Table 1). In this section the indicators will be discussed in more detail providing more details on the definitions. 1. 1. 1 New doctorate graduates (ISCED6) per 1000 population aged 25-34 Numerator:
Number of doctorate graduates (ISCED 6). Denominator: The reference population is all age classes between 25 and 34 years inclusive.
The indicator is a measure of the supply of new second-stage tertiary graduates in all fields of training.
For most countries ISCED 6 captures Phd graduates only, with the exception of Finland, Portugal and Sweden where also non-Phd degrees leading to an award of an advanced research qualification
The comparable EIS 2009 indicator focuses on doctorate graduates in science and engineering (S&e) and social sciences and humanities (SSH) following the recommendations received from Member States and experts during the revision of the EIS in 2008
and quickly reflect changes in educational policies leading to more tertiary graduates. Data source: Eurostat Comparison with EIS 2009:
and quickly reflect changes in educational policies leading to more university graduates. 4 Table 1:
and SSH graduates (1st stage) per 1000 population aged 20-29---EIS 2009 indicator no longer used 1. 1. 2 S&e
and SSH doctorate graduates (2nd stage) per 1000 population aged 25-34 1. 1. 1 New doctorate graduates (ISCED 6) per 1000 population aged 25
2 Percentage population aged 30-34 having completed tertiary education Age group more narrowly defined than in EIS 2009 Eurostat 2005 2009 1. 1. 4 Participation in lifelong learning
students as%of all doctorate students New indicator Eurostat 2003 2007 Finance and support Finance and support 1. 2. 1 Public R&d expenditures as%of GDP
It provides a measure for the supply of human capital of that age group and for the output of education systems in terms of graduates.
Number of doctorate students coming from a non-EU country. For non-EU countries the number of non-national doctorate students is used.
Denominator: Total number of doctorate students. Rationale: The share of non-EU doctorate students reflects the mobility of students as an effective way of diffusing knowledge.
Attracting high-skilled foreign doctorate students will add to creating a net brain gain and will secure a continuous supply of researchers. 8 Note:
This is a highly skewed indicator and a square root transformation has been used to reduce the volatility and skewed distribution of this indicator.
Data source: Eurostat 1. 3. 1 Public R&d expenditures(%of GDP) Numerator: All R&d expenditures in the government sector (GOVERD) and the higher education sector (HERD.
These outliers, except Switzerland for non-EU doctoral students, are modified not as they are provided official values by Eurostat.
The value of non-EU doctoral 4 This approach follows the well-adopted Chauvenet's criterion in statistical theory. 18 students for Switzerland actually represents non-Swiss doctoral students,
thus including EU27 students. being biased manifestly this value has been cut from 45%to 19.45%(i e. the aggregate value for EU27 in 2008.
Positive and negative outliers are found for various indicators and countries 2008 2007 2006 2005 2004 POSITIVE OUTLIERS 1. 1. 1 New doctorate graduates SE
, SE DK, SE DK, SE 1. 2. 3 Non-EU doctorate students FR, UK FR, UK FR, UK FR,
Non-EU doctorate students (1. 23), Venture capital (1. 89), Non-R&d innovation expenditure (1. 67), Public-private co-publications (1
Non-EU doctorate students, Venture capital, PCT patents in societal challenges and License and patent revenues from abroad.
and the maximum value equals one. 1. 1. 1 New doctorate graduates (ISCED6) per 1000 population aged 25-34 New doctorate graduates per 1000 population aged 25
Sweden, Switzerland The indicator is a measure of the supply of new second-stage tertiary graduates in all fields of training.
For most countries ISCED 6 captures Phd graduates only, with the exception of Finland, Portugal and Sweden where also non-Phd degrees leading to an award of an advanced research qualification
In 2008 more than 3 new Phd graduates per 1000 people aged 25 to 34 were awarded in Finland, Portugal, Sweden and Switzerland.
and Iceland have been rapidly increasing their graduation rates over the last 5 years. Graduation rates have declined in Austria
Estonia, Finland, Poland, Spain and Sweden. 28 New doctorate graduates per 1000 population aged 25-34-10%-5%0%5%10%15%20
%EE ES PL AT FI SE EUGRCY LU SI UKROFRHUCHDE PT BE IE RS LV LT NL HRCZ DKMKTR IT BGNOSKMT IS Gender balance The graph below shows the gender balance for this indicator.
In Finland and Portugal graduation rates are considerably higher among women. In 16 other countries,
and particularly in Czech republic, Germany and Switzerland, graduation rates are higher among men. -0. 8-0. 6-0. 4-0. 2 0. 0 0. 2 0. 4 0. 6 0. 8 CH CZ
and quickly reflect changes in educational policies leading to more tertiary graduates. On average 32%of the EU27 population between age 30 and 34 have completed tertiary education.
It provides a measure for the supply of human capital of that age group and for the output of education systems in terms of graduates.
IE BG PT SI HR SK MT TR LU 35 1. 2. 3 Non-EU doctorate students as%of total doctorate students of the country
Non-EU doctorate students as a%of all students 05 10 15 20 25 30 35 40 45 LT LV SK GR CY
The share of non-EU doctorate students reflects the mobility of students as an effective way of diffusing knowledge.
Attracting high-skilled foreign doctorate students will add to creating a net brain gain and will secure a continuous supply of researchers.
The average share of non-EU doctorate students is almost 20%;%in France and UK this share is close to 30%and 35%,respectively.
In Switzerland almost 1 out of 2 doctorate students is a non-Swiss student. In the New Member States the shares of non-EU doctorate students are still small at rates below 5%.Growth performance Growth performance is diverse with increases over time in 16 countries
and decreases in 11 countries. Growth has been very strong in Estonia and Italy with annual increases close to 14%.
%The share of non-EU doctorate students has been declining rapidly in the Czech republic and Lithuania.
Non-EU doctorate students as a%of all students-20%-15%-10%-5%0%5%10%15%CZ LT RO SK MT BG
Author details Johanna I Westbrook, Phd, FACMI, FACHI, Director, Centre for Health Systems and Safety Research Jeffrey Braithwaite, MBA, Phd, FCHSM, Director, Centre
Researchers had to pay to register the patent using their student grants, and CDT was only set up
and even students to introduce robotics through business cases and technical integration services, at reduced costs to new users.
and most importantly, failure of a start-up may be a useful learning experience. In the EU on the other hand, failure and renaissance in a new company is not so welcome.
Frederick Terman, an engineering professor at Stanford in 1939, encouraged and backed two gifted students, Bill Hewlett and Dave Packard,
to enter a technological niche in high stability electronic oscillators and frequency counters. As Terman observed:
of November 9, http://www. bu. edu/law/faculty/scholarship/workingpapers/documents/Bessen-Ford-Meurer-no-11-45rev. pdf Botero, J.,Djankov, S
Professor Ajay Bhalla, London, Cass Business school. Interview 2011: Xavier Dalloz, intermediary between France and Silicon valley and ICT innovations reporter (also new tablet launcher.
(ex Netscape), David Cheriton (Stanford computer science Professor), and Jeff Bezos41 (Amazon). In June 1999, a $25 million round of funding was announced,
However, as Phd research students, they were expected to present their work and so a paper was prepared eventually
The Google computers and server were stored in Page's graduate residence. Stanford university seem to have extended considerable tolerance to Page and Brin, turning a blind eye to them acquiring computing resources.
And in the fall of 1996 the project would regularly bring down Stanford's Internet connection. 45 It is hard to imagine a European university providing such a level of support to a couple of renegade Phd students,
Sources Professor Martin Cave, Imperial College Business school. Co-author of Report on The Perils of Dominance:
While working in the research group of Professor Richard Friend, Jeremy Burroughes (now CTO of CDT) discovered that Light Emitting Diodes (LEDS) could be made from polymers as opposed to traditional semiconductors.
Professor Friend, Dr Burroughes and Dr Donald Bradley filed the original patent. Interestingly, the researchers found that that there were no funds available within the university to cover the costs of patenting their discovery;
Burroughes used his student loan to cover the costs. The team found that the polymer,
when Professor Sir Richard Friend (now Cavendish Professor of Physics at the University of Cambridge) started research into organic semiconductors.
People are getting excited and learning about robotics. Roomba is a durable, dependable and affordable platform for doing robotic research. 92 As well as continuing its home products and military robots,
As a Cambridge student he worked as a summer intern for Shadow; after graduation he worked as a volunteer.
Rather than pursue the biped, humanoid robot, Walker believed that it was the arm and particularly the hand that had commercial potential rather than the leg.
The KUKA Chair of Robotics at the Georgia Institute of technology held by Professor Henrik Christensen, is a further source of KUKA's future robotics developments.
Thus Robotdalen draws heavily on local universities to provide students who can work with SMES to introduce robots, guided by a team of experienced mentors.
In addition, this provides opportunities for students who are conducting the pilot studies to learn about specific obstacles in implementing new technologies.
Industrial projects-for SME users able to exploit robotics with feasibility studies (using local university students and mentors),
Employer reputation survey considers the students'employability as a key factor in the evaluation of international universities and in 2010 drew on over 5,
and thirty international institutions they consider excellent for the recruitment of graduates. They are asked also to identify from which disciplines they prefer to recruit.
Employers seeking graduates from any discipline are weighted at 0. 1 and those from a parent category (i e.
Thus, R&d activity is an investment in knowledge accumulation and in the development of technologies (Parham, 2009.
The Employer reputation survey considers the students'employability as a key factor in the evaluation of international universities and in 2010 drew on over 5,
http://www. topuniversities. com (last accessed 01.02.2012) 33 excellent for the recruitment of graduates. They are asked also to identify from which disciplines they prefer to recruit.
Employers seeking graduates from any discipline are weighted at 0. 1 and those from a parent category (i e.
Oxford Scholarship Online Monographs. EC-JRC. 2005). ) Tools for Composite Indicators Building. Ispra: EC-JRC. 48 Ellison, G,
2014 Åge Mariussen Inger Midtkandal Ruslan Rakhmatullin S3 Policy Brief Series No. 05/2014 A Policymakers Guide to Transnational Learning in Smart Specialisation Report
Printed in Spain 1 A Policymakers Guide to Transnational Learning in Smart Specialisation Åge Mariussen*,Inger Midtkandal**and Ruslan Rakhmatullin***Botnia-Atlantica Institute, University of Vaasa (Finland
transnational learning is a promising and potentially powerful tool. However, attempts to organize transnational learning may easily fail.
This brief explains how it can succeed, with reference to the six steps of the S3 Guide.
This typology is intended to illustrate how transnational learning may play different roles in S3 policymaking.
Smart Specialisation, transnational learning, typology of RIS3, drivers of change, 6 steps of the S3 Guide a The views expressed are purely those of the author
and may not in any circumstances be regarded as stating an official position of the European commission. 2 TRANSNATIONAL LEARNING AS A POWERFUL TOOL IN SMART SPECIALISATION The point of departure for this policy-brief is opportunities
and challenges in promoting transnational learning as a more forceful tool in Smart Specialisation. Core issues are 1
This typology is intended to illustrate how transnational learning may play different roles in S3 policymaking.
The brief draws on Learning Transnational Learning, combined with experience from S3 peer review workshops throughout 2013,
Core components in these attempts at transnational learning so far have been Critical friends and peer review.
SMART SPECIALISATION IS NOT A FASHION The concept of transnational learning is used in different ways.
The result of this kind of learning is often the creation of what professors studying diffusion refer to as fads
and fashions where several countries and regions go in a similar direction. Fashions start with solutions (such as new public management forms of organization) which look for problems.
Among industrial actors, this is called learning through monitoring. Industrial actors apply benchmarking and monitoring of what their competitors
Using transnational learning to change your own region takes a coordinated effort, which involves several phases of analysis and planning.
THEN HOW CAN TRANSNATIONAL LEARNING BE EXPLOITED IN S3 POLICYMAKING? The short answer is that it needs to be integrated into all parts of the S3 planning cycle.
The experimental S3 planning and policy-making cycle The experimental S3 planning and policy-making cycle Smart specialisation planning and policymaking Objectives Transnational learning opportunity What can go wrong?
Learning from others in the analysis (an outsider perspective) We are perfect Step 2 Set up of a sound and inclusive governance structure Balancing inclusion and participation with a view of the entire region.
or institutions in evaluation and exploitation of transnational learning Transnational learning isolated in a project
Learning from others how to prioritize, evaluating good practices and selecting the best options for future development Dominant regional actors takes all the money for usual purposes Step 5 Establishment of suitable policy mixes Policy mixes are determined by the model
Failed attempts to do transnational learning are derived often from a series of missteps. The regional partnership may see the situation as perfect (step 1),
Similarly, efficient use of transnational learning should as explained above include learning through monitoring in the analysis (step 1),
involving the S3 regional leaders in transnational learning (step 2), specifying a vision on a reflection upon the global position of your region (step 3),
What is relevant in terms of transnational learning depends on your SWOT analysis where you have discovered your drivers of change.
the integration of transnational learning into this planning process may go like this: DRIVER OF CHANGE PLANNING CYCLE WITH TRANSNATIONAL LEARNING Globalization is destroying our industrial base Our innovation system is inefficient Entrepreneurial discovery of own latent potentials We should create a new paradigm of production
Sharing visions with other regions Analysis. Comparison with others, discovery of good practices. What is wrong with my framework conditions?
The forms of transnational learning required in these strategies are sophisticated and include shared technology foresights
Driver of change S3 focus Characteristics of trans national learning Deindustrialization Regional embedding of knowledge GAP analysis Specific indicators Transfer of institutional solutions Innovation system
either competitive learning through monitoring or deep and many-sided Transnational co-specialisation Technology foresights Scenarios Shared strategy Deep, many-sided The different drivers are likely to be related to different
Correspondingly, this raises different types of agenda for transnational learning. In some cases, such as transnational co-Specialisation, transnational learning may be seen as many-sided and deep. 14 REFERENCES Mariussen Åge and Virkkala Seija (2013) Learning Transnational Learning, Routledge Studies in Human
Geography Midtkandal Inger and Rakhmatullin Ruslan (2014), The S3 Platform Peer review Methodology, JRC Technical report,
A Policymakers Guide to Transnational Learning in Smart Specialisation Authors: Åge Mariussen, Inger Midtkandal, Ruslan Rakhmatullin Luxembourg:
transnational learning is a promising and potentially powerful tool. However, attempts to organize transnational learning may easily fail.
This brief explains how it can succeed, with reference to the six steps of the S3 Guide.
This typology is intended to illustrate how transnational learning may play different roles in S3 policymaking.
The R&d potential of ICT companies is illustrated also well by the fact that 15.4%of them have an R&d function in the start-up-learning phase,
Other companies engaged in R&d are characterised by similar percentage rates. 6. 1%52.5%36.4%5%Start-up/Learning Developing/Expanding Mature/Stagna?
ng Declining/Phasing out 15.4%58.2%22.1%4. 3%Start-up/Learning Developing/Expanding Mature/Stagna?
and more broadly, the role of ICT as a key enabler of innovation and creativity in Education and Training (E&t) and for learning in general.
impact, costs and mainstreaming of ICT-enabled learning innovations (ICT-ELI) in Europe. This report is part of the project"Up-scaling Creative Classrooms in Europe"(SCALE CCR) launched by the Information Society Unit at JRC-IPTS1 in December 2011 and completed in June 2013 on behalf of the Directorate
-General education and Culture (DG EAC. The project aimed to provide a better understanding of ICT-ELI that has significant scale
http://is. jrc. ec. europa. eu/pages/EAP/SCALECCR. html Yves Punie Project Leader ICT for Learning
and discussions about the further development and mainstreaming of ICT-ELI were conducted (list of participants is in the Annex 2). The authors are grateful to Professor Nancy Law (University of Hong kong) for organizing the expert workshop in Hong kong,
for her contribution to the in depth analysis of the seven cases of ICT-enabled learning innovations from Asia and Europe and for her input to the development of the policy recommendations.
Ola Erstad (University of Oslo), Paul Kelley (Science+Technology in Learning), Marco Kools (OECD-CERI), Anne Looney (Irish National Council for Curriculum and Assessment
In order to modernise E&t systems, true ICT-enabled learning innovations (ICT-ELI) are needed that improve significantly upon the status quo
This set of 60 recommendations was developed during the'Up-Scaling Creative Classrooms in Europe'(SCALE CCR) project and based on several consultations (two expert workshops and seven in depth expert interviews
Encourage a shift of ownership of assessment from teachers to learners; Revise examination systems in order to include also assessment of key competences and 21st century skills;
and be active lifelong learners. Policy should: Invest significantly in updating Continuous Professional Development provisions; Support and motivate teachers to develop
Connectedness Teachers and learners need to be empowered to connect with other people and ideas in order to open up
and broaden the learning experience. This can be done via small networks of schools and small networks of teachers.
Ensure that all learners have equal and ubiquitous ICT access, in and out of school;
and infrastructure to enable innovative teaching and learning practices. Top 10 recommendations Recommendation 1-School staff professional development area Invest significantly in updating Continuous Professional Development provisions (including the education of teacher trainers) to ensure that in service teachers acquire the key
and orchestrating learning instead of transmitting knowledge. Recommendation 2-School staff professional development area Support and motivate teachers to develop
and ICT skills (e g. through in service training, peer-learning and informal and non-formal learning), as lifelong learners themselves.
Recommendation 3 Infrastructure area Ensure that all learners have equal and ubiquitous ICT access, in and out of school.
Recommendation 4-School staff professional development area Enable teachers to develop their ability to adopt
and adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings and purposes. Recommendation 5-Organisation and leadership area Support knowledge exchange (e g. through participation in national/international conferences
focusing on the possible learning gains. 7 1. Introduction 1. 1 Background and context Educational stakeholders recognize ICTS as key enablers of innovation and creativity in Education and Training (E&t) systems and for learning in general.
Throughout Europe there are diverse national policies for ICT in education and many activities are undertaken to promote the use of technology in Education and Training systems.
although the infrastructure to promote ICT use for learning and a sound research base to guide the process are widely available,
In order to modernise E&t systems, true ICT-enabled learning innovations (ICT-ELI2) are needed that improve significantly upon the status quo
scales and levels of educational innovation in Europe and beyond. 1. 2 Scope of the report The project‘Up-Scaling Creative Classrooms in Europe'(SCALE CCR), 3 which was launched by the Information Society Unit at IPTS
define and classify ICT-enabled learning innovations4 across a range of settings and participants, including groups of learners and teachers5 at system level, both within and outside formal education settings;
develop the concept of Creative Classrooms6 (CCR) and the related reference parameters that are key to effectively integrating new technologies for learning
2 ICT-ELI will be used as an abbreviation of ICT-enabled learning innovations throughout this report. 3 http://is. jrc. ec. europa. eu/pages/EAP/SCALECCR. html 4 In the context
and also in this report, the term ICT-enabled learning innovations is used to mean profoundly new ways of using
dealing with both formal and informal learning in school settings and in adult education. 5 The term teachers is used in this report in its broadest sense as meaning teachers,
and others. 6 Creative Classrooms can be defined as innovative learning environments that fully embed the potential of ICT to modernise learning and teaching practices.
whereas the term Classrooms is considered in its largest sense as including all types of learning environments,
were conducted to provide firsthand experiences of learning innovations and inputs from real settings for the development of policy recommendations.
and an online survey with 74 etwinning teachers who took part in a webinar was organized by the etwinning Creative Classrooms Group. 7 Findings from the workshops
and one in Hong kong, in January 2013) offering valuable insights and evidence on effective policies 7 http://groups. etwinning. net/web/creative-classroom/welcome 10 and implementation
and constant evaluation is important for implementing learning innovations and scaling them up. So, as a number of the proposed policy recommendations call for evidence-based policy making for mainstreaming of ICT-ELI,
) 12 8. 1 Decision-makers (e g. school head, chief education officer, university dean, etc. 16 10.7 Technology providers/developers 7 4. 7 Others 14 9. 4 Total 149 100.0 The vast majority of the respondents were from 22 European countries
10 the Future of Learning Linkedin Group; 11 the etwinning Creative Classrooms Group; 12 the 10 http://groups. etwinning. net/web/creative-classroom/welcome 13 European Civil Society Platform on Lifelong Learning;
13 the European Forum on Learning Futures and Innovation; 14 the European Forum of Technical and Vocational education and Training;
15 the DG EAC Thematic Working group on ICT and Education; 16 and the SCALE CCR website. 17 Survey analytics showed that most of participants entered the survey through a direct link from the around 250 personal invitations sent by email.
A small subset of the participants came from other dissemination channels such as Linkedin, SCALE CCR webpage and etwinning Creative Classrooms Group.
No reminders were sent, as the targeted 100 responses were received in the first wave (by 8 april).
which stabilised after the Organisation and leadership area with 120 respondents. 11 http://www. linkedin. com/groups/Future-Learning-2266966/about 12 http://openeducationeuropa. eu/en
/q=story/european-forum-learning-futures-and-innovation 15 http://www. efvet. org/index. php?
option=com content&task=view&id=451&itemid=226 16 http://ec. europa. eu/education/lifelong-learning-policy/doc/exchange/ict en. pdf 17 http
involving large and diverse groups of learners, teachers and other educational stakeholders, has different enablers
) In general, the more innovative a learning environment is, the more challenging it is to scale up
Policy-makers recognise the role of ICT as a key enabler of innovation and creativity in E&t and for learning in general.
Last but not least, scaling up ICT-ELI does not refer to future classroom scenarios but to what is emerging in today's practices,
families and individuals around the world and agencies for learning innovation initiatives may emerge at any of these levels (Kampylis,
The mainstreaming of innovative teaching and learning practices, which lie at the core of ICT-ELI,
and learning practices made possible by the use of ICT; the development and assessment of key competences and 21st century skills;
whereas the term content refers to the resources for innovative teaching and creative learning. There is a common thread to all the recommendations in this area:
in order to facilitate the innovative teaching and learning practices that lie at the core of ICT-ELI.
and learning practices made possible by the use of ICT to flourish and become mainstream.
These innovative practices, including the ones proved to be effective in informal learning settings (e g. self-regulated learning),
'and learners'workload without adding value. Hence, there is a need for flexible curricula that would lessen teachers'workloads
content and pedagogies enabling students not only to acquire knowledge but also to develop key competences and 21st century skills.
The co-development of content and curricula requires more solid and systematic empirical evidence on innovative teaching and learning practices and their impact on learning outcomes.
have great potential to stimulate innovative teaching and learning practices (European commission, 2013a). Combined with traditional educational resources,
and learning practices (enabled by ICT) to become mainstream by N%1. Promoting through the curricula innovative pedagogical practices made possible by the use of ICT,
and how this is done in practice and what is envisioned in the study programme. 149 60.4 4. Encouraging the regular update of learning content
and process of learning. 149 57.7 6. Promoting the involvement of education stakeholders (e g. teachers, parents, researchers etc.)
between curricula and key competences. 149 53.7 8. Promoting the incorporation into formal curricula of effective practices from informal learning (e g. self-directed learning).
it remains a challenge to modernise assessment to support learning. For scaling up and mainstreaming ICT-ELI, policy-and decision-makers should promote the use of ICT for reforming assessment strategies
to encourage a shift of ownership of assessment from teachers to learners; and to promote a formative assessment paradigm where assessment is considered to be an integral part of the learning process.
This area focuses on the conceptual shift from traditional assessment of knowledge acquisition to innovative ICT-enabled assessment approaches that better capture key competences and 21st century skills (Griffin, Mcgaw, & Care, 2012;
certification and accreditation strategies in order to allow innovative teaching and learning practices to further be implemented and mainstreamed (Table 4). Policy-and decision-makers should support
and motivate teachers to shift the ownership of assessment to learners 68.8%).%)Assessment for learning (as opposed to the assessment of learning) is considered as a learning experience assessment is integral part of the learning process (Redecker, 2013.
Hence, ownership of assessment is related to ownership of learning. In this way, self-assessment and reflection against learning goals allow learners to take ownership of their learning, in collaboration with their teachers and peers,
and become self-directed and selfregulated learners. Policy-and educational decision-makers should encourage and support not only the assessment of factual knowledge but also the assessment of 21st century skills and key competences.
Assessment-related issues were raised also by many of the workshop participants organized in the context of SCALE CCR as obstacles/challenges for sustained implementation and scaling up of ICTELI (Kampylis
Law, et al. 2013). ) One of the big challenges has to do with the lack of specificity or common consensus on
what 21st century skills and key competences are beyond the rhetorical level, and how such skills and competences can be assessed in real settings.
Policy-makers should also promote a formative assessment paradigm where assessment is considered to be an integral part of the learning process (67.6%).
because they provide students with information and feedback on how they are progressing, considering their prior achievements according to their learning goals,
and are better at fostering skills and competences than the summative assessment practices. This is because they allow students to understand which skills they need to develop further and
which content areas they need to improve. Formative assessment practices include self-assessment, peer feedback, learning diaries, portfolios, e-portfolios, and presentations.
In addition, these types of assessment can cover both individual and collaborative efforts and creative group work (e g. on projects.
integral and authentic part of the learning process, providing valuable formative information to the learner and the teacher to improve their practices.
and examination systems in order to allow innovative teaching and learning practices to flourish by N%9. Encouraging a shift of ownership of assessment from teachers to learners by giving them an active role in their own assessment
Promoting a formative assessment paradigm where assessment is considered to be an integral part of the learning process. 142 67.6 12.
where assessment is considered to be an integral part of the learning process. 3. 3 Area 3:
to support and motivate teachers to be active lifelong learners and acquire the key competences and skills required in the context of ICT-ELI;
European commission, 2013c) that for implementing sustained learning innovations, school staff professional development is a crucial factor.
and orchestrating learning instead of just transmitting knowledge (81.3%).%)These teacher competences imply a wider, more systemic view of teachers'professionalism (compared with teaching competences that refer to their role in classroom),
as they also include their role outside school e g. in the local community, professional networks and so on (European commission, 2013b;
Only self-confident and competent teachers can educate self-confident and competent students. As shown in the Survey of Schools:
ICT in Education (European commission, 2013c), less than one third of EU students are taught by teachers for
and around 70%of EU students are taught by teachers who invest their own spare time in developing ICT-related skills.
and update their digital competence and ICT skills (through formal and/or informal learning), as lifelong learners themselves (80.1%).
%)As one of the participants pointed out, such"ICT skills development programmes should be key element of Initial Teacher Training20 and Continuous Professional Development".
"Innovative pedagogical practices made possible by the use of ICT lie at the core of learning innovations
and adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings and purposes (80%).
and facilitators of learning. Depending on the context and local specificities and needs, several models of continuous professional development can be followed to support teachers in their new and challenging roles in the context of ICT-ELI.
with networked learning as the online component and a limited number of offline meetings, all of
"Policy-and educational decision-makers should support a blended approach to continuous professional learning and development that combines online professional networks, face-to-face exchanges, informal learning etc.
and orchestrating learning instead of transmitting knowledge. 134 81.3 14. Supporting and motivating teachers to develop
and ICT skills (e g. through in service training, peer-learning and informal and nonformal learning), as lifelong learners themselves. 136 80.1 15.
Enabling teachers to develop their ability to adopt and adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings
and purposes. 135 80.0 16. Recognizing the role of teachers as agents of change (rather than objects of change)
Promoting a blended approach to continuous professional learning and development that combines online professional networks and self-organized face-to-face collaboration. 136 69.9 20.
Helping teachers to acquire much greater proficiency in data handling and methods such as learning analytics
and personalize learning processes. 135 48.9 Relevance according to four groups of participants For teachers/trainers
as lifelong learners themselves. Policy/decision-makers said the most important priority should be to update initial teacher training
and adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings and purposes"and"Supporting and motivating teachers to develop
as lifelong learners themselves.""21 3. 4 Area 4: Research In a snapshot: ICT-ELI constitute complex'ecosystems'that evolve over time and therefore,
and progressive mainstreaming of ICT-ELI is based on research evidence focusing on the innovative pedagogical, technological and organisational practices and the possible learning gains.
) Both success and failure are integral parts of the learning innovations:""failures should be expected as much as successes
technological and organisational practices can enhance learning. Research focusing on the implementation strategies of ICT-ELI (72.5)
This would provide learning institutions and educational stakeholders with proven practical models that support the take up of innovative tools.
there is a lot of research being done in several fields, both at micro-(classroom/school) and macro-level (national/international).
%Last but not least, policy should support the application of various research methods (e g. teacherled research, control groups, experimental research, longitudinal studies, social networks analysis, learning analytics, big data research, etc.
Encouraging research on the implementation process of ICT-ELI, focusing on the possible learning gains. 131 72.5 22.
Supporting the application of various research methods (e g. teacher-led research, control groups, experimental research, longitudinal studies, social networks analysis, learning analytics, big data research, etc.
Supporting research on the perspectives of various actors and stakeholders such as policy-makers, school leaders, teachers, learners, parents, IT providers, educational content providers etc. 129 58.0 26.
Changes in learning institutions'organisation and leadership strategies are required for sustainable implementation and progressive mainstreaming of ICT-ELI.
which allow innovative teaching and learning practices to flourish. Furthermore, policy actions should focus on knowledge exchange and dissemination of innovative practices;
These changes in organisation strategies will also require changes in learning leadership, which should be as open and 23 participatory as possible for orchestrating innovations at organisational, technological and pedagogical level.
-and macro-level are needed to empower learning institutions to develop well-articulated innovation agendas with both long-term vision and short-term goals.
and leadership models to make learning innovation a mainstream activity. Policies should encourage learning organisations to embrace the technological opportunities available for opening up their learning materials (e g. open educational resources) and practices and also support informal learning.
Policies are needed that help learning organisations to promote networking with other organisations and stakeholders across sites and also within the same organisation,
in order to encourage the emergence and scaling up of learning innovations. For instance, policies at micro-,meso-and macro-level should develop organisational structures (e g. formal recognition and informal reputation mechanisms, technical support, pedagogical advice, etc.
and leadership strategies needed to allow learning organisations to envisage and follow their own pathways to innovation
and to scale up in an'organic'way, focusing on authentic learning for the 21st century. 24 Table 7:
and open and participatory leadership allow the progressive take up of innovation for learning by: N%29.
and learners and values like equity and inclusion are taken into account. 122 63.1 42. Encouraging learning organisations to build on their strengths,
available resources and readiness to implement innovation for learning, following a step-by-step approach that could lead to a sustainable momentum towards a radical (or even disruptive) end. 122 60.7 43.
Supporting multi-stakeholder involvement in the creation and sharing of the common vision so that all of them understand the added value of innovation. 122 59.8 44.
and learning to flourish. 122 59.0 46. Setting evaluation, communication and feedback mechanisms (e g. platforms for collecting big and/or rich data and learning analytics) right from the start of different pilots or initiatives. 121 57,0 47.
Encouraging collaboration and communication channels between supranational agencies (i e. European commission, OECD, UNESCO etc. in order to co-develop indicators and benchmarks for ICT-ELI. 122 55.7 48.
technological and organisational practices reach beyond the model of isolated learner/classroom/school. ICT opens up a whole new frontier in learning,
empowering both teachers and learners to connect with ideas and people beyond the classroom walls-such as peers,
experts and parents-giving the sense of being a part of something larger than oneself. Policy-and decision-makers should design
and broaden the learning experience at local level and beyond. ICT-enabled learning innovation is a complex and slow process that requires cultural change and collaboration between stakeholders from policy (e g.
Ministries of Education and local authorities business (e g. IT providers), research (e g. research centres), higher education (e g. teachers trainers), cultural bodies (e g. museums), educational practice (e g. school leaders, teachers, teacher unions), families,
and broaden the learning experience at local level and beyond (European commission, 2013a). Connectedness (e g. Law et al.
and learners with other educational stakeholders at local level and beyond in order to open up and broaden the learning experience and mainstream ICT-ELI.
Research reveals that effective implementation of new pedagogical technologies is ensured best through learning opportunities that are linked
(i) directly to the experiences of teachers and (ii) enhanced by horizontal communication with peers who are already successful in practising these technologies.
and maintenance of‘learning networks'that provide opportunities for professional peer exchanges (65.8%)(e g. Vuorikari et al.
Supporting research-based changes in organisational structures and routines, such as timetables and learner grouping, in order to meet local needs (self-organisation-grass roots innovation).
and exchange of effective policies and practices among the Member States. 121 49.6 26 teaching and learning practices.
%to aggregate learning opportunities and knowledge exchange on a large scale. Cross-border professional networks, such as etwinning (e g.
and learning practices and should be supported further by policymakers (61.3%).%)Table 8: Connectedness policy recommendations Policy-and decision-makers could design
and learners to connect with people and ideas in order to open up and broaden the learning experience by:
N%51. Encouraging and supporting the development of small teacher networks (up to 10 participants at local level and/or beyond) for learning from each other in a more flexible and personalized way. 120 65.8 52.
Encouraging the development of small networks of schools (i e. up to 10 schools) for connecting knowledge, innovative practices and people/efforts at local level and/or beyond. 120 64.2 53.
Investing in structures, such as national and/or transnational inter-linked portals, to aggregate learning opportunities on a large scale (e g. learning resources for School Staff Professional Development) and exchange knowledge
Supporting the development of bigger teacher professional networks (networks of networks) that offer a wider range of opportunities for peer learning
and supporting the development of small teacher networks (up to 10 participants at local level and/or beyond) for learning from each other in a more flexible and personalized way."
"Researchers, however, value most the recommendation"Investing in structures, such as national and/or transnational inter-linked portals, to aggregate learning opportunities on a large scale (e g. learning resources for teachers'professional development
ICT infrastructure could extend the boundaries of the learning across time and space whereas user-centred and flexible physical spaces could enable innovative teaching and learning practices.
Policy should increase efforts and investment in infrastructure developments (e g. broadband, cloud computing, creative learning spaces etc.)
to support effective implementation and progressive mainstreaming of ICT-ELI. For further development and mainstreaming of ICT-ELI an ICT infrastructure of appropriate performance and reach is required to facilitate,
Such ICT infrastructure could extend the boundaries of the learning space across time (access to resources 24/7) and space (virtual learning spaces.
Nevertheless, it was shown also that there was no overall relationship between high levels of infrastructure provision and teacher and student use, confidence and attitudes.
"Therefore, policy-makers should support public-public and/or public-private partnerships between learning organisations, research centres,
%and context and ensure that all learners have equal and ambiguous ICT access in and out of school (80%).
but also the effective support structures (e g. helpdesk services) needed to implement smoothly all the necessary learning technologies.
Updated ICT infrastructure should be complemented by physical learning spaces that offer inspiration, flexibility and comfort and allow innovative teaching
and learning practices to flourish (69.2%).%)For instance, the ground-breaking design of Hellerup school in Denmark, entails rethinking the physical spaces in
which learning takes place (e g. user-centred premises and furniture) and high investment in school infrastructure to support the longstanding innovation history of the school (Kampylis,
and/or adapting physical learning spaces to facilitate innovative teaching and learning practices. In conclusion, policy should increase efforts and investment in infrastructure developments (e g. broadband, cloud computing,
creative learning spaces etc.)to support effective implementation and progressive mainstreaming of ICT-ELI. 28 Table 9:
Infrastructure policy recommendations Policy-and decision-makers should take advantage of the full potential of infrastructure for enabling innovative teaching and learning practices by:
Ensuring that all learners have equal and ubiquitous ICT access, in and out of school. 120 80.0 58.
Increasing efforts and investment in ICT infrastructure (e g. broadband, cloud computing) of appropriate performance and interoperability (any device, anywhere, any system, any time) to support effective implementation and evolution of innovation for learning. 120
Re) designing and/or (re) arranging physical space/infrastructure to allow for innovative teaching and learning practices, based on research findings on the impact of factors such as ventilation, lighting,
and noise on learning. 120 69.2 60. Supporting public-public and/or public-private partnerships between learning organisations, research centres, IT developers etc. to support R&d of technological innovations that fit the local needs and context. 120 65.8 Relevance
according to four groups of participants Three groups researchers, policy/decision-makers and others believe that the most important recommendation is to ensure that all learners have equal and ubiquitous ICT access in and out of school,
while for teachers/trainers increased efforts and investments in ICT infrastructure to support effective implementation and evolution of innovation for learning is more important. 3. 8 Interrelation between the seven areas
and top recommendations In order to see which of these seven areas are considered to be more relevant by the participants,
and orchestrating learning instead of transmitting knowledge. 81.3 134 14. Supporting and motivating teachers to develop
and ICT skills (e g. through in service training, peer-learning and informal and nonformal learning), as lifelong learners themselves. 80.1 136 57.
Ensuring that all learners have equal and ubiquitous ICT access, in and out of school. 80.0 120 15.
Enabling teachers to develop their ability to adopt and adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings
and purposes. 80.0 135 29. Supporting knowledge exchange (e g. participation in national/international conferences and workshops) to gain a further understanding of how innovative practices are made possible by the use of ICT. 77.9 122 30.
Encouraging research on the implementation process of ICT-ELI, focusing on the possible learning gains. 72.5 131 As can be seen from the table above,
fundamental infrastructure needs have to be fulfilled e g. it must be ensured that all learners to have equal and ubiquitous ICT access, in and out of school.
assessing key competences and giving learners an active role in their own assessment. Student assessment and evaluation are an integral part of the teaching
and learning process and as such must be integrated thoughtfully into the planning and delivery of content and curriculum.
Thus, changes in Content and Curricula should go hand in hand with changes in Assessment strategies and examination systems in order to have sustained a impact on scaling up ICT-ELI.
"Changes in curricula and learning objectives are ineffective, if assessment practices remain the same (Cachia, Ferrari, Ala-Mutka, & Punie, 2010).
For instance, only digitally-competent teachers (see School Staff Professional Development) are able to use ICT infrastructure efficiently for innovating teaching and learning practices.
and learning practices, made possible by the use of ICT, to flourish and become mainstream. 5. Policy actions at local, regional,
certification and accreditation strategies in order to allow innovative teaching and learning practices to be implemented further and mainstreamed. 6. Policy-and decision-makers should recognise the key role of teachers,
among other stakeholders, in guiding and implementing ICT-ELI and invest significantly in updating their continuous professional development to ensure that they acquire the key competences required for applying innovative pedagogical practices in real settings. 7. Policy actions at local, regional,
technological and organisational practices can enhance learning. 8. Policy actions at micro-,meso, -and macro-level are needed for empowering learning institutions to develop well-articulated innovation agendas (with both long-term vision
and short-term goals) that include changes in organisation structures/routines and leadership models, which result in learning innovation being regarded as a mainstream activity. 9. Policy should encourage
and support connectedness of teachers and learners with other educational stakeholders at local level and beyond in order to open up
and broaden the learning experience and mainstream ICT-ELI. 32 10. Policy should increase efforts and investment in infrastructure developments (e g. broadband, cloud computing,
creative learning spaces etc.)to support effective implementation and progressive mainstreaming of ICT-ELI. We hope the policy action recommendations presented in this report will guide different trajectories of scaling up
and progressive mainstreaming ICT-ELI in different contexts and stimulate further research in the field, contributing to the modernisation of Education and Training systems in Europe and beyond. 33 References Black, T. R. 1999).
Innovating Learning: Key Elements for Developing Creative Classrooms in Europe. EUR 25446 EN. Luxembourg: Publications Office of the European union.
Bocconi, S.,Kampylis, P, . & Punie, Y. 2013a). Case report 2: 1: 1 learning initiatives in primary and secondary education in Europe.
In P. Kampylis, N. Law & Y. Punie (Eds. ICT-enabled innovation for learning in Europe and Asia:
Exploring conditions for sustainability, scalability and impact at system level (pp. 36-51. EUR 26199 EN.
Framing ICT-enabled Innovation for Learning: the case of one-to-one learning initiatives in Europe.
European Journal of Education, 48 (1), 113-130. doi: 10.1111/ejed. 12021 Bocconi, S.,Kampylis, P,
Key elements for developing Creative Classrooms in Europe. elearning Papers, Special edition 2013,8-20. Boyatzis, R. E. 1998.
Creative Learning and Innovative Teaching: Final Report on the Study on Creativity and Innovation in Education in EU Member States.
Innovative teaching and learning for all through new Technologies and Open Educational Resources COM (2013) 654 final.
) Supporting teacher competence development for better learning outcomes. Retrieved 15 november 2013, from DG Education and Training http://ec. europa. eu/education/school-education/doc/teachercomp en. pdf European commission.
) Key Data on Learning and Innovation through ICT at School in Europe 2011. Retrieved 15 december 2013, from Education, Audiovisual and Culture Executive agency http://eacea. ec. europa. eu/education/eurydice%20/documents/key data series/129en. pdf Griffin, P.,Mcgaw, B,
'A new paradigm for learning innovation in the 21st century. Retrieved 20 november 2012, from Centre for Strategic Education http://www. innovationunit. org/sites/default/files/Only%20connect%20-%20a%20new%20paradigm%20for%20learning%20innovation%20in%20the%2021st
Towards a mapping framework of ICT-enabled innovation for learning. EUR 25445 EN. Luxembourg: Publications Office of the European union.
ICT-enabled innovation for learning in Europe and Asia: Exploring conditions for sustainability, scalability and impact at system level (pp. 52-62.
ICTENABLED innovation for learning in Europe and Asia: Exploring conditions for sustainability, scalability and impact at system level.
ICT-enabled innovation for learning in Europe and Asia: Exploring conditions for sustainability, scalability and impact at system level (pp. 21-35.
Educational innovations beyond technology-Nurturing leadership and establishing learning organizations. New york: Springer Marshall, M. N. 1996.
Knowledge construction with technology in Japanese classrooms (Coref. In P. Kampylis, N. Law & Y. Punie (Eds.
ICT-enabled innovation for learning in Europe and Asia: Exploring conditions for sustainability, scalability and impact at system level (pp. 78-90.
Creating Effective Teaching and Learning Environments. First Results from TALIS. Retrieved 10 november 2013, from OECD Publishing, http://www. oecd. org/dataoecd/17/51/43023606. pdf OECD. 2013.
Innovative Learning Environments, Educational research and Innovation. Retrieved 10 november 2013, from OECD Publishing, http://dx. doi. org/10.1787/9789264203488-en OECD. 2013.
What Students Know and Can Do retrieved (Volume I 15 november 2013, from OECD Publishing, http://www. oecd. org/pisa/keyfindings/pisa-2012-results-volume-I. pdf Redecker, C. 2013).
eassessment for 21st Century Learning and Skills. In A. Ravenscroft, S. Lindstaedt, C. D. Kloos & D. Hernández-Leo (Eds.
21st Century Learning for 21st Century Skills-Proceedings of the 7th European Conference of Technology Enhanced Learning, EC-TEL 2012, Saarbrücken, Germany, September 18-21,2012
European Schoolnet. 35 Annex 1 Online Questionnaire Developing and mainstreaming ICT-enabled learning innovations in Europe This survey is part of the study'Up-Scaling Creative Classrooms in Europe
-define what is meant by Creative Classrooms; -develop policy recommendations for mainstreaming systemic innovation in Education
teacher trainer researcher policy-maker (at EU, national, regional, local level) decision-maker (e g. school head, chief education officer, university dean, etc.
which address the technological, organisational and pedagogical aspects of innovation for learning. Please read them carefully
and learning practices (enabled by ICT) to become mainstream by: 1 2 3 4 5 6 7 Bridging the gap,
and how this is done in practice and what is envisioned in the study programme. Promoting curriculum development that leaves room for teachers to work in small autonomous and interdisciplinary teams,
and updating the content and process of learning. Promoting through the curricula innovative pedagogical practices made possible by the use of ICT,
Promoting the incorporation into formal curricula of effective practices from informal learning (e g. learning by trial and error.
Encouraging the regular update of learning content and curricula based on research findings. 37 5a. If you have additional policy recommendations regarding content
and examination systems in order to allow innovative teaching and learning practices to flourish by: 1 2 3 4 5 6 7 Promoting a formative assessment paradigm where assessment is considered to be an integral part of the learning process.
Revising examination systems in order to include assessment of both factual knowledge and key competences. Promoting the use of ICT tools
Encouraging a shift of ownership of assessment from teachers to learners by giving them an active role in their own assessment (i e. self-assessment.*
and/or by students, which provide information to be used as feedback to enhance learning. Formative assessment is ongoing and repetitive (during the learning process)
and typically involves qualitative feedback (rather than scores). 6a. If you have additional policy recommendations concerning assessment,
please write them down. 7. The following recommendations refer to School Staff Professional Development. Please evaluate how relevant is each of the recommendations for further developing and mainstreaming ICT-ELI.
and orchestrating learning instead of transmitting knowledge. Enabling teachers to develop their ability to adopt and adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings and purposes.
Helping teachers to acquire much greater proficiency in data handling and methods such as learning analytics
which would allow them to monitor and personalize learning processes. Supporting and motivating teachers to develop
and update their digital competence and ICT skills (e g. through in service training, peer-learning and informal and nonformal learning),
as lifelong learners themselves. Promoting a blended approach to continuous professional learning and 38 1 2 3 4 5 6 7 development that combines online professional networks and self-organized
face-toface collaboration. Motivating and supporting teachers to make their innovative (pedagogical) practices more explicit and visible to peers and other stakeholders, such as parents, community and businesses. 7a.
If you have additional policy recommendations concerning School Staff Professional Development please write them down. 8. The following recommendations refer to research.
Encouraging research on the implementation process of ICT-ELI, focusing on the possible learning gains.
Supporting the application of various research methods (e g. teacher-led research, control groups, experimental research, longitudinal studies, social networks analysis, learning analytics, big data research, etc.
Supporting research on the perspectives of various actors and stakeholders such as policy-makers, school leaders, teachers, learners, parents, IT providers, educational content providers etc.
and open and participatory leadership allow the progressive take up of innovation for learning by: 1 2 3 4 5 6 7 Revising performance appraisal strategies for teachers and schools to allow more innovative teaching and learning to flourish.
Developing a well-articulated innovation agenda which has both long-term vision (ensuring policy support) and achievable short term goals for the progressive take up of innovation.
Supporting research-based changes in organisational structures and routines, such as timetables and learner grouping, in order to meet local needs (self-organisation-grass roots innovation).
and learners and values like equity and inclusion are taken into account. Encouraging the development of a'culture of innovation'at system level,
communication and feedback mechanisms (e g. platforms for collecting big and/or rich data and learning analytics) right from the start of different pilots or initiatives.
Encouraging learning organisations to build on their strengths, available resources and readiness to implement innovation for learning,
following a step-by-step approach that could lead to a sustainable momentum towards a radical (or even disruptive) end.
and learners to connect with people and ideas in order to open up and broaden the learning experience by:
1 2 3 4 5 6 7 Encouraging the development of small networks of schools (i e. up to 10 schools) for connecting knowledge, innovative practices and people
Encouraging and supporting the development of small teacher networks (up to 10 participants at local level and/or beyond) for learning from each other in a more flexible and personalized way.
Supporting the development of bigger teacher professional networks (networks of networks) that offer a wider range of opportunities for peer learning and collaboration than the smaller networks.
Investing in structures, such as national and/or transnational inter-linked portals, to aggregate learning opportunities on a large scale (e g. learning resources for School Staff Professional Development) and exchange knowledge
and'success stories'of innovation for learning. 10a. If you have additional policy recommendations concerning connectedness,
Policy-and decision-makers should take advantage of the full potential of infrastructure for enabling innovative teaching and learning practices by:
) to support effective implementation and evolution of innovation for learning. Ensuring that all learners have equal and ubiquitous ICT access, in and out of school.
Supporting public-public and/or public-private partnerships between learning organisations, research centres, IT developers etc. to support R&d of technological innovations that fit the local needs and context.
Re) designing and/or (re) arranging physical space/infrastructure to allow for innovative teaching and learning practices, based on research findings on the 41 1 2 3 4 5 6
7 impact of factors such as ventilation, lighting, and noise on learning outcomes. 11a. If you have additional policy recommendations concerning infrastructure,
please write them down. 12. If you have additional comments and suggestions regarding developing and mainstreaming ICT-ELI in Europe,
please enter your email address (e g. john@email. com). 42 Annex 2 Workshop participants Participants in the expert workshop'Scaling up ICT-enabled innovation for learning:
Hanyang Cyber University, South korea Kampei Hayashi Japan Society for the Promotion of Science Panagiotis Kampylis JRC-IPTS Paul Kelley Science+Technology in Learning, United kingdom
up ICT-enabled innovation for learning: Asia Europe expert seminar'held in Hong kong SAR on 22-23 january 2013.
and how this is done in practice and what is envisioned in the study programme. 0. 7 3. 4 2. 0 11.4 22.1 26.8 33.6 60.4 Encouraging the regular update of learning
and process of learning. 2. 7 4. 7 4. 7 12.1 18.1 26.8 30.9 57.7 Promoting the involvement of education stakeholders (e g. teachers, parents, researchers etc.)
learning (e g. learning by trial and error). 2. 0 2. 7 4. 7 13.4 24.2 26 26.8 26.2 53.0 1-not relevant at all;
Assessment policy recommendations-frequency distribution(%)1 2 3 4 5 6 7 Cumulative (6 and 7) Encouraging a shift of ownership of assessment from teachers to learners
the learning process. 2. 1 2. 1 5. 6 9. 2 13.4 30.3 37.3 67.6 Promoting the use of ICT tools
and orchestrating learning instead of transmitting knowledge. 3. 0. 7 4. 5 10.4 28.4 53.0 81.3 Supporting
and ICT skills (e g. through in service training, peer-learning and informal and non-formal learning), as lifelong learners themselves..
7 1. 5. 7 5. 1 11.8 23.5 56.6 80.1 Enabling teachers to develop their ability to adopt
and adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings and purposes. 2. 2 1. 5 5. 2 11.1 33.3 46.7 80.0 Recognizing the role of teachers as agents of change (rather than objects of change)
7 2. 2 3. 0 8. 1 14.8 31.1 40.0 71.1 Promoting a blended approach to continuous professional learning and development that combines online professional
7 2. 2 4. 4 8. 1 14.7 27.2 42.6 69.9 Helping teachers to acquire much greater proficiency in data handling and methods such as learning analytics,
and personalize learning processes. 1. 5 3. 0 5. 2 11.9 29.6 25.9 23.0 48.9 1-not relevant at all;
, focusing on the possible learning gains..8. 8 3. 1 7. 6 15.3 31.3 41.2 72.5 Supporting the application of various research methods (e g. teacher-led research, control groups
, experimental research, longitudinal studies, social networks analysis, learning analytics, big data research, etc. to the study of complex'ecosystems'of ICTELI..
, learners, parents, IT providers, educational content providers etc. 1. 5 2. 3 6. 1 9. 9 22.1 35.1 22.9 58.0 Encouraging the dissemination of findings from a variety of research
and learners and values like equity and inclusion are taken into account. 1. 6 4. 9 3. 3 7. 4 19.7 32.0 31.1 63.1 Encouraging learning
available resources and readiness to implement innovation for learning, following a stepby-step approach that could lead to a sustainable momentum towards a radical (or even disruptive) end..
1. 7. 8 3. 3 15.8 19.2 42.5 16.7 59.2 Revising performance appraisal strategies for teachers and schools to allow more innovative teaching and learning to flourish..
data and learning analytics) right from the start of different pilots or initiatives..8 1. 7 6. 6 16.5 17.4 26.4 30.6 57.0 Encouraging collaboration and communication channels between supranational agencies (i e.
such as timetables and learner grouping, in order to meet local needs (selforganisation-grass roots innovation)..8 1. 7 5. 0 14.9 25.6 28.1 24.0 52.1 Following the Open Method of Coordination*for identifying common challenges and opportunities,
and supporting the development of small teacher networks (up to 10 participants at local level and/or beyond) for learning from each other in a more flexible and personalized way..
learning opportunities on a large scale (e g. learning resources for teachers professional development) and exchange knowledge. 2. 5 3. 3 6. 7 5. 8 17.5 31.7
range of opportunities for peer learning and collaboration than the smaller networks. 2. 5 4. 2 4. 2 11.7 20.0 27.5 30.0 57.5 1-not relevant at all;
, broadband, cloud computing) of appropriate performance and interoperability (any device, anywhere, any system, any time) to support effective implementation and evolution of innovation for learning..
8 1. 7 2. 5 10.0 14.2 23.3 47.5 70.8 Ensuring that all learners have equal and ubiquitous ICT access, in and out of school. 2. 5 1
. 7 1. 7 6. 7 7. 5 33.3 46.7 80.0 Supporting public-public and/or public-private partnerships between learning organisations, research centres
8 1. 7 3. 3 8. 3 20.0 34.2 31.7 65.8 (Re) designing and/or (re) arranging physical space/infrastructure to allow for innovative teaching and learning
and noise on learning..8 4. 2 2. 5 5. 8 17.5 30.8 38.3 69.2 1-not relevant at all;
and how this is done in practice and what is envisioned in the study programme. 5. 59 (1. 5) 68 5. 78 (1. 1) 32 5. 93 (1. 02) 28 5. 33 (1. 49
the content and process of learning. 5. 62 (1. 65) 68 5. 41 (1. 39) 32 5. 54 (1. 29) 28 4. 67
. 75) 20 Promoting the incorporation into formal curricula of effective practices from informal learning (e g. learning by trial and error).
Encouraging the regular update of learning content and curricula based on research findings. 5. 72 (1. 38) 68 5. 75 (1. 22) 32 5
)( sd) Promoting a formative assessment paradigm where assessment is considered to be an integral part of the learning process. 5. 68 (1. 45) 66 6. 07 (1. 19) 29 5. 81
Encouraging a shift of ownership of assessment from teachers to learners by giving them an active role in their own assessment (i e. self-assessment.
and orchestrating learning instead of transmitting knowledge. 6. 25 (1. 24) 60 6. 24 (0. 99) 29 5. 77 (1. 31) 26 6. 53
adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings and purposes. 6. 02 (1. 22) 61 6. 41 (0. 82) 29 6. 04 (1. 22) 26 6. 11 (1. 1) 19
Helping teachers to acquire much greater proficiency in data handling and methods such as learning analytics,
and personalize learning processes. 5. 47 (1. 47) 62 5. 14 (1. 22) 29 5. 38 (1. 33) 26 5. 22 (1. 44) 18 Supporting
peer-learning and informal and nonformal learning) their digital competence and ICT skills, as lifelong learners themselves. 6. 27 (1. 2) 62 6. 34 (0. 9) 29 5. 96 (1. 11) 26 6. 26 (1
. 41) 19 Promoting a blended approach to continuous professional learning and development that combines online professional networks and self-organized face-to-face collaboration. 5. 9 (1. 35) 62 5. 93 (1. 13) 29 5
. 62 (1. 53) 26 5. 95 (1. 47) 19 Motivating and supporting teachers to make their innovative (pedagogical) practices more explicit and visible to peers and other stakeholders,
and orchestrating learning instead of transmitting knowledge. 6. 25 60 6. 24 29 5. 77 26 6. 53 19 (1. 24)( 0. 99)( 1
adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings and purposes. 6. 02 61 6. 41 29 6. 04 26 6. 11 19 (1. 22)( 0. 82)( 1. 22)( 1. 1
) Helping teachers to acquire much greater proficiency in data handling and methods such as learning analytics,
and personalize learning processes. 5. 47 62 5. 14 29 5. 38 26 5. 22 18 (1. 47)( 1. 22)( 1. 33)( 1. 44) Supporting
peer-learning and informal and nonformal learning) their digital competence and ICT skills, as lifelong learners themselves. 6. 27 62 6. 34 29 5. 96 26 6. 26 19 (1. 2)( 0. 9)( 1. 11
)( 1. 41) Promoting a blended approach to continuous professional learning and development that combines online professional networks and self-organized face-to-face collaboration. 5. 9 62 5. 93 29 5. 62 26 5. 95
19 (1. 35)( 1. 13)( 1. 53)( 1. 47) Motivating and supporting teachers to make their innovative (pedagogical) practices more explicit and visible to peers and other stakeholders,
and learning to flourish. 5. 66 53 5. 67 27 5. 4 25 5. 47 17 (1. 45)( 1. 14)( 1. 5)( 1
and learner grouping, in order to meet local needs (self-organisation-grass roots innovation). 5. 5 52 5. 59 27 5. 16 25 5. 35 17 (1. 45)( 1. 01)( 1. 31)( 1. 27
and learners and values like equity and inclusion are taken into account. 5. 89 53 5. 48 27 5. 04 25 5. 65 17 (1. 5)( 1. 42)( 1. 34)( 1
communication and feedback mechanisms (e g. platforms for collecting big and/or rich data and learning analytics) right from the start of different pilots or initiatives. 5. 55 53 5. 59
)( 1. 33) Encouraging learning organisations to build on their strengths, available resources and readiness to implement innovation for learning,
following a step-by-step approach that could lead to a sustainable momentum towards a radical (or even disruptive) end. 5. 55 53 5. 52 27 5. 28 25 6. 06 17 (1. 44)( 1. 12)( 1
networks (up to 10 participants at local level and/or beyond) for learning from each other in a more flexible and personalized way. 5. 94 (1. 31) 53 5. 38 (1. 47) 26
networks (networks of networks) that offer a wider range of opportunities for peer learning and collaboration than the smaller networks. 5. 47 (1. 72) 53 5. 31 (1
-linked portals, to aggregate learning opportunities on a large scale (e g.,, learning resources for teachers professional development) and exchange knowledge. 5. 66 (1. 59) 53 5. 65 (1. 57) 26 5. 58 (1. 14
, broadband, cloud computing) of appropriate performance and interoperability (any device, anywhere, any system, any time) to support effective implementation and evolution of innovation for learning. 5. 98 (1. 38) 53 5
. 77 (1. 31) 26 6. 08 (0. 97) 24 5. 94 (1. 6) 17 Ensuring that all learners have equal and ubiquitous ICT access
7) 17 Supporting public-public and/or public-private partnerships between learning organisations, research centres, IT developers etc.
2) 17 (Re) designing and/or (re) arranging physical space/infrastructure to allow for innovative teaching and learning practices, based on research findings on the impact of factors such as ventilation, lighting,
and noise on learning 5. 75 (1. 48) 53 5. 81 (1. 3) 26 5. 83 (1. 24) 24 5. 94 (1
10.2788/52088 Abstract Technologies for learning are considered as key enablers of educational innovation. However, their full potential is not being realised in formal education settings
systemic impact and mainstreaming of ICT-enabled learning innovations (ICT-ELI) in Europe. This report presents 60 recommendations for immediate strategies and actions to be undertaken by policy-makers at local, regional, national,
The recommendations were developed in the context of the'Up scaling Creative Classrooms in Europe'(SCALE CCR) project
Overtext Web Module V3.0 Alpha
Copyright Semantic-Knowledge, 1994-2011