Yuko Harayama, Graduate school of Tohoku University and now Deputy Director, DSTI at the OECD, Elisabeth Gulbrandsen of the Research Council of Norway, Karen De Ruijter, Ministry of Economic Affairs
Innovation must be unleashed A new code of conduct is emerging, based on collaboration, tolerance and respect of diversity,
'A wealth of dispersed, uncoordinated, experiments involving various stakeholders in different learning spaces are already in place
. Armbruster Professor, University of Applied sciences Magdeburg, Germany and Janet Thiemann Eltern AG Summary The ELTERN-AG Project.
and involve peer-to-peer learning rather than lectures from experts. Parents must feel that they are in charge of their lives, must experience some quick successes at home,
The young creative team of investigators and social work students attract these parents (with children under seven-years-old) who are typically wary of state welfare 27 FOSTERING INNOVATION TO ADDRESS SOCIAL CHALLENGES services,
The problem The most important public study on educational systems, the Programme on International Student Assessment (PISA) conducted first by the OECD in 2000, ranked Germany in the bottom third of the thirty-two mainly OECD countries.
The German state has reacted to the study by focusing on reforming school curricula and by launching extra classes in elementary schools and high schools for disadvantaged students.
They go to playgrounds, soccer matches, local clinics, and supermarkets. They find parents there and invite them to participate in events with other local parents events such as barbecues, clown parties, bus trips,
and involve peer-to-peer learning rather than lectures from experts. Parents must feel that they are in charge of their lives
and that their children show demonstrably fewer learning disabilities and perform better in school. Their development significantly outstrips that of other children
Using his status as a Professor at the University Of Applied sciences Of Magdeburg, he is creating the first university degree program in Germany that trains teachers in pedagogical strategies designed specifically to empower poor children
and parents to take responsibility for their lives and decisions. Once in place, this program will create additional multipliers for his vision and strategy.
it becomes a powerful learning and border spanning experience. 1. Transformations in innovation policies The need to promote dialogue is highly relevant for the challenges of innovation.
Scientific literacy and the jury: reconsidering jury‘competence',Public Understanding of Science 6: 327 59.
permit better monitoring of the actions that underlie social innovations (hence improving/accelerating policy learning;
Policy learning through exchange and benchmarking would be given very instrumental that most of these initiatives are implemented at the micro-level.
and generate knowledge in a multi actor learning space. In addition, community based projects to enlist society at large in the innovation process were worth noting.
Digital, networked and mobile media are enabling a disruptive transformation of the teaching and learning process.
and processes, including basic notions of space time, content, and learning outcomes. Innovative educators have an opportunity to blend face-to-face and digital learning models to advance an engaged, effective, efficient and affordable model of learning in the 21st century.
This emerging paradigm includes changes in at least five key teaching and learning dimensions, including the direction of communication, the level of interactivity, the media of communication, the constraints on the educational process,
and the learning outcomes. Recommendations for implementing new teaching and learning techniques are offered. Keywords: Digital technologies; Social media;
Mobile media Introduction Innovative uses of emerging technologies are enabling a fundamental transformation of the teaching and learning process.
This article outlines the forces advancing the emerging digital learning paradigm as well as the possible consequences of this fundamental transformation in teaching and learning.
importantly to a financially strapped doctoral student, it was free (Wikipedia, 2013a). Adventure had no graphics, just words on an amber screen.
these developments laid the foundation for a third educational paradigm of engaged learning taking shape three decades later.
These pioneers were developing a wide range of creative digital learning tools such computer algorithms for analyzing student writing
1) it transforms the methods of teaching and learning;(2) it reshapes the content of what is taught and learned;(
and (4) it redefines the relationships between and among students, teachers and educational institutions. Early digital developments had an evolutionary influence on one, two or three of these areas,
Mentoring is highly effective from a learning perspective but it is very expensive, typically requiring one-on-one instruction.
From the time of Aristotle, before the advent of media technology, great teachers mentored their pupils using primarily oral communication.
It is a model of learning based on one-to-many communication. Put in its simplest terms,
A teacher lectures to a group of students assembled in a classroom. Students read printed materials typically outside of class time
and complete assignments to facilitate and test their comprehension of course materials. This model is generally less effective than direct mentorship
It is relatively cost efficient for mass learning of facts, methods and principles, and was suited particularly well for the immediate Industrial Age where information workers were prized.
It is defined by interconnectedness among students and teachers and features many-to-many communication and multidirectional mentorship (see Figure 1). The professor is no longer in the role of the grand master of knowledge.
Instead, she or he is a mentor and guide and students engage in a shared process of knowledge exploration and discovery.
This paradigm represents the decline of hierarchy in learning. It portends the end of courses.
Learning becomes fluid and boundary spanning and interconnected. It is built on crowdsourcing. Learning is a process of mutual exploration
and discovery between and among students and the person formerly known as the instructor, adapting Jay Rosen's apt description of the rise of the citizen journalist in the digital age (2012).
Featuring online video learning modules available on an almost unlimited number of subjects, the Khan academy and MOOCS are designed especially well for that.
when learning analytics and artificial intelligence are used effectively to optimize and customize student engagement and learning in real time (Fournier, 2011).
Interactive, on-demand multimedia resources such as the Khan academy enable students to learn the basics of any discipline asynchronously (Khan academy, 2013.
But they are limited severely in terms of giving the individual student direct, interactive access to the human course instructor.
As A j. Jacobs, editor at large for Esquire magazine, noted after completing three MOOCS: When it comes to Massive open online courses,
The professor is, in most cases, out of students'reach, only slightly more accessible than the pope or Thomas Pynchon.
Several of my Coursera courses begin by warning students not to e-mail the professor. We are told not to‘friend'the professor on Facebook (2013.
Though extremely efficient, MOOCS are still largely an extension of the second educational paradigm, bringing the idea of one-to-many education to an extreme.
While an increasing number of MOOCS integrate artificial intelligence and expert systems to provide student feedback and learning customization,
the ability of these systems to function effectively is limited largely to courses designed to advance subject matter mastery.
They have limited utility where student learning objectives involve developing new knowledge, solving new problems, and innovation.
The emerging third paradigm of education IS about students learning creative problem solving, innovation and generating new knowledge.
and interaction with graduate students. Outside of formal team projects, collaboration among students is frowned sometimes even upon as a form of cheating.
The arrival of the third educational paradigm does not spell the end of the previous paradigms.
Witness the emerging success of the University of the People, the first tuition-free, fully online four-year university to be granted accreditation (http://www. uopeople. org/.
/Hybrid Learning One development from the late 1990s worth noting here is hybrid learning. Hybrid courses combine face-to-face instruction and online learning.
students working outside of formal class time could efficiently communicate and collaboratively learn via their electronic group (e-group).
Importantly, the e-groups included not just students currently enrolled but many who had taken previously the class
These course graduates, so to speak, were still active participants in the class as mentors to current students.
Appropriately enough, the students introduced the instructor to the particular e-groups software tool they used for online collaboration.
each semester students are locked out at the end of the term. Instead, minimizing the potential to achieve maximum cross-generational education,
these alumni are blocked as possible mentors to current students. Because these commercial course management systems are linked to the official university registrar,
students who sign up for a class are enrolled automatically in the online section, which is a useful efficiency.
In the emerging third paradigm, creative problem solving and innovation are the primary learning outcomes. Educators need to develop new assessment methods using the unique capabilities of digital technology, from algorithms to artificial intelligence.
Entering this third paradigm of education, learning can transcend a variety of constraints that have hampered long education.
Philip Long, retired chief information officer for Yale university, notes that innovative educational environments designed for this third paradigm can overcome many traditional learning constraints
Long argues that the end of these constraints creates an environment for learning unleashed. It is an educational environment that puts increasing control in the hands of the learner.
But it means educators must be willing to relinquish some of that control. In addition to the constraints Long has identified,
2013) Deeply Engaged Learning As suggested by Google's Eric Schmidt and Jared Cohen, the interconnected student can become an active collaborator in a continuous learning process (2013).
Mobile technology, including wearable devices such as Google glass, enables the use of geo-location to foster deeply engaged learning.
School has long been bounded by space and time and the physical qualities of student and teacher.
Emerging technologies allow student and teacher to transcend these constraints. It's 118 worth noting that more than half (56 percent) of adults in the U s as of 2013 use a smartphone (Smith 2013.
Among youth, the level of smartphone and mobile device is even higher (80 percent among the 18-34 segment,
This suggests mobile media may be particularly effective as a teaching and learning platform for minority populations.
Of course, these networked digital technologies raise important privacy issues that must be managed in an effective manner to protect students'privacy rights (Douthat, 2013.
New Learning Methods Geocaching is a globally popular game of scavenger hunting that has moved efficiently from the analog to the digital age.
students could play a game of geocaching where the objectives are to find and advance knowledge and help solve community problems.
Students can use mobile devices to access the interactive 3d graphic and explore the protein structure in ways previously inaccessible.
allowing students to engage their physical world in entirely new ways. In collaboration with Columbia University computer science Professor Steven Feiner
the author developed in the late 1990s real-world AR enhancements described as a situated documentary (Höllerer, Feiner, & Pavlik, 1999.
Columbia University students used the geo-location capability of AR to tell and explore stories from the University's past,
including the 1968 student strike, Prof. Edwin Armstrong's invention of FM radio, and nuclear physicist Enrico Fermi's early work leading to the Manhattan project. 119 Today,
students could use the fusion of digital media and AR to collaboratively study their communities in terms of their own local carbon footprint.
Students interested in culture could use this AR fusion to collaboratively report and tell unique local stories to a global audience.
Students of paleontology could use AR to study collaboratively dinosaurs in a real-world environment enhanced by 3d virtual dinosaurs that once roamed that space.
Students in 21st century Canada might gain a new understanding of their environment's ancient past by encountering 3d animated versions of the true-life giant camels that once roamed that country (Austen, 2013.
This kinesthetic learning approach builds on a well-established body of educational research called legitimate peripheral participation (LPP)( Wikipedia, 2014a;
In LPP, students engage actively in the real work of a discipline under the mentorship of a faculty member with expertise in the discipline.
Students studying history, for instance, might use a variety of mobile devices to conduct community history. They might do recorded oral histories
but it engages students in a process that both enriches their learning and can contribute, at least peripherally, to the field.
multi-modal learning greatly facilitates student comprehension (Prince, 2004). LPP is just one form of active learning.
Other forms can involve wider use of mobile devices. Clickers, for instance, enable students to answer questions posed by the instructor during live class.
The instructor can instantly gauge student learning and customize her or his instruction accordingly. Moreover, learning analytics based on such data are increasingly being incorporated across digital learning environments.
Mobile devices such as smartphones or tablets can be used easily as well as clicker apps and other tools for active learning are widely available at low or no cost (Socrative, 2014).
This is a strategy to take advantage of many students'natural inclination toward ubiquitous and often non-stop mobile device use.
Rather than fight against the tide, so to speak, this is an approach to exploit it for educational benefit.
Active learning via these or other digital devices such as those in MOOCS also provides the instructor with real-time learning analytics.
Research shows big data analytics are an effective tool to enable the professor to make instant adjustments to optimize learning and further diagnostics of teaching effectiveness as well as learning assessment (ELI, 2011.
Research further suggests that learning is increasingly a process of social engagement. Steinkueler and Duncan report on a study of players of the popular online game World of Warcraft (Wow)( 2013.
Their investigation shows that the dominant use of the discussion board for Wow is the social construction of knowledge.
but students do not (Chinn & Malhotra, 2002). This evidence suggests that social engagement, or peer-to-peer learning, brings important implications for learning in the third paradigm.
The author's own teaching experience over the past two decades confirms these findings. His face-to-face courses employ a hybrid model,
with classroom learning supplemented by a student-moderated discussion board. Students actively engage in social knowledge construction on these boards,
asking each other questions, seeking advice and developing new strategies for completing course assignments. Networked, digital and mobile technologies also provide a window to better engage a diverse student population.
In one of the author's hybrid courses a speech-impaired student was for first time able to fully participate as a peer with her classmates through online text-based discussion.
New initiatives are demonstrating the value of digital, wearable devices for providing improved access to educational content for persons with disabilities (Markoff, 2013.
one of the author's best students spent the entire semester working and studying at sea.
Another semester, an exceptional student stationed in the military and living halfway around the world,
In each of these cases, students in an Industrial Age course would not have been able to contribute their enriching, diverse experiences and perspectives to the class.
E-texts can support collaborative reading and learning. Digital tools using artificial intelligence can enable real-time customization of learning as they are beginning to do with some MOOCS.
Merging 3d printing with AR experiences could transform learning. Students studying archeology might not only see a 3d animated version of New york city's 19th century Seneca Village,
the community of African-american property owners who once occupied much of the space today filled by Central park. They could hold
and examine in detail 3d physical facsimiles of objects from Seneca Village still in the ground
The coalescence of learning analytics and artificial intelligence holds promise. Consider the case of Narrative Science (Northwestern university Innovation and New Ventors Office, 2014.
Narrative Science is a commercial venture that grew out of the collaboration of two Northwestern university professors, Kristian Hammond and Larry Birnbaum,
or summaries based on an AI analysis. In the future each learner could have access to a customized digital teacher via such an intelligent system.
Human teachers should mentor their students. In particular, human teachers should focus on three domains that can frame all knowledge:
Digital, networked and mobile media are enabling a disruptive transformation of the teaching and learning process.
and processes, including basic notions of space time, content, and learning outcomes. Innovative educators have an opportunity to blend face-to-face and digital learning models to advance an engaged, effective, efficient and affordable model of learning in the 21st century.
This emerging paradigm includes changes in at least five key teaching and learning dimensions, including the direction of communication, the level of interactivity, the media of communication, the constraints on the educational process,
and the learning outcomes. Recommendations for educational innovation based on this emerging paradigm include the following. First, educators can build on
networked mobile media to create an ongoing virtual classroom community. Second, students can become lifelong learners...
and teachers. The line between teacher and student can blur, much as the line between professional journalist and citizen reporter has blurred.
In the 21st century, teachers will serve as guide and students will be active participants in a continuous learning process helping to create,
discover and share knowledge. This transition is vital because knowledge is advancing at an ever-faster pace
Experienced teachers can play an especially vital role in nurturing the development of this moral compass in their students.
Yet, the promise of an engaged community of lifelong learners is within sight. To turn this vision into a reality will require the collective effort of a new generation of educational pioneers guided by ethics, a critical lens and the courage to exchange 20th century teaching for 21st century learning.
Education should no longer be about going to school or class. In the third paradigm, education can become a process of shared discovery and collaborative and creative problem solving and innovation.
) Seven Things You Should Know About First Generation Learning Analytics. EDUCAUSE Learning Initiative Briefing. Retrieved on 24 february 2014 from http://www. educause. edu/library/resources/7-things-you-should-know-about-first-generation-learning-analytics Fournier, H.,Kop, R,
. & Sitlia, H. 2011). The value of learning analytics to networked learning on a personal learning environment.
Retrieved on 9 june 2013 from file://C:/Users/User/Downloads/18150452. pdf Geocaching. 2014). ) Geocaching.
Retrieved on 24 february 2014 from http://www. geocaching. com/Hayes, P. Jr. 2013). ) Nonverbal communication and computer mediated communication to enhance online learning.
Retrieved on 9 june 2013 from http://www. slownewsmovement. com/2013/01/16/peter-laufer-calls-for-slow-news-revolution/Lave, J. & Wenger, E. 1991), Situated learning:
Learning unleashed: Innovation in teaching and learning achieves critical mass. Featured presentation at the Technology in Higher education conference at the Qatar National Convention Center in Doha, Qatar.
Does active learning work? A review of the research. Journal of engineering education, 93 (3), 223-231.
Learning futures: Emerging technologies, pedagogies and contexts. Featured presentation at the Technology in Higher education conference at the Qatar National Convention Center in Doha, Qatar.
Kinesthetic learning. Retrieved on 24 february 2014 from http://en. wikipedia. org/wiki/Kinesthetic learning Wikipedia (2014b.
John V. Pavlik, Professor, Department of Journalism and Media Studies, School of Communication and Information, Rutgers University, New brunswick, New jersey, United states
Peter S. Davis is professor and chair of the Department of Management in the Belk College of Business at the University of North carolina Charlotte.
A System Model of Organizational Inertia and Capabilities as Dynamic Accumulation Processes, Simulation Modeling Practice and Theory 10,271 296.
In addition, improving the quality of the educational system where the country continues to trail its top 10 peers at 28th place could serve as an important basis for sustained 2 The Global Competitiveness Report 2012 2013:
Although the quality of education in Hong kong is good (12th), participation remains below levels found in other advanced economies (53rd).
Notable strengths include its large market size (19th) and high educational standards, in particular its high enrollment rates (it is ranked 20th on the quantity of education subpillar).
even though the quality of education in particular the quality of management schools (68th) and the disconnect between educational content
and the quality of education (116th) does not seem to match the increasing need for a skilled labor force.
weak public institutions (122nd), the poor quality of its transport infrastructure (114th), the poor quality of education in the country (77th),
Country Profile Highlights 2012 World Economic Forum highest in the world (11th), the quality of the educational system is assessed as poor (122nd.
and a renewed focus on raising the bar in terms of the quality of education. If not addressed, poor educational quality particularly in math and science (89th) could undermine the country's innovation-driven competitiveness strategy over the longer term.
As in previous years, the security situation remains fragile and imposes a high cost on business (65th).
although the quality of education particularly in math and science is perceived to be rather poor by the business community.
and the quality of the educational system receives mediocre marks. Yet it is clear that by far the biggest obstacle facing Botswana in its efforts to improve its competitiveness remains its health situation.
On the educational side, enrollment rates remain low and the quality of the educational system remains poor, ranked 127th.
In addition, the quality of the educational system needs upgrading. A related area of concern is the low level of technological readiness in Tanzania (122nd), with very low uptake of ICT such as the Internet and mobile telephony.
Learning and experimental-category. Additionally, A smart 106 grid electricity network for plug-in hybrids and fully electric carsis a major objective for 2020.
share learning and best practice, and seek funding and sustainable new business models. This research has identified the goals of policy,
5. 3 Research and Innovation support 5. 4 Dissemination & learning 5. 5 Evaluation 6. 1
It brings primary sources into every classroom and allows for more open and rapid communication between teachers and students.
For instance, The Open university, based in the United kingdom, and other models of distance learning have made education much more widely available.
These kinds of projects are able to combine open hardware technologies with new learning methods to experiment with new educational practices,
enhanced by the way technology is integrated within the learning environment. Open standards A number of organisations affect DSI in Europe through acting as expert bodies on the development of policy and strategies and advocating
& constructing informal learning networks: Fab academy; Institute for network culture; Coder dojo's; and more generally the hacking culture of sharing skills and knowledge. 46 Growing a Digital Social Innovation Ecosystem for Europe Arduino OPEN HARDWARE OPEN HARDWARE new ways of making
In 2005, Massimo Banzi, an Italian engineer and designer, started the Arduino project to enable students at the Interaction Design Institute Ivrea (IDII) to build electronic devices using an open-source hardware board.
& learning 5. 5 Evaluation 66 Growing a Digital Social Innovation Ecosystem for Europe Policy Tools ECONOMIC INSTRUMENTS REGULATION LEGAL FRAMEWORKS RESEARCH AND INNOVATION
SUPPORT DISSEMINATION & LEARNING EVALUATION In order to implement future DSI policy goals and strategies, several tools and instruments have to be deployed.
or playground installations are funded by citizens themselves. Seed funding is a very early-stage investment,
and entrepreneurs together to create new digital products, new public services or learning programmes. The creation of a European network that would encompass regional innovation labs (both public
& NETWORKING TRAINING DSI networking and crowdfunding platform Fabacademy 5. 4 DISSEMINATION & LEARNING Growing a Digital Social Innovation Ecosystem for Europe 81 Firstly,
phased evaluation ü Avoid isolated evaluation ü Provide link between academic evaluation and evaluation reports (more professional, consultancy based, etc.)
whose goal it is to help‘students use new technologies to design and make products that can make a difference to their world',19 http://www. bmbf. de/en/19955. php about-city-budgets-heres
creating a virtuous policy learning cycle13. As the Fifth Cohesion Report states,'the starting point for a result-oriented approach is the ex-ante setting of clear and measurable targets and outcome indicators'.
the evaluation component associated with policy learning capabilities, etc. This section presents each of the steps as defined above,
The last two in depth cluster case studies and peer reviews, and foresight provide the opportunity to integrate the field knowledge held and concrete experimentation carried out, by regional actors in the spirit of an'entrepreneurial discovery process'.
leverage of private financing. 21 http://ec. europa. eu/information society/digital-agenda/scoreboard/index en. htm 32 3.'Cluster'in depth case studies and peer reviews:
inductive Creative process Collaboration within and between research units Interactive learning with customers and suppliers Experimentation in studios and project teams Strong codified knowledge content, highly abstract, universal Partially codified
disciplines and professions and they are fashioned invariably in action learning environments where there is a high degree of novelty associated with the activity.
'it was found that pilot projects led by local business leaders were an effective form of action learning
but more formal action learning programmes will also be needed. A good example of such a programme Is based the Place Leadership Development Programme,
and awarenessraising for innovation Public private partnerships for innovation Research networks/poles Innovation voucher Certifications/accreditations Industrial Phds Support to creativity Innovation benchmarking Emerging instruments
and focus of innovation support services for SMES Target of support Reactive tools providing input for innovation Proactive tools focusing on learning to innovate Global connections Excellence poles Cross
technology brokers at research centres) Talent attraction (from country and abroad), research grants for young graduates Cluster policies,
Infrastructure for business creation (incubators) and S&t parks Support for firms to hire qualified graduates Support to regional actors in international public-private knowledge partnerships Support to internationalisation
graduate recruitment in firms Concentration of regional action on non-traded sectors Support innovation in service or cultural industries Small-scale cluster support with an orientation towards connection to global networks Innovation vouchers,
entrepreneurship promotion events Develop latent demand for innovation (innovation vouchers, placement of students in SMES) Orient polytechnics centres to new qualifications Training for low-skilled and unemployed
Training and lifelong learning courses (public offer, incentives for firms), students exchange programmes and talent attraction schemes Regional incentives for skills upgrading programmes in companies Incentives for hiring qualified personnel in companies Creation of knowledge centres in traditional
fields (agriculture, tourism), branches of national research organisations Innovation support programmes for incremental innovations (innovation intermediary, business development support) Linkages of business support
lifelong learning schemes for companies and individuals Engaging regional stakeholders in external production networks Securing national infrastructure investments to enhance connectivity Source:
If such learning mechanisms are introduced properly in pilot projects, they can provide a model for performance-based funding mechanisms,
The sources for their baseline and achievement value could be the monitoring system, official data bases, ad hoc surveys, peer reviews,
increased technological absorptive capacity Increase scienceindustry links Student placements, academic-industry cooperation projects or networks Improved skill, technical competence and knowledge base, change of behaviours
How does it support a process of policy learning and adaptation? Formulating and implementing a national/regional research
73 support to ERA-Nets51 involving regional partners can be an interesting learning tool for them.
and students, provide advice and services to SMES, and participate in schemes promoting the training and placement of high level graduates in innovative businesses.
They can also host incubators for spin-offs in science and technology parks and provide valuable input to innovative clusters and networks.
and curricula delivery to ensure that graduates have the right skills and transversal competences. By having businesses cooperating with the educational side of Universities,
fostering graduates with regional relevant competences and with transversal skills including entrepreneurial attitude, mapping the regional higher education system in terms of their degreeawarding ability, research activities
, public services, e-education, e-inclusion, e-skills, entrepreneurship, digital literacy, econtent, creativity, culture, living labs, smart buildings and neighbourhoods, smart cities
national and regional policy makers in a Policy Learning Platform with the aim of raising the general awareness of the CCIS,
The Alliance and its Policy Learning Platform might prove another useful forum for managers of European Structural Funds and regional and local authorities.
and accelerate the learning path. Strategic and inclusive approach to investments and the use of financial resources:
new services) they contribute to reshaping society in the direction of participation, empowerment, co-creation and learning.
How does it support a process of policy learning and adaptation? How is it to be communicated?
Does this support a process of continuous policy learning and adaptation? If not, are actions foreseen to build up capabilities for that?
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