. de/tim/ris-hamburg/befragung. html, last accessed:

Innovationsmanagement in kleinen und mittleren Unternehmen, Working Paper No. 7, Hamburg University of Technology. Ylinenpää, H. 1998:

and Technology Park in Adlershof Evaluation and establishment of non-university scientific institutes First start-up companies Decision to move the Humboldt University's Natural science Institutes to Adlershof 1993 Adlershof

Staff 14,942 Students 8, 438 7 Adlershof in Figures Science and Technology Park 11 non-university scientific institutes (1, 760 employees) 6

Humboldt University institutes (1, 056 employees; 8, 034 students) 445 technology oriented companies (5, 286 employees) Media City 146 companies (1, 763 employees) Industrial Estate 363

companies (4, 969 employees) 8 WISTA-MANAGEMENT GMBH/Adlershof Projekt Gmbh 9*HU: 246 Mio. € IGAFA:

Non-University Research Institutes Leibniz Association FBH Ferdinand Braun Institute for High frequency Technology IKZ Institute for Crystal Growth ISAS Institute for Analytical Science

Electron Storage ring BESSY II, Institute for Silicon Photovoltaics 11 Non-University Research Institutes General BAM Federal Institute for Materials Research and Testing Dept

Reference Materials BTU Brandenburg Technical University Cottbus, workgroup Air Chemistry PTB National Institute of Natural and Engineering sciences Berlin Adlershof, Photon Radiometry Department

WISTAMANAGEMENT GMBH Humboldt University, Berlin Non-university research institutes Growth Cycle 31 Generation/Seed University Research Institutes Companies Incubation IGZ

3-ple helix structure Products and Services Small and mediumsized enterprises Education and Basic Research Natural science Institutes Research and development Non-university scientific institutes Park

Proximity (IT) WISTA-MANAGEMENT GMBH Generation/Seed Incubation Growth Expansion University IGZ/OWZ Technology Centres Productive Research Institutes Environment Companies Advisory

/BSRP Transport Cluster Table of contents Introduction Funding sources EU instruments TEN-T grants Marco polo grants Motorways of the Sea Modal shift Common learning

Common learning This category is aimed for projects that try to offer an alternative commercial service for road transportation.

In other words The Ministry has created a playground for those who are willing to generate solutions that promote the efficient and smooth traffic.

European Journal of Interdisciplinary studies 45best Practices in Universities'Regional Engagement. Towards Smart Specialisation Cristina SERBANICA Constantin Brâncoveanu University of Pitesti, Romania cpantelica@yahoo. co. uk Abstract The aim of this paper is to highlight universities'contribution to the success of innovation

systems in Europe's most innovative regions, as determined by the recently published European Regional Innovation Scoreboard (RIS).

and on triple helix partnerships and involve frequent interactions between universities, businesses, policy-makers and innovation intermediaries.

universities are expected to bring their contribution to regional smart specialisation and act as intermediary bodies for the implementation of several delivery instruments,

universities'regional engagement, EU Regional Innovation Scoreboard, best practices, smart specialisation JEL Classification: I23, O38 1. Introduction According to the EU Agenda for the modernization of Europe's higher education institutions, linking universities,

research and business for excellence and regional development is a key issue for Member States and higher education institutions.

In this respect, as centres of knowledge, expertise and learning, universities are expected to drive economic development in the territories where they are located:

they should bring talented people into the region, harness regional strengths on a global scale and foster an open exchange of knowledge, staff and expertise.

At the same time, universities should act as the centre of a knowledge network or cluster serving the local economy and society,

In practice, there are numberless environmental determinants that influence universities'ability to engage at the regional level.

According to OECD (2007), first of all, the higher education policy should have an explicit regional dimension, such as in the Nordic countries, where universities'engagement with the business and the community has been recognised

and laid upon as a duty. Similarly, all the areas of national policy that may impact universities'role in their territories Labour market and employment policies, Science, technology and innovation policies, Competition policy and Regional and urban planning policies

(Goddard and Puukka 2008)- should have public funding streams associated with them. Additionally public agencies or local governments could launch specific initiatives ranging from training opportunities, small loans and direct services to Vol. 4 Issue 2 2012 46 physical infrastructure,

and thus facilitate university industry interactions. Third, universities, business and governments should meet together within regional bodies and foster the dialogue with regional governance institutions,

such as regional agencies, regional development organizations, city and municipal development offices, planning commissions and local science councils (OECD 2007).

to succeed, regional collaboration needs a national framework consistent between the domains of higher education and territorial development,

Up to now, universities'impacts on regional territories have been assessed from a number of perspectives and Benneworth (2010) identified three waves of research:

in the first wave, efforts were placed into calculating universities'economic impacts resulting mainly from direct purchasing of supplies by the university,

and student living expenditure in the region and universities'economic activity induced by additional expenditure in the regional supply chain.

Finally, the third wave focused on universities'involvement in various regional economic development processes and in their role in supporting regional innovation systems.

According to Cooke (2001), a region is considered to have a RIS in place when its knowledge generation subsystem-universities, research institutes, research associations, industry associations, training agencies, technology transfer organisations, specialist

-and its knowledge exploitation subsystem-the regional industrial structure and its clusters in particular,-are engaged systematically in interactive learning through knowledge networks (Cooke 2001.

Universities are assumed to accomplish a number of different functions in a regional innovation system and their contribution has been studied with respect to their roles as economic entities, commoditised knowledge producers, shapers of human capital and institutional actors in networks.

The first two functions focus on universities'direct economic contribution to their region's development and the latter two include noneconomic sociocultural factors (Boucher G. et al. 2003).

According to Todtling (2006), at the regional level, universities can serve as antennas for adopting external knowledge and mediator for local knowledge circulation, source of highly skilled labour, knowledge providers in university industry linkages

Therefore, regional innovation systems provide a means for universities to engage with their local environments on activities

whilst strengthening universities'own core activities (Benneworth, 2010). The present study can be placed within this wave of research,

as it is envisaged to emphasize universities'roles in regional innovation systems, while looking at some best practices put forward by Europe's most innovative regions.

European Journal of Interdisciplinary studies 47 2. Research Method This study is aimed at highlighting universities'contribution to the success of regional innovation systems in Europe's most innovative regions,

including universities: the percent of innovative enterprises collaborating with others for innovation measures the flow of knowledge between public research institutions and firms and between firms and other firms (i e.

while looking for universities'contribution to that success. As Norway is not a EU27 member and does not share the same framework conditions with the other countries in this group,

it won't be subjected to analysis. European Journal of Interdisciplinary studies 49 3. Research Results Denmark is represented in the fourth group by its capital region-DK1 Hovedstaden,

Much of the success in regional cooperation was due to the Danish University Act that has designated a third task for universities (OECD 2007),

Øresund Science Region, a research-based collaboration between Denmark and Sweden, centred on the cities of Copenhagen and Malmo and including 14 universities from both sides of the border, regional authorities and business.

the Øresund Science Region is now functional through nine triple helix platforms providing a coordinating link between the universities and the community, e g.

with a focus on cooperation between incubators and the region's universities (Regional Innovation Monitor: Sweden, 2012.

Finally, the Knowledge Navigator programme in Stockholm (2008 2011/2012) involves different universities and regional institutions to create a working model for knowledge transfer between academia and business,

The Universities of Applied sciences focus on applied research and technology transfer, mainly addressing regional companies, playing a straightforward role in driving innovation at the regional level.

Universities'cooperative activities are encouraged strongly by the federal supported programme COIN (Cooperation and Innovation), whose goal is to promote firms'interaction and cooperation with universities and research institutes,

but also with other innovative companies (Erawatch country profile: Austria 2012. Regarding the Ostosterreich (AT1) region in Austria,

such as Vienna Research Groups for Young Investigators addressing universities and research institutions that want to attract European Journal of Interdisciplinary studies 51 excellent young researchers to Vienna for founding their own

Finally, in The netherlands, there is a legal requirement for higher education institutions to engage regionally. In this respect, the Ministry of Economic Affairs, Agriculture and Innovation is shaping the regional policy for universities,

particularly around research application and innovation (OECD 2007). Although the national level is responsible for the research policy in The netherlands,

and Universities of Applied sciences and to inform about new and existing forms of collaboration and activities in the field of knowledge exchange between universities of applied sciences and SME's (Erawatch country profile:

and higher education institutions are seen as nodes in the regions. For example, in the Pid East (NL22-Gelderland), the‘peaks'are formed by innovative clusters around three universities,

while priorities are related to strong research topics such as food, nutrition, health and technology. Similarly, the‘peaks'in the Delta North Wing (NL31-Utrecht and NL32-Noord Holland) are focusing on creative industries, ICT, new media, life science,

and the focus here is on logistics, horticulture, life & health (around University of Maastricht), international law, peace and safety (The hague Academy for local governance),

There are also some very successful initiatives in The netherlands aimed at fostering the cooperation between regional actors including universities,

and regulations that designate a clear third task for universities, but also the high support for cluster-formation, networks and collaborative platforms through different funding programmes such as Regional Growth Forums in Denmark, Regional Growth Programmes in Sweden or the Dutch

with frequent interactions between universities, business and government. For all the countries and regions under review there are,

in Denmark, there is still some evidence that the knowledge diffusion from universities to enterprises isn't functioning optimally yet (Erawatch country profile:

University engagement and regional innovation. European Centre for Strategic Management of Universities. Available from: http://www. highereducationmanagement. eu/images/stories/modern%20conference%20regional%20innovation-executive%20report. pdf Boucher, G.,Conway, C. and Van der Meer, E. 2003:

Tiers of engagement by universities in their region's Development. Regional Studies 37 (9): 887 897.

Cooke, P. 2001: Regional innovation systems, clusters, and the knowledge economy. Industrial and Corporate Change 10: 945 974.

Supporting growth and jobs an agenda for the modernisation of Europe's higher education systems, EC COM 2011/567, Brussels. Available from:

PDF European Journal of Interdisciplinary studies 53 European commission (2011: Connecting Universities to Regional Growth: A Practical Guide.

A guide to help improve the contribution of universities to regional development, with a view to strengthening economic, social and territorial cohesion, in a sustainable way, September 2011. http://ec. europa. eu/regional policy/sources/docgener/presenta/universities2011/universities2011 en

. pdf European commission (2012): Guide to Research and Innovation Strategies for Smart Specialisation. March 2012. Available from:

Universities'involvement in regional smart specialisation strategy. Background Report. Second EU-DRIVERS Annual Conference, Brussels, 1 december 2011.

The role of universities and local context in supporting the creation of academic spin-offs. Research Policy 40 (8): 1113-1127.

The engagement of higher education institutions in regional development: an overview of the opportunities and challenges. Higher education Management and Policy 20 (2): 3-33.

Hollanders, H. 2012. Regional Innovation Scoreboard (RIS)( 2012: A report prepared for European commission, DG Enterprise and Industry, Brussels. Available from:

Higher education and Regions: Globally Competitive, Locally Engaged. OECD Publishing, Paris.**Regional Innovation Monitor (2011: Annual Report 2012.

The Role of Universities in Innovation Systems and Regional Economies. Expert meeting on The future of academic research, Vienna University of Economics and Business Administration, 19-20 october 2006.

Vol. 4 Issue 2 2012 54 Appendix 1 Europe's Top Regions for Innovation Linkages Acronym Country Region Position in RIS AT1 Austria

low NO05 Norway Vestlandet Follower low NO06 Norway Trondelag Follower medium PT16 Portugal Centro (PT) Follower low European Journal of Interdisciplinary studies

Manchester Institute of Innovation Research MBS, the University of Manchester. UK June 2013 2013 Brief on INNOVATION PERFORMANCE ANNUAL REPORT ON EUROPEAN SMES 2012/2013

A New Perspective on Learning and Innovation. Administrative Science Quarterly, 35 (1), 128-152. Criscuolo C. Squicciarini Mariagrazia, Lehtoranta Olavi (2010), R&d, innovation and productivity, and the CIS:

Love J.,Stephen Roper (2013), SMES Innovation, Exporting and Growth, ERC White paper N 5. Macpherson A.,Robin Holt (2007), Knowledge, learning and small

and value chain learning economy, industrial based innovation Central Hungary A globally competing region tackling all?

and globally relevant industry networks and connected higher education/research) Central Transdanubia Southern Transdanubia (Some sporadic industry players yet weak economy in general, higher education and research is (usually) locally important and relevant

Digital infrastructure a horizontal area Digital competencies (e-literacy+e-inclusion) Digital economy (innovative developments, e-governance, digitalisation of contents, e-services, RDI

Social Inclusion Problems as Research and Innovation Issues Santiago Alzugaray*Academic Unit, University Research Council, Universidad de la República, Montevideo, Uruguay Leticia

Mederos*Academic Unit, University Research Council, Universidad de la República, Montevideo, Uruguay Judith Sutz*Academic Unit, University Research Council, Universidad

and section five reflects on the process of institutional learning that fostered the changes followed by the program from its first call until now.

because it is a specific way of expressing the university social commitment. Another, and by no means less important, answer is to foster the recognition of SIPS by the researchers'academic radars.

and the university integration into society will become stronger. The Intervening Actors We take Sábato and Botana's (1968) classic concepts

they are talking with people from the university, at the extension services and at the chair of occupational medicine,

The university's Center for Design could have tried to search for a solution if the problem would have been put forward,

The problem was described in different ways by diverse officials of the Ministry of Social Development, Ministry of Public health, National Food Institute, the National Primary education,

According to the usual dynamic of those meetings, an invitation was extended to university researchers from all areas of knowledge and particularly to those with specific cognitive capacities

and the results were tested successfully at the university hospital (Hospital de Clínicas). The passage from prototype to production took a long time.

Finally, with support from international funds, the technology was transferred from the university to a national electronics company, under university patent.

The problem is that the tools available so far for surgery (the most effective alternative) in the university hospital provided a vague spatial position of the location of the epileptic focus.

the neurosurgeons from the university hospital. It is no coincidence that the demand was expressed clearly by physicians:

while the research group made contacts with members of the international medical community for evaluation and accreditation,

University Research Responds to the Advancement in the Conceptualization of the Problem The way to make operative the conceptualization described so far has been a specific Call for Projects,

The account is made from the Academic Unit of the University Research Council's perspective. This group is, at the same time,

they were induced by changes in the national context as well as by considerations stemming from the learning process associated with the concrete practice of the calls.

profiting from the work done in these territories by a specific extension university program, the Metropolitan Integral Program.

and publicly exposed to university researchers, public policy officials, and the general population through an open gathering called the First Meeting of Research

One important difference between this call and the previous one is that the university research policy recognized itself as an actor in the process

consolidating the program as a University Research Council regular program. The new call presents similarities but also important differences with the previous two.

What is new in this call is made the effort from the university side to link these two actors, problem bearers or its representatives and potential research problems solvers

From the Academic Unit perspective, it constituted a very valuable analytical tool for further reflection and learning.

Again, the stimulus is addressed toward the university researchers, many of whom may want to formulate a project having as a starting point the suspicion of an SIP's existence but for

This modality goes a step further in pushing the university research policy toward a hands-on strategy to link research and societal needs.

which the university program Research and Innovation Oriented to Social Inclusion derives its normative vision:

However, we should not forget that the university by itself will never be able to assure the completeness of such travel.

Judith Sutz is a professor at CSIC Academic Unit. Her area of research is science

IDS and SPRU, Sussex University. 796 Santiago Alzugaray, Leticia Mederos, and Judith Sutz Copyright of Review of Policy Research is the property of Wiley-Blackwell

Young Foundation (United Kíngdom), University of Heidelberg (Germany), Atlantis (Greece), Universidade Católica Portuguesa (Portugal), Wroclaw Research Centre EIT+(Poland) Contact person:

and literacy so all three appeared together for the first time enabling a fervent of ideas and popular movements competing for social, economic, religious and political attention.

and increasing literacy (in most villages at least one person for the first time was available who could read and write.)(

. Health education Education 4. Education Community Housing Civic engagement Life satisfaction Safety Housing and community amenities Recreation,

and social care Education Widening access to education Personalised education and new learning environments and knowledge commons A multi-partner approach to education 6 http://ec. europa

& informal)( numbers of people & duration e g. lifelong learning) 2. Increase in accessible educational content and tools 3. Increase in educational personalisation 4. Improved qualification and validation

(individual and collective) New/unused assets and resources Evaluation, assessment and monitoring Awareness, learning and understanding Experimentation 4. Collaboration Cooperation Involvement Consultation Engagement Participation

Copenhagen School of Entrepreneurship (DK) Flexible workspaces for students with no job providing start-up experience to avoid long-term problems Place making Focus area Case Social needs addressed

and thus wasted, assets by low-income households, builds community & activism, improves environment Creating new shared assets Repair Café Movement (NL) Learning repair skills with volunteers

Education Focus area Case Social needs addressed Widening access to education MOOCS (global) Widening the access to higher education and addressing the societal needs for lifelong education and the upskilling of the labour force

by providing free online courses for everyone interested. Personalised education & new learning environments Quest to Learn (USA) Engaging children in education by using the seven principles of gaming.

School of One (USA) Mass-customisation of daily instructions of how and what math skills to practice

so as to meet each student's specific needs and abilities, as well as preferred ways of learning. Professor Why (PL) Dissatisfaction with the current form of chemistry education, lack of real experiments in schools (greatly impoverishes the study of chemistry),

and need to show mostly teenagers the effects of chemical experiments Multi-partner approach to education MONDEY (Mile-stones of Normal Development in Early Years)( DE) Improve early fostering & diagnosis

of 0-3 year old childrens'retarded development by supporting parents, pedagogical staff & scientists with monitoring & documentation of everyday situations 17 Employment Context This section very briefly summarises the main findings arising from the desk research carried out across Europe in relation to strategic issues, trends and challenges

European learning networks, such as gender mainstreaming, age management, inclusive entrepreneurship, migrant and ethnic minorities, reintegration of ex-offenders, social economy, asylum seekers

for example, project, flexible and homework, often using ICT, as well as more redundancies in this sector. 10 In some countries,

Copenhagen School of Entrepreneurship (DK) 22 Flexible workspaces for students with no job providing start-up experience to avoid long-term problems-ICT for student start-ups in lab incubator environment as part of

though this is less critical in the Soe case aimed at graduate students. The Mission Leben case exemplifies using ICT to adapt

In some contrast, the student start-ups at the CSE deploy a great number of different ICT tools

There is an online screening tool for new student start-ups capturing ideas, strategies, key features, partners, markets, funding, etc.

The most important internal tool is Podio as a platform for teamwork on the students'start-up projects,

dependent on the ambition of the student start-up. The student start-ups are also members of both online and offline start-up communities, with strong mutual reinforcement between the two,

and significant building of social capital (mainly bonding, but also some bridging types), including an alumni community providing an on-and offline knowledge base for new start-ups.

483 people with a mental illness trained, 387 started in a protected job or internship (255 in private sector), with very low dropout (2011-2013 data.

focuses on developing the full range of unemployed students'entrepreneurship skills, as well as links into the wider higher education, innovation and specialist knowledge of the Copenhagen Business school. 2. Improved employment supports, e g. training, tools, facilities, etc.

Surfen zum Job: 300 unemployed youth prepared for, and learnt how to find, employment in 30 cities, with an overall high evaluation of training.

483 people with a mental illness trained, 387 started in a protected job or internship (255 in private sector), with very low dropout (2011-2013 data.

just over 100 start-ups create their own new businesses and jobs for unemployed students, with an average of 4 people each including interns,

In the CSE case, the main barrier is lack of physical space given its popularity driven by its success in assisting unemployed students create jobs.

There is also increasing demand from unemployed students which is driving the success of the case.

which needs to be provided by government and educational institutions. This shows the important role such civil organisations can play in conducting small scale experiments with new uses for ICT, alongside the mainstream delivery of the traditional service which then,

In the CSE incubator hub case for unemployed students, ICT is vital and so well integrated into all activities that the service

This is a massive rise compared to the period before the crisis. Such practices include growing food, consumer cooperatives, exchange and social currency networks, free universities, hacklabs, etc.

-fold increase in educational achievement, fewer benefits claimed Naprawmyto (PL) 41 Facilitating local action and dialogue on local problems,

publicprivate-civil & university research partnerships, many local volunteers, private operation-multiple locations in NL (90%of turnover);

and goods, regulated informally in community-Local civil funding through subscriptions & from university; civil initiation, support from local mayor,

Secondary school attendance is at its highest level in 10 years, and there are now 6‘Green Flag Award'winning parks in the area.

and 20%have taken extended courses for accreditation. The case has helped also increase from 21%to 66%of school pupils achieving good secondary school results, assist more than 6, 200 residents into employment, 180 of

whom have started their own business, and has seen the percentage of residents claiming benefits reduce from 40%to under 33%.

and relates mainly to technical problems due to lack of ICT literacy. Indeed, when new members join the local currency scheme,

It can also mean that public school facilities are made available to citizen activities outside school hours,

spreading to other countries Creating new shared assets Repair Café Movement (NL) 61 Learning repair skills with volunteers in local centres promoting self-& collective repair,

and valuable practical knowledge is getting passed on as an ongoing learning process. People without anything to repair can also enjoy a cup of tea

relates to technical problems due to lack of ICT literacy. More intractable barriers include that fact that much of the policy,

Another barrier is lack of computer skills and Internet literacy which can preclude people from participating on the online platform.

Some of this is tackled by informal training of visitors, learning new skills on their own repairs, who can then pass them on to others.

Another barrier for the Repair Cafés case is lack of computer skills and Internet literacy

standard ICT is an essential component for community building, learning and scaling, in a mutually supportive relationship with the physical meeting places where repairs are carried Out in the Opencorporate's case,

and promote health education. mhealth-With ICT, mobile platforms and the storage capabilities of cloud computing, transmission and processing technologies,

Cell Slider was developed by a team of four Cancer Research UK researchers from the Universities of Cambridge, Leeds and Southampton in collaboration with the Citizen Science Alliance, a network of scientists,

Cell Slider was developed by a team of four Cancer Research UK researchers from the Universities of Cambridge, Leeds and Southampton in collaboration with the Citizen Science Alliance, a network of scientists,

and resources to solve problems and devise new ideas and products, students in schools meet in structured classrooms at specified times;

while students listen; students work individually and reproduce this knowledge on assessments; and their use of ICT is limited.

This pattern is global. 107 www. edudemic. com/best-infographics 109 The shift from a paradigm that is based on mass production

and distributed population is creating tremendous pressure for change on all components of the education system.

how students are tested, and how schools are structured. The challenges that indicate that fundamental change is needed include the following:

Low levels of attainment e g. many students in the UK leave schools with less than 5 A c (the national target;

there is a high percentage of pupils in Denmark that do not finish school Dispirited and demoralised work force Students coming out of school

and university not ready for work/higher/further education Mismatch of skills especially digital literacy Need for lifelong learning,

continuous up-or other-skilling. With ICT having provided access to a world of infinite information,

the educational system is undergoing a revolutionising transformation. The use of ICT has contributed to changing the way we communicate,

The reports identify examples of these schools and classrooms, although they are surprisingly rare, even in developed countries.

This is where there are some examples of social innovation that are beginning to support the ICT-led transformation of learning.

This means that the current model of public education that has dominated the educational system ever since the industrial revolution is becoming outdated.

Trends point toward the breakthrough of student-led learning, where knowledge isn't a commodity that's delivered from teacher to student

but something that emerges from the students'own curiosity-fueled exploration (Davis 2013). Another important trend has been the democratisation of education,

which has been triggered by issues relating to poverty, uneven access to education and the rising costs of education.

These issues can be regarded as push-factors and the driving force behind the transformation of the existing educational system.

In combination with the development and sophistication of ICT, as well as driven by social innovative initiatives;

open education, open universities, Massive open online courses (MOOCS) and online learning are affecting the way education is being delivered today and onwards.

With ICT diminishing geographical distances and enabling people from all over the world access to top education through courses offered on web-based teaching platforms and by the world's leading professors,

we are experiencing the formation of a new era of education and educational techniques and methods that enable a new style of learning

which encourages the absorption of skills that are more in line with the inquiries of today's employers.

many countries face significant challenges in transforming the promises of technology into tangible benefits for learning.

Other barriers include the lack of relevant content in a language understood by the user and limited access to open education resources. 110 Figure 7. 2:

Although there is no consensus as yet regarding the actual benefits of technology in ensuring quality learning,

ICT are seen increasingly as an integral part of modern education systems. Policy-makers are thus attentive to the need to ensure alignment between the development of ICT in society, their integration in schools and their use in pedagogy.

and can lead to an improved and more engaging learning experience. These effects are limited not to the classroom, for example,

the 108 www. edtechspot. com/this is-how-learning-will-look like-in-the-future-educational-technology

-and-mobile-learning 111 transformation of distance education into e-learning and blended learning offers new options for delivery and new opportunities for in service teacher training and support.

The capacity of ICT to build borderless networks represents possibilities for innovative peer learning across territories and countries.

In addition to redefi ning access to knowledge and instructional design and provision the penetration of ICT in all dimensions of economic, social and cultural activities has far-reaching implications in terms of the skills required to become an active member of society.

The ability of students to utilise ICT has become a new requirement for effective education systems.

and Higher education was quick to adapt, with leading universities like MIT or the Open university in the UK leading the wave of innovations in the way teaching is delivered

and learning is assessed. The most visible phenomenon are Massive open online courses (MOOCS), which described in more detail in the following.

Technology also has large role to play in new certificates qualifications & accreditation of formal and informal education for instances through badges.

Greater awareness and presence of badging through social networks is required still, but the core technology of a‘badge backpack'has already been refined. b) Learning analytics-Learning analytics involve the collection,

analysis and reporting of large datasets relating to learners and their contexts. Current developments are focused on three areas:

understanding the scope and uses of learning analytics; integrating analytics into existing courses; and expansion of learning analytics to new areas, particularly MOOCS.

A central challenge is to develop analytics that are driven by key questions, rather than just querying data collected from online systems.

The relation of learning design to learning analytics is also being considered, so that new teaching methods and curricula are informed by analysis of previous experience.

Methods of learning analytics not only examine past interactions but also support future outcomes for students and educators.

Other key issues include secure data storage, appropriate levels of access, and providing the necessary infrastructure for storing

and querying large data sets. c) Crowd learning-Crowd learning describes the process of learning from the expertise and opinions of others,

shared through online social spaces, websites, and activities. Such learning is often informal and spontaneous,

and may not be recognised by the participants as a learning activity. In this model virtually anybody can be a teacher or source of knowledge,

learning occurs flexibly and sporadically, can be driven by chance or specific goals, and always has direct contextual relevance to the learner.

It places responsibility on individual learners to find a path through sources of knowledge and to manage the objectives of their learning.

Crowd learning encourages people to be active in setting personal objectives, seeking resources and recording achievements.

It can also develop the skills needed for lifelong learning, such as selfmotivation and reflection on performance.

The challenge is to provide learners with ways to manage their learning and offer valuable contributions to others. d) Citizen inquiry-Citizen inquiry refers to mass participation of members of the public in structured investigations.

It fuses the creative knowledge building of inquiry learning with the mass collaborative participation exemplified by citizen science,

changing the consumer relationship that most people have with research to one of active engagement.

The concept is that people who are not research professionals engage in collaborative inquiry-based projects.

For each investigation, they gather evidence of similar successful projects, create a plan of action, carry out a controlled intervention if appropriate,

When implemented as‘edutainment'or‘gamification'of learning teaching practices can gain superficial elements of entertainment and reward.

This may encourage learners to continue, however misses the power of digital games for engagement, reflection and self-regulation.

New approaches of‘intrinsic integration'are linking the motivational elements of games with specific learning activities and outcomes,

so that the gameplay is both engaging and educationally effective. Game designers can achieve this by developing games with elements of challenge, personal control, fantasy,

goals and practices in games also help build affinity groups gathering learners into productive and self-organising communities. f) Tangible Computing

tangible computing includes embedding computation to the physical via intelligent objects, the internet of things and connectivity with a profound impact on learning mechanisms.

This infographic is the result of a collaboration between the design for learning experts TFE Research and emerging technology strategist Michell Zappa.

or supporting social innovation within education. 1. Widening access to education Information and Communication Technology (ICT) can contribute to universal access to education, equity in education, the delivery of quality learning and teaching, teachers'professional development and more efficient education management, governance and administration.

The impact of ICTS are revolutionary in formal education as well as in lifelong learning, and informal education as they enable sharing of resources,

overcome distance, allow for exchange of experience and provide digital class rooms for anyone, anywhere. MOOCS are a good example of ICT enabled social innovation,

as they display a completely new dynamic of delivery of and participation in Education. The involvement of the private sector underscores the value multi-stakeholder partnerships can add,

and shows the vested interest the private sector has in the Education system and the resources it commits to support it.

MOOCS are much more flexible than traditional academic institutions, and can therefore quickly adapt to the demands of the job market. 109 Source:

http://www. envisioning. io/education 113 Figure 7. 3: Envisioning the future of educational technology 114 In this context there are two social innovation outcomes examined for this focus area:

Increase in education and personal skills (formal and informal)( numbers of people and duration e g. lifelong learning) Increase in accessible educational content and tools. 2. Personalised education and new

learning environments ICT presents an entirely new learning environment for students, thus requiring a different skill set to be successful.

and evaluation skills are growing in importance as students have increasing volumes of information from a variety of sources to sort through.

thus fostering the authenticity of learning environments. ICT may also make complex processes easier to understand through simulations that,

again, contribute to authentic learning environments. Thus, ICT may function as a facilitator of active learning and higher-order thinking (Alexander, 1999;

Jonassen, 1999. The use of ICT may foster cooperative learning and reflection about the content (Susman, 1998.

Furthermore, ICT may serve as a tool to curriculum differentiation, providing opportunities for adapting the learning content

and tasks to the needs and capabilities of each individual pupil and by providing tailored feedback (Mooij, 1999;

Smeets & Mooij, 2001. Social innovation here for instance brings additional content into the classroom such as in the Professor Why example.

In a Personalised Learning Environment, learning starts with the learner. According to the National Educational Technology Plan developed by the US Department of education,

personalised learning is defined as adjusting the pace (individualisation), adjusting the approach (differentiation), and connecting to the learner's interests and experiences.

Personalisation is broader than just individualisation or differentiation in that it affords the learner a degree of choice about

what is learned, when it is learned and how it is learned. 110 Within the context of this chapter personalisation includes individualisayion,

which means the support of pupils with special needs be it through talent, cultural background or pysical ability.

Social innovation emerges in both categories as a provider of new solutions. For instance School of One is enabled an ICT math program

so as to meet each student's specific needs and abilities, as well as preferred ways of learning. In this context there is one social innovation outcome examined for this focus area:

Increase in educational personalisation. 3. A multi-partner approach to education A new type of education partnership has emerged in the past decade, with the emphasis on joint strategic planning, coordination of implementation processes

ATC21S ATC21S is a multi-stakeholder partnership to define learning progressions for 21stcentury skills, create innovative assessment methodologies,

The academic side is led by the University of Melbourne, involving over 250 international researchers, specialists, developers and practitioners.

parents and learners to work towards and attain a shared goal. 111 There are plenty of examples of such partnerships.

summary Focus area Case Social needs addressed Summary Widening access to education MOOCS (global) Widening the access to higher education and addressing the societal needs for lifelong education and the upskilling

of the labour force, by providing free online courses for everyone interested. -MOOC is an abbreviation for Massive open online course.

-A MOOC is aimed an online course at unlimited participation with free and open access for everyone with a computer with internet access.

-Coursera (Coursera. org) is currently the biggest MOOC platform with over 600 different free courses.

-In April 2014 7. 1 million users were registered. -Coursera is collaborating with 108 of the most well-known

and highly regarded universities in the world delivering free online courses including universities such as Stanford, Yale, Princeton, London and Edinburgh University.

Personalised education & new learning environments Quest to Learn (USA) 112 Engaging children in education by using the seven principles of gaming.

-Quest to Learn (Q2l) is a collaboration between the Institute of Play, New Visions for Public schools and the New york city Department of education.

Q2l combines learning and gaming to meet the needs and interests of children who are increasingly engaging in digital media platforms.

so as to meet each student's specific needs and abilities, as well as preferred ways of learning. -Currently around 600 middle school students were involved with the math project.

-Project budget was estimated at around $1 million at its launch in 2009. -Initiated in New york city (Middle schools in The bronx, Brooklyn and Manhatten),

now present in middle schools all over the country-The costs are borne today primarily by the individual schools.

-After its launch in 2009, the School of One was named one of TIME magazine's top 50 inventions of that year,

and the program has led indeed to fundamentally new perspectives on education. Professor Why (PL) 114 Dissatisfaction with the current form of chemistry education, lack of real experiments in schools (greatly impoverishes the study of chemistry),

and need to show mostly teenagers the effects of chemical experiments-Professor-Why combines computer generated images with real images

and introduces users the world of science, which can be explored both at school and at home.

-The business model is to sell the license to Professor Why not only to schools but to every child which is interested in chemistry.

or use the interactive online database. 112 www. q2l. org 113 http://izonenyc. org/in New york 114 www. professor-why. pl 117 Focus area

The different examples from MOOCS to the virtual chemistry lab Professor Why were set up in order to provide personalised and effective teaching.

The idea is that learning can happen faster and better if teaching is customised to the specific strengths and needs of each student;

matched to his or her interests as well as preferred way of learning and that technology enables learning anywhere and anytime.

Focus areas The sample of six cases comprises one widening access to education cases, three Personalised education & new learning environments cases (with quest to learn featuring in the first and second category),

and two multi-partner approach to education cases. Funding and actors Most of these actor are multi-partner initiatives with different sources of funding.

The quest to learn initiative as well as MONDEY are (or were at least in the beginning partly) foundation financed.

MOOCS famously emerged from a Stanford experiment with a course on artificial intelligence and Professor Why is a private sector initiative.

School of One enjoyed organic growth it was set up a summer school project, which then led to an after school programme and then to the launch of an in-school programme.

Scale and scope The scale of the examined cases is very different for instance there is a significant difference between MOOCS and Professor Why.

Widening access to education ICT used Both examples chosen for this section inherently build on technology and particularly the event of the internet in the case of the MOOCS and gaming technologies for the Quest to Learn example.

ICT is the main enabler for Coursera (MOOCS) as education is provided through a digital online platform using existing, off the shelf technology.

Examples of this are videos of lectures, questions with instant feedback and quizzes everything online and only digitally accessible from a computer.

as a tool to support teaching and learning. It is a school that uses the underlying principles of gaming to create immersive

and game-like experiences in a range of methods and for a range of learning outcomes and therefore opens up new possibilities of learning,

), for matching assets (students or learners and teachers) and for action on problems (new, innovative products for issues such as low engagement in education or gaps in education due to mobility, illness etc.

Particularly in the MOOCS example, ICT is used in order to create and underpin online communities where students can discuss topics related to courses as well as provide help to each other.

The online communication and contact-made possible by ICT-is used also in the assessment process in some courses,

as the validation of the work of the students is sometimes based on peer assessments by fellow course participants.

By April 2014 Coursera offered the following functionalities in the majority of the courses: Overall description;

discuss and assess the crucial points of learning. Quest to learn is a school environment, meaning children are brought together, in a physical (and, in the case of Q2l,

digital) space forming, in effect, a community of practice (Cop). The teachers and game developers at Quest to Learn work both with

and without students to develop new ways for students to learn about everything from history to maths and English language to biology,

and gaming pedagogy to develop new tools for learning, and with students on the school curriculum in line with the Common Core standards.

While the Quest to Learn partnership isn't an organised online network it is a group of professionals working together to look at using ICT to take an action on a problem.

In this case, the action is developing new and innovative gaming-related curricula to engage young people in learning in response to the problem of low engagement by many children with more traditional forms of education.

Personalised education & new learning environments ICT used Personalisation and the development of new learning environments be it for virtual chemistry experiments

In all cases standard technologies are used alongside traditional and physical inter action to personalise the education experience for student teacher and in some cases also parent or researcher (to gather new insight into learning in the 21. century.

It does make use of already existing digital tools to supplement learning and teaching, such as the Google suite, Algodoo116, Brainpop117 and Dragon Box118.

In the area of new learning environments, most cases display highly innovative technological state of the-art-the art solutions going beyond content creation to experience creation to create new ways of learning or to at least experiment with new ways

of learning. For example SMALLAB (Situated Multimedia Art Learning Lab) aims to bring learning to life by using motion-capture 116 http://www. algodoo. com/117 http://www. brainpop

. com/118 http://www. dragonboxapp. com/119 cameras, projectors and wireless controllers to engage children in immersive physical mixed-reality game-based scenarios.

In fact all cases support knowledge communities for the students, teachers and sometimes parents or other pedagogical staff and to varying degree technical designers (for instance game designers in the Quest to learn example.

and are supported by the relevant technologies to enable a seamless experience from the users'perspective be it the student or teacher.

For example in School of One the student logs on and reviews his instructions for the day,

or he just as well might be scheduled to receive live instructions by a teacher along with 10 other students.

Students of approximately the same educational level are divided into a small number of teams. These teams then serve as home base despite the individual students tailored instructions.

This means that most of the group teaching takes place within the team, and in addition the teams compete with each other on a friendly basis based on academic results,

MOOCS however have opened up closed networks and have been recognised as a potentially disruptive and transformative approach.

Here specific issues such as assessment and accreditation will matter for future network models. The potential is opening up best education

Widening access to education 1. Increase in education and personal skills (formal & informal)( numbers of people & duration e g. lifelong learning) MOOCS:

MOOCS provide access to higher education and address the societal needs for lifelong education and the upskilling of the labour force by providing free online courses for everyone interested.

However the MOOCS such as US based Coursera are in practice primarily helping those already educated interested in additional educational/professional development (Sharples, 2013.

Q2l's average score on The english Language Arts state exam was higher than the average overall citywide test score for Middle schools

and on a par with other schools in the city serving students with similar characteristics MONDEY:

since it helps to disseminate knowledge and trains skills about early childhood development from a developmental-psychological perspective. 2. Increase in accessible educational content and tools MOOCS:

MOOCS provide significant learning options within a variety of topics, which potentially can tailor online education to the needs and interests of each participant.

However differentiation in learning possibilities and online pedagogy are still topics to be improved further on Coursera

if it is a goal to strengthen educational personalisation. School of One: The program focused on learning rather than teaching,

and it makes the individual student the center of attention. By use of information on the students'preferred teaching modalities, prior knowledge and learning pace, School of One helps the students fill gaps from previous years as well as practice exactly the skills they need.

Personalised education and new learning environments 3. Increase in educational personalisation MOOCS: One of the strengths of Coursera is that learning occurs at the time and location that best suits the participant.

Hence the temporal dimension of learning is very personalised. Furthermore, the still growing large amount of MOOCS provides significant learning options within a variety of topics,

which potentially can tailor online education to the needs and interests of each participant. However differentiation in learning possibilities and online pedagogy are still topics to be improved further on Coursera

if it is a goal to strengthen educational personalisation. 121 SCHOOL OF ONE: The School of One is enabled an ICT math program

which manages to mass-customise daily instructions of how and what math skills to practice

so as to meet each student's specific needs and abilities, as well as preferred ways of learning. Professor Why:

Each student or child can on her own without any teacher learn chemistry by playing a game.

It help to personalise the education, because each user is interested in a different form of learning,

and a different context. Quest to Learn: Currently, many outcomes at quest to learn are anecdotal and soft.

However, some impact of the tailored learning environment can be noted: improved engagement, increased attainment, higher than average school rating Multi-partner approach to education 4. Improved qualification

and validation system MOOCS-Coursera's way of organising its courses has changed the way students participate in education courses.

Before learning was fixed to a specific time and space but with Coursera participation is more flexible and tailored to the time schedule of the individual.

Furthermore, the detachment of education from time and space has moved discussion and collaboration from the traditional classroom to online forums and communities.

Finally the assessment of the students'work is sometimes based on peer review and hence Coursera is using the students as a resource to validate assignments blurring their role as simple students to a more instructor oriented role.

A role that different studies has shown to result in accurate feedback for the student as well as valuable learning for the grader (Coursera, 2014.

MONDEY-With MONDEY, knowledge about early childhood development is easily accessible and easy to apply as it is free of costs.

Education and personal skills of parents and professionals are improved by MONDEY. They learn about early childhood development

either by visiting the website, reading the book or using the short scales to monitor one child or several children.

Also, professionals and parents can get training in diagnosis of early childhood development by MONDEY trained lecturers.

The duration of the training depends on the audience and its needs: for parents, it normally takes an evening, for professionals,

the advanced learning takes a day or two. Also, in the future data generated by MONDEY allows for an evidence-based approach in the development of early childhood education.

Other Other outcomes were reported, not directly linked to any focus are, as below: 5. Scaled educational impact, actual or predicted (more sectors, groups, localities) MOOCS:

MOOCS lifelong learning and improves learning possibilities for all those who are interested. In April 2014 7. 1 million users were registered at Coursera

and the number of Courserians (people signed up at Coursera) is constantly rising. MONDEY: In the future data generated by MONDEY allows for an evidence-based approach in the development of early childhood education.

Social innovation processes In the following the social innovation processes and social practices reported by cases are summarised by focus area drawing on the process taxonomy presented in section 2. Widening access to education 122 The education sector is suffering from disengagement

and often mismatch between skills developed and skills required by the workforce. Further the elitist education markets of particularly the US and the UK are seen to be closing knowledge off, particularly to those in poorer countries.

Social innovation has many roles to play in widening access to education and therefor opening education. The New york times named 2012 the year of the MOOC,

Time magazine dedicated its October 2012 Issue, titled Reinventing College, to an analysis of the role that MOOCS could play in repairing the higher education system.

Traditionally the need for higher education in society has been handled by higher education institutions such as universities offering courses in specific geographical locations with access only to a limited number of admitted students.

MOOCS are drastically changing this institutional setup and democratising access to higher education as there is open access for students meaning that anyone everywhere in the world can participate in an online course for free.

Furthermore courses are designed to support an indefinite number of participants so there are no admission quotas limiting access (Yuan, 2013.

It can be debated whether MOOCS are a social innovation but they certainly have the potential outcome of social innovation

and of bringing innovation into a sector that in itself has been described as a social innovation too.

Alongside earlier models of open universities, distance learning and ICT enabled education MOOCS enable new ways of providing Higher education and possible transformation of the organisation of Higher education.

They present a shift in the relationship between student and teacher, open new learning possibilities and shift the learning focus

and offer new forms of participation, collaboration and assessment in Higher education. At the same there are plenty of social innovation initiatives ranging in scale

and ambition trying to innovate the education sector through the use of ICTS Quest for learning was developed by a partnership of state, market and civil actors.

The innovation process was opened up, bringing a range of actors together to deliberate, negotiate and plan a new school focused on using the principles of gaming with the principles of pedagogy to improve learning.

It was reliant on this cross-sectoral collaboration to bring forward a range of knowledge, experience and understanding to create the innovation.

Teachers, games designers and curriculum experts come together in Mission Lab to develop effective learning materials

and achieve purposeful integration of technology in the classroom. It also serves as a resource for students to observe

and participate in a live design process. In this sense it uses several collaborative social innovation processes

notably consultation, engagement, participation, cocreation, design thinking and cross-sectoral collaboration. Personalised education & new learning environments As education becomes tailored to the individual student's needs,

his or her learning curve might rise considerably. Hereby gaps in the student's prior knowledge is filled to create a better foundation for future learning.

This implies that individual students do no longer depend on their classmates to move forward or practice some skills in greater detail.

This makes the learning environment more flexible and adaptive to the students'individual needs and pace in order to boost their learning experience.

The School of One initiative has the potential to develop individual capabilities and provide extra support in areas of greater difficulty.

In such a way the students are given effectively the help and challenges estimated to provide them with the opportunity to learn.

The School of One builds on traditional teaching principles and by use of ICT it is possible to apply all the best material

and knowledge attainable to provide customised playlists of skills. By use of the online platform it is also much easier to assess

and constantly monitor the students'learning progression which creates a better awareness and understanding of what works,

how fast and effectively the students are learning as well as how the oral instructors collaborate and share knowledge with and through School of One.

In addition unused capacity also plays a part as high school students which excel at math as well as university students passionate about teaching get a chance to be involved.

Their abilities are utilised as support for the online instructions and they might often move on to try out their teaching skills in small groups of students.

These possibilities are unique as most other teaching instructions takes place in a full classroom

which might be much more demanding for a teacher resident. Given the often smaller groups of students and need for one-to-one advice, the capacities of young teachers-to-be can be utilised

and hopefully become useful and 123 enjoyable for all. At a much smaller scale Professor Why supplies the same support for the subject of chemistry by offering the opportunity of virtual experiments to make chemistry more attractive and practical as a subject and less theoretical.

Multi-partner approach to education Individuals gain or train their skills and capabilities with regard to diagnosis of early childhood development by reading about and dealing with MONDEY.

One can assume that in the long run, when capabilities and skills disseminate, collective effects also emerge. Problems in development of children will be recognised early so children might be fostered earlier

and better and therefore grow up healthier. Knowledge is generated by MONDEY with two regards: so far, tacit knowledge about early childhood development gets to the people spending a lot of time with babies and toddlers;

Widening access to education MOOCS come with transformational promise for widening access to education and thus supporting life long learning, hard policy issues such as youth unemployment or regional skills shortages.

However, MOOCS neither have a sustainable business model at the moment nor acceptable completion rates to actually live up to its potential First,

the low completion rates can be perceived as an indicator for possible pedagogical problems. For the moment, most MOOCS are a digital form of the traditional teacher-centred instruction

and hence online pedagogy could be improved further for many MOOCS in the future. Furthermore concerns regarding assessment have been expressed around cheating and plagiarism with online learning.

This is especially the case if the courses are eligible for academic credits or give participants opportunities to earn an official certificate from a higher education institution (Yuan 2013).

) Finally, quality assurance of the courses is primarily left to reflections and informal evaluations of course participants during and after the courses,

and not to official accreditation. The quest to learn example widens education in a different way by making subjects accessible with a different,

and often ICT-enabled model of learning. Q2l has, and continues to, come up against a number of barriers.

The main barrier to overcome is that of preconceived notions, both from the public and the education community.

Members of the public often believe that students and teachers at Q2l are playing video games all day,

while many teachers think game-like learning is quantifying the classroom or layering history on a Jeopardy-style game.

it staff and students the process is important, rather than the product. It's about the process and not games.

Being a public school, Q2l receives the same funding as other public schools in New york, which is a financial challenge.

But, in addition, Q2l is bounded by the barriers placed on public schools, such as firewalls which Q2l has had to work round for years.

Technically however, both examples require good ICT skills, good (and affordable) ICT bandwidth and in the quest to learn example access to advanced technologies (and skilled designers & IT personnel).

whilst for the MOOCS most barriers and challenges as well as drivers seem to be embedded in the business

& delivery model of free education or at least accessible anywhere, anytime education. Personalised education & new learning environments School of One exemplifies that it is possible to tailor education

and thereby overcome the growing difficulties of a united classroom given the extensive variety in math skills at school start.

This phenomenon is thought to be pronounced especially in large cities like New york where immigration is rule

and students enter school with completely different backgrounds or in contexts of high mobility and transition from one school to the other (the implication of the trend of increasingly mobile workforces).

but it has been recognised that it is impossible to deliver for a teacher addressing a full classroom.

processes of how to ideally involve all user groups such as students and teacher for the maximum outcome require a few rounds of students.

At the same time a school like this is under pressure to demonstrate significant success by producing students with significantly higher maths skills than ordinary schools.

Professor Why on the other hand does not represent an alternative school form and thus struggles to attract enough users to be a sustainable business model to achieve significant outcomes in terms of higher achievement of its students in chemistry.

It needs to be cheap, state-of the art user friendly and attractive to a demanding target audience,

and might be overtaken by new developments in the technology market. Multi-partner approach to education The main barrier for new partners to enter the formal institutional framework of the education sector is that the subject is highly vulnerable

not unknown to the sector of advanced learning and especially in early childhood fostering, is the reluctance of some professionals in day nurseries to learn about a new monitoring instrument.

An overview is provided in Table 7. 2. Widening access to education The role and use of ICT in social innovation In the examples reviewed in this chapter ICT have a crucial role in widening access to education and enabling new educational approaches.

MOOCS have widened the access to higher education for a large group of people in society by changing the way higher education is provided

and organised. In order to improve the general access to MOOCS the main success factor has been ICT as an enabling technology as well as the general acceptance and use of ICT in society (and the availability of broadband.

ICT is essential for the emergence of MOOCS as the social innovation of MOOCS is completely based on the capability to use ICT

and offer education online for everyone with access to a computer with an internet connection. Whilst there have been based paper concepts for open universities/open education,

ICT are considered widely as a game changer for education. Quest to Learn exemplifies how ICT can change the educational approach

and teach in new ways and therefore widen access to education for pupils who otherwise would have fallen behind in maths.

Strategic and operational considerations related to ICT in social innovation ICT is the main enabler for online education that is provided through a digital online platform.

and enables the possibility of providing massive courses as there is unlimited space for students in an online class room.

Hence Coursera and the concept of MOOCS in general would not be possible without ICT. Coursera is an online platform matching society's needs for education with the learning capabilities of the universities

and thus it can be categorised as a variation of the matching assets to needs platform-type.

Coursera is enabling social innovation by offering a platform from where higher education institutions and the teachers involved in the different courses can reach a large amount of different students with their courses in a cost effective way.

On the other hand, there is a societal as well as individual need and demand for (lifelong) education. Until now the ability to meet the need for lifelong education at a societal and individual level has been hampered by the high costs related to further education.

and be flexible for a traditional higher education course. Through the use of ICT Coursera and MOOCS have offered a possibility.

Policy issues related to ICT in social innovation ICT has been transforming and mainstreaming in the organisation and conduct of all education including life long learning.

The main policy implications demonstrated are the importance of affordable broadband, access to a computer and Internet and digital literacy.

Also, the rise of MOOCS potentially allow for a different value for money approach within public education systems,

and for new approaches to dissemination of content and management of quality of education. Further, quest to learn demonstrates the value of experimenting with ICT enabled education formats

and to provide the possibility for such diversity in the educational approaches. Personalised education and new learning environments The role and use of ICT in social innovation 126 All examples reviewed for this chapter demonstrate elements of how ICTS enable personalisation of education.

Quest to learn is an example of both: a) social Innovation using ICT, as it is innovatively engaging children in new ways of learning through ICT.

Without the ICT component, it would be much less innovative and also b) ICT supported social innovation.

Coursera is a good example of how the ICT-development can lead to a social innovation that would not had happen without the technological development as well as society's willingness and ability to use digital platforms.

The main features of MOOCS are enabled all by ICT. The School of One platform effective matches assets and needs as students with individual strengths

difficulties and preferred learning methods are met with the ICT tools and instrumental expertise to provide them optimal opportunities to learn in each their best way.

Strategic and operational considerations related to ICT in social innovation Innovative learning isn't reliant on ICT

and can take place in analogue ways, but the approach is improved through the use and integration of ICT.

All examples demonstrate that they use ICT innovatively to support teaching and learning. Coursera (and MOOCS in general) promotes lifelong learning

and improves learning possibilities for all those who are interested. In April 2014 7. 1 million users were registered at Coursera

and the number of Courserians (people signed up at Coursera) is constantly rising. As Coursera is accessible to everybody who has access to the internet

and because the courses are free Coursera contributes to society with a widening of education possibilities for potentially many different social classes.

However Coursera is primarily targeting the educational needs for the higher educated as demographic data for Courserians shows that 75%have a Bachelor's degree or higher.

One of the strengths of Coursera is that learning occurs at the time and location that best suits the participant.

Hence the temporal dimension of learning is very personalised. Furthermore, the still growing large amount of MOOCS provides significant learning options within a variety of topics

which potentially can tailor online education to the needs and interests of each participant. A further success factor is that all these examples demonstrate the importance of experimentation.

Professor Why for instance is still a small scale initiative in the science yet it is a good example how public funds can help to create an innovative way of learning chemistry for children.

Both School of One and Quest to Learn were based on pilot initiatives that scaled. Policy issues related to ICT in social innovation The need for customised education only grows as societies become ever more fragmented due to globalisation

immigration, and urbanisation. Furthermore state budgets are tight and the need for class rooms with more students as well as more inclusion is apparent.

The individually tailored programs of the School of One initiate might make that transition easier.

Therefore this example possibly suggests that ICT enables customised education and that this might need to be enabled in turn by education policy.

A more radical policy angle would of course be to question or review education policy as whole and review core indicators of good education.

As a wider debate suggests education is shifting towards focusing on the outcomes i e. on how much students learn;

not how much time they spend in the classroom. The School of One example suggests that there are alternative ways of good schooling

and that one size does not fit all';'as not all students will learn equally well by studying the same curriculum and receiving instructions by use of the same teaching modes.

Multi-partner approach to education The role and use of ICT in social innovation MONDEY is first and foremost a diagnostic tool.

It helps parents and pedagogical personnel to develop diagnostic skills and provides an easy to use tool for doing so.

Coursera, currently the biggest MOOC platform, was launched as a for-profit company in April 2012 by the two Stanford computer science professors Andrew Ng and Daphne Koller.

Four months later Coursera had hit 1 million enrolled students across 196 countries (Coursera, 2012.

By April 2014 Coursera had over 7 million users, offering over 600 different courses and partnering with 108 universities.

As of December 2013 Coursera had received over $85 million in venture capital (Crunchbase, 2014. It has been crucial for MOOC's success that it has been able to make strategic collaborations with some of the most renowned universities around the world.

The partnerships have been critical in order to secure the extensive supply of educational possibilities available at Coursera.

Furthermore, the marketing value of some of the biggest universities worldwide partnering with Coursera should not be underestimated.

Quest to learn is also a partnership between several state, market and civil organisations Institute for Play, Center for Transformative Media and New york city Department of education.

The school resides in a wing of the Bayard Rustin Educational Complex a building with a number of small schools that share a cafeteria and renovated library.

games designers and curriculum experts work together to develop new learning tools centred on gaming and learning.

and an enabler in the five examples reviewed in this chapter across the categories of widening access to education, personalised education & new learning environments and a multi-partner approach to education.

For instance MOOCS provide access to education anywhere and anytime and have been named as one of the innovations most likely to transform the education landscape.

MOOCS have the potential to open higher education, and make the best education in any topic available to anyone with a computer and Internet connection.

Apart from widening access to education, MOOCS are further an example of how technology is enabling a more personalised learning experience

and on a quite pragmatic note also might cut costs in higher education. Personalisation and the development of new learning environments-be it for virtual chemistry experiments 128 (Professor Why)

or using gaming technologies to teach math's (School of One)- are the key impact

In all cases standard technologies are used alongside traditional and physical inter action to personalise the education experience for student teacher and in some cases also parent or researcher (to gather new insight into learning in the 21st century.

In the MOOCS case, communities of teachers and students alike are only virtual, whilst in most other examples ICT supports online as well as physical communities.

Crucially, MONEY provides insight for a community of policy makers trying to effect social change in Germany by providing insight & support in the early learning environment.

Amongst OEDC countries Germany has a rather low acceptance of institutional childcare below Kindergarten age(>3). Most cases remain small world networks,

and increase social capital, with the MOOCS being the exception of also including random network effects and scale-free networks.

Network effects could potentially also have a role in personalised education & new learning environments

An interesting additional finding is the opportunity ICT provides to provide insight into learning mechanisms & evaluation possibilities in the education area.

For instance Quest for learning was developed by a partnership of state, market and civil actors. The innovation process was opened up,

negotiate and plan a new school focused on using the principles of gaming with the principles of pedagogy to improve learning.

We can then find different operational setups in the category of personalised education & new learning environments,

Professor Why however is an example of a private sector attempt to bring social innovation into the sciences in Poland.

or at educational institutions, or whether they become core elements of the curriculum but organised in a new way.

Examples both in the widening access to education category as well as the personalised education & new learning environments show that ICT is enabling

Particularly the personalised education & new learning environment category examples demonstrate that inclusion policy for new education providers to provide specific modules for the education market might need to be considered.

The widening access to education example demonstrates that a clear associated policy area are the importance of affordable broadband

access to a computer and Internet and digital literacy. MONDEY specifically also highlight the importance of requires a good framework for data security and data protection. 129 Concluding,

and questioning whether new ways of learning might show better results. 130 Table 6. 2:

Drivers Role of ICT in social innovation Operational and strategic Policy issues Widening access to education Standard ICT solutions (Internet & platform technology crucial)- Content creation

cooperation-Building capacity and skills-Lack of sustainable business models & delivery model for online education-Lack of-Good ICT infrastructure-High level of digital literacy-Provides access to education anywhere

and anytime-Opens higher education-May provide opportunities to cut costs in higher education-New strategic business model currently run through a non-for profit setup The main policy implications demonstrated are the importance of affordable broadband,

Internet and digital literacy Personalised education & new learning environment s Standard ICT solutions as well as bespoke technological solutions (for instance gaming)- Content creation-Issue identification-Matching

legal & administrative systems-Reluctance to integrate ICT-enabled educational approaches-New ICT enabled opportunities for instance through APPS/Mobile-Experimentation with new learning approaches using digital gaming-Can provide solutions for special

and the private sector & then scaled within the formal education sector New forms of regulation may be needed to include personalised education formats.

& good mix with physical activities-Strong belief and commitment from founders and from partner mix-Provide support in early learning environment-provide insight into learning mechanisms

for new education providers to provide specific modules for the education market. Possibly requires adaptation of specific policies regarding data security. 131 References Bertot, J. C.,Jaeger, P. T,

local challenges that meet the network effect, joint workshop between the TEPSIE project and MESHLABS, University of California, Berkeley, 18-19 april 2012: 133 http://www. tepsie

Estimating the Impact of Airbnb on the Hotel Industry, Boston University School of management, Research Paper Series No. 2013-16.

Other (specify) Education 7. Increase in education & personal skills (formal & informal)( numbers of people & duration e g. lifelong learning) 8. Increase in educational personalization 9. Improved

Skills (individual & collective) Capabilities (individual & collective) Knowledge generation (individual & collective) New/unused assets and resources Evaluation, assessment and monitoring Awareness, learning and understanding

and the model for running nonprofit childrens'playgrounds across the USA by targeting community leaders and other local champions and opinion formers. vii) Small-world networks:

and others to play a beneficial role for health education, public participation and the realisation of economic opportunities.

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