Ehud Kokia is the Director General of Maccabi Healthcare Services and Professor at the School of Public health Sackler Medical Faculty, Tel aviv University.
'17 In order to put up with the initial difficulties of learning new skills and making the necessary changes in clinical workflow,
20 4. 1. 4 Learning from Lead Markets...20 4. 2 Leveraging Cost Advantages...20 4. 2. 1 Cheaper Costs for (Skilled) Labour...
However, experienced skilled labour was generally difficult to find. 71%71%21%36%14%7%29%14%0%20%40%60%80%Diploma-holders Engineers
Local adaptation Learning from lead markets Access to know-how Cost reduction Regulatory Env. at home Not important very important Figure 11:
2004) b) Lack of student interest in engineering and natural sciences (see IWD (2007)) In Germany alone firms are facing a severe crunch of skilled labour,
Germany's Federal Ministry of Education and Research (BMBF) in its latest report on the country's technological performance expects a shortfall of 335,000 university graduates,
is coupled with another challenge, namely the decline in the number of science and technology (S&t) students,
. While countries such as China and India are producing a large number of S&t graduates. In China, 61%of undergraduates are studying for a science or engineering degree.
are able to produce world-class graduates. In fact, 3 of the top-5 Asian schools for S&t are located in India (EIU, 2004.
With 14 million young university graduates (with seven years or less of work experience) India's talent pool is estimated to be the largest worldwide, overlapping Chinese talent pool by 50%and that of the USA by 100
Another study by KPMG (2007) also confirmed this finding. 4. 1. 4 Learning from Lead Markets Unsaturated,
and learning curve effects), they should reconsider the market entry. Domestic Outsourcing (Third-party provider) Internal Outsourcing (Independent R&d division) Offshore Outsourcing (Third-party provider) Captive Offshoring (International subsidiary) Domestic International Location
Staff 14,942 Students 8, 438 7 Adlershof in Figures Science and Technology Park 11 non-university scientific institutes (1, 760 employees) 6
8, 034 students) 445 technology oriented companies (5, 286 employees) Media City 146 companies (1, 763 employees) Industrial Estate 363
/BSRP Transport Cluster Table of contents Introduction Funding sources EU instruments TEN-T grants Marco polo grants Motorways of the Sea Modal shift Common learning
Common learning This category is aimed for projects that try to offer an alternative commercial service for road transportation.
In other words The Ministry has created a playground for those who are willing to generate solutions that promote the efficient and smooth traffic.
European Journal of Interdisciplinary studies 45best Practices in Universities'Regional Engagement. Towards Smart Specialisation Cristina SERBANICA Constantin Brâncoveanu University of Pitesti, Romania cpantelica@yahoo. co. uk Abstract The aim of this paper is to highlight universities'contribution to the success of innovation
as centres of knowledge, expertise and learning, universities are expected to drive economic development in the territories where they are located:
and student living expenditure in the region and universities'economic activity induced by additional expenditure in the regional supply chain.
-and its knowledge exploitation subsystem-the regional industrial structure and its clusters in particular,-are engaged systematically in interactive learning through knowledge networks (Cooke 2001.
European Journal of Interdisciplinary studies 47 2. Research Method This study is aimed at highlighting universities'contribution to the success of regional innovation systems in Europe's most innovative regions,
it won't be subjected to analysis. European Journal of Interdisciplinary studies 49 3. Research Results Denmark is represented in the fourth group by its capital region-DK1 Hovedstaden,
such as Vienna Research Groups for Young Investigators addressing universities and research institutions that want to attract European Journal of Interdisciplinary studies 51 excellent young researchers to Vienna for founding their own
PDF European Journal of Interdisciplinary studies 53 European commission (2011: Connecting Universities to Regional Growth: A Practical Guide.
low NO05 Norway Vestlandet Follower low NO06 Norway Trondelag Follower medium PT16 Portugal Centro (PT) Follower low European Journal of Interdisciplinary studies
A New Perspective on Learning and Innovation. Administrative Science Quarterly, 35 (1), 128-152. Criscuolo C. Squicciarini Mariagrazia, Lehtoranta Olavi (2010), R&d, innovation and productivity, and the CIS:
Love J.,Stephen Roper (2013), SMES Innovation, Exporting and Growth, ERC White paper N 5. Macpherson A.,Robin Holt (2007), Knowledge, learning and small
and value chain learning economy, industrial based innovation Central Hungary A globally competing region tackling all?
Digital infrastructure a horizontal area Digital competencies (e-literacy+e-inclusion) Digital economy (innovative developments, e-governance, digitalisation of contents, e-services, RDI
and section five reflects on the process of institutional learning that fostered the changes followed by the program from its first call until now.
while the research group made contacts with members of the international medical community for evaluation and accreditation,
they were induced by changes in the national context as well as by considerations stemming from the learning process associated with the concrete practice of the calls.
From the Academic Unit perspective, it constituted a very valuable analytical tool for further reflection and learning.
Judith Sutz is a professor at CSIC Academic Unit. Her area of research is science
and literacy so all three appeared together for the first time enabling a fervent of ideas and popular movements competing for social, economic, religious and political attention.
and increasing literacy (in most villages at least one person for the first time was available who could read and write.)(
and social care Education Widening access to education Personalised education and new learning environments and knowledge commons A multi-partner approach to education 6 http://ec. europa
& informal)( numbers of people & duration e g. lifelong learning) 2. Increase in accessible educational content and tools 3. Increase in educational personalisation 4. Improved qualification and validation
(individual and collective) New/unused assets and resources Evaluation, assessment and monitoring Awareness, learning and understanding Experimentation 4. Collaboration Cooperation Involvement Consultation Engagement Participation
Copenhagen School of Entrepreneurship (DK) Flexible workspaces for students with no job providing start-up experience to avoid long-term problems Place making Focus area Case Social needs addressed
and thus wasted, assets by low-income households, builds community & activism, improves environment Creating new shared assets Repair Café Movement (NL) Learning repair skills with volunteers
Personalised education & new learning environments Quest to Learn (USA) Engaging children in education by using the seven principles of gaming.
so as to meet each student's specific needs and abilities, as well as preferred ways of learning. Professor Why (PL) Dissatisfaction with the current form of chemistry education, lack of real experiments in schools (greatly impoverishes the study of chemistry),
and need to show mostly teenagers the effects of chemical experiments Multi-partner approach to education MONDEY (Mile-stones of Normal Development in Early Years)( DE) Improve early fostering & diagnosis
of 0-3 year old childrens'retarded development by supporting parents, pedagogical staff & scientists with monitoring & documentation of everyday situations 17 Employment Context This section very briefly summarises the main findings arising from the desk research carried out across Europe in relation to strategic issues, trends and challenges
European learning networks, such as gender mainstreaming, age management, inclusive entrepreneurship, migrant and ethnic minorities, reintegration of ex-offenders, social economy, asylum seekers
for example, project, flexible and homework, often using ICT, as well as more redundancies in this sector. 10 In some countries,
Copenhagen School of Entrepreneurship (DK) 22 Flexible workspaces for students with no job providing start-up experience to avoid long-term problems-ICT for student start-ups in lab incubator environment as part of
though this is less critical in the Soe case aimed at graduate students. The Mission Leben case exemplifies using ICT to adapt
In some contrast, the student start-ups at the CSE deploy a great number of different ICT tools
There is an online screening tool for new student start-ups capturing ideas, strategies, key features, partners, markets, funding, etc.
The most important internal tool is Podio as a platform for teamwork on the students'start-up projects,
dependent on the ambition of the student start-up. The student start-ups are also members of both online and offline start-up communities, with strong mutual reinforcement between the two,
and significant building of social capital (mainly bonding, but also some bridging types), including an alumni community providing an on-and offline knowledge base for new start-ups.
focuses on developing the full range of unemployed students'entrepreneurship skills, as well as links into the wider higher education, innovation and specialist knowledge of the Copenhagen Business school. 2. Improved employment supports, e g. training, tools, facilities, etc.
just over 100 start-ups create their own new businesses and jobs for unemployed students, with an average of 4 people each including interns,
In the CSE case, the main barrier is lack of physical space given its popularity driven by its success in assisting unemployed students create jobs.
There is also increasing demand from unemployed students which is driving the success of the case.
In the CSE incubator hub case for unemployed students, ICT is vital and so well integrated into all activities that the service
and 20%have taken extended courses for accreditation. The case has helped also increase from 21%to 66%of school pupils achieving good secondary school results, assist more than 6, 200 residents into employment, 180 of
whom have started their own business, and has seen the percentage of residents claiming benefits reduce from 40%to under 33%.
and relates mainly to technical problems due to lack of ICT literacy. Indeed, when new members join the local currency scheme,
spreading to other countries Creating new shared assets Repair Café Movement (NL) 61 Learning repair skills with volunteers in local centres promoting self-& collective repair,
and valuable practical knowledge is getting passed on as an ongoing learning process. People without anything to repair can also enjoy a cup of tea
relates to technical problems due to lack of ICT literacy. More intractable barriers include that fact that much of the policy,
Another barrier is lack of computer skills and Internet literacy which can preclude people from participating on the online platform.
Some of this is tackled by informal training of visitors, learning new skills on their own repairs, who can then pass them on to others.
Another barrier for the Repair Cafés case is lack of computer skills and Internet literacy
standard ICT is an essential component for community building, learning and scaling, in a mutually supportive relationship with the physical meeting places where repairs are carried Out in the Opencorporate's case,
and resources to solve problems and devise new ideas and products, students in schools meet in structured classrooms at specified times;
while students listen; students work individually and reproduce this knowledge on assessments; and their use of ICT is limited.
This pattern is global. 107 www. edudemic. com/best-infographics 109 The shift from a paradigm that is based on mass production
how students are tested, and how schools are structured. The challenges that indicate that fundamental change is needed include the following:
Low levels of attainment e g. many students in the UK leave schools with less than 5 A c (the national target;
there is a high percentage of pupils in Denmark that do not finish school Dispirited and demoralised work force Students coming out of school
and university not ready for work/higher/further education Mismatch of skills especially digital literacy Need for lifelong learning,
continuous up-or other-skilling. With ICT having provided access to a world of infinite information,
The reports identify examples of these schools and classrooms, although they are surprisingly rare, even in developed countries.
This is where there are some examples of social innovation that are beginning to support the ICT-led transformation of learning.
Trends point toward the breakthrough of student-led learning, where knowledge isn't a commodity that's delivered from teacher to student
but something that emerges from the students'own curiosity-fueled exploration (Davis 2013). Another important trend has been the democratisation of education,
which has been triggered by issues relating to poverty, uneven access to education and the rising costs of education.
With ICT diminishing geographical distances and enabling people from all over the world access to top education through courses offered on web-based teaching platforms and by the world's leading professors,
and educational techniques and methods that enable a new style of learning which encourages the absorption of skills that are more in line with the inquiries of today's employers.
many countries face significant challenges in transforming the promises of technology into tangible benefits for learning.
Although there is no consensus as yet regarding the actual benefits of technology in ensuring quality learning,
and can lead to an improved and more engaging learning experience. These effects are limited not to the classroom, for example,
the 108 www. edtechspot. com/this is-how-learning-will-look like-in-the-future-educational-technology
-and-mobile-learning 111 transformation of distance education into e-learning and blended learning offers new options for delivery and new opportunities for in service teacher training and support.
The ability of students to utilise ICT has become a new requirement for effective education systems.
and learning is assessed. The most visible phenomenon are Massive open online courses (MOOCS), which described in more detail in the following.
qualifications & accreditation of formal and informal education for instances through badges. Greater awareness and presence of badging through social networks is required still,
but the core technology of a‘badge backpack'has already been refined. b) Learning analytics-Learning analytics involve the collection,
analysis and reporting of large datasets relating to learners and their contexts. Current developments are focused on three areas:
understanding the scope and uses of learning analytics; integrating analytics into existing courses; and expansion of learning analytics to new areas, particularly MOOCS.
A central challenge is to develop analytics that are driven by key questions, rather than just querying data collected from online systems.
The relation of learning design to learning analytics is also being considered, so that new teaching methods and curricula are informed by analysis of previous experience.
Methods of learning analytics not only examine past interactions but also support future outcomes for students and educators.
and querying large data sets. c) Crowd learning-Crowd learning describes the process of learning from the expertise and opinions of others,
Such learning is often informal and spontaneous, and may not be recognised by the participants as a learning activity.
In this model virtually anybody can be a teacher or source of knowledge, learning occurs flexibly
and sporadically, can be driven by chance or specific goals, and always has direct contextual relevance to the learner.
It places responsibility on individual learners to find a path through sources of knowledge and to manage the objectives of their learning.
Crowd learning encourages people to be active in setting personal objectives, seeking resources and recording achievements.
It can also develop the skills needed for lifelong learning, such as selfmotivation and reflection on performance.
The challenge is to provide learners with ways to manage their learning and offer valuable contributions to others. d) Citizen inquiry-Citizen inquiry refers to mass participation of members of the public in structured investigations.
It fuses the creative knowledge building of inquiry learning with the mass collaborative participation exemplified by citizen science,
changing the consumer relationship that most people have with research to one of active engagement.
When implemented as‘edutainment'or‘gamification'of learning teaching practices can gain superficial elements of entertainment and reward.
This may encourage learners to continue, however misses the power of digital games for engagement, reflection and self-regulation.
New approaches of‘intrinsic integration'are linking the motivational elements of games with specific learning activities and outcomes,
goals and practices in games also help build affinity groups gathering learners into productive and self-organising communities. f) Tangible Computing
tangible computing includes embedding computation to the physical via intelligent objects, the internet of things and connectivity with a profound impact on learning mechanisms.
This infographic is the result of a collaboration between the design for learning experts TFE Research and emerging technology strategist Michell Zappa.
and Communication Technology (ICT) can contribute to universal access to education, equity in education, the delivery of quality learning and teaching, teachers'professional development and more efficient education management, governance and administration.
The impact of ICTS are revolutionary in formal education as well as in lifelong learning, and informal education as they enable sharing of resources,
Increase in education and personal skills (formal and informal)( numbers of people and duration e g. lifelong learning) Increase in accessible educational content and tools. 2. Personalised education and new
learning environments ICT presents an entirely new learning environment for students, thus requiring a different skill set to be successful.
and evaluation skills are growing in importance as students have increasing volumes of information from a variety of sources to sort through.
thus fostering the authenticity of learning environments. ICT may also make complex processes easier to understand through simulations that,
again, contribute to authentic learning environments. Thus, ICT may function as a facilitator of active learning and higher-order thinking (Alexander, 1999;
Jonassen, 1999. The use of ICT may foster cooperative learning and reflection about the content (Susman, 1998.
Furthermore, ICT may serve as a tool to curriculum differentiation, providing opportunities for adapting the learning content
and tasks to the needs and capabilities of each individual pupil and by providing tailored feedback (Mooij, 1999;
Smeets & Mooij, 2001. Social innovation here for instance brings additional content into the classroom such as in the Professor Why example.
In a Personalised Learning Environment, learning starts with the learner. According to the National Educational Technology Plan developed by the US Department of education,
personalised learning is defined as adjusting the pace (individualisation), adjusting the approach (differentiation), and connecting to the learner's interests and experiences.
Personalisation is broader than just individualisation or differentiation in that it affords the learner a degree of choice about
what is learned, when it is learned and how it is learned. 110 Within the context of this chapter personalisation includes individualisayion,
which means the support of pupils with special needs be it through talent, cultural background or pysical ability.
Social innovation emerges in both categories as a provider of new solutions. For instance School of One is enabled an ICT math program
so as to meet each student's specific needs and abilities, as well as preferred ways of learning. In this context there is one social innovation outcome examined for this focus area:
Increase in educational personalisation. 3. A multi-partner approach to education A new type of education partnership has emerged in the past decade, with the emphasis on joint strategic planning, coordination of implementation processes
ATC21S ATC21S is a multi-stakeholder partnership to define learning progressions for 21stcentury skills, create innovative assessment methodologies,
parents and learners to work towards and attain a shared goal. 111 There are plenty of examples of such partnerships.
Personalised education & new learning environments Quest to Learn (USA) 112 Engaging children in education by using the seven principles of gaming.
so as to meet each student's specific needs and abilities, as well as preferred ways of learning. -Currently around 600 middle school students were involved with the math project.
-Project budget was estimated at around $1 million at its launch in 2009. -Initiated in New york city (Middle schools in The bronx, Brooklyn and Manhatten),
now present in middle schools all over the country-The costs are borne today primarily by the individual schools.
Professor Why (PL) 114 Dissatisfaction with the current form of chemistry education, lack of real experiments in schools (greatly impoverishes the study of chemistry),
and need to show mostly teenagers the effects of chemical experiments-Professor-Why combines computer generated images with real images
-The business model is to sell the license to Professor Why not only to schools but to every child which is interested in chemistry.
or use the interactive online database. 112 www. q2l. org 113 http://izonenyc. org/in New york 114 www. professor-why. pl 117 Focus area
The different examples from MOOCS to the virtual chemistry lab Professor Why were set up in order to provide personalised and effective teaching.
The idea is that learning can happen faster and better if teaching is customised to the specific strengths and needs of each student;
matched to his or her interests as well as preferred way of learning and that technology enables learning anywhere and anytime.
Focus areas The sample of six cases comprises one widening access to education cases, three Personalised education & new learning environments cases (with quest to learn featuring in the first and second category),
and two multi-partner approach to education cases. Funding and actors Most of these actor are multi-partner initiatives with different sources of funding.
and Professor Why is a private sector initiative. School of One enjoyed organic growth it was set up a summer school project,
Scale and scope The scale of the examined cases is very different for instance there is a significant difference between MOOCS and Professor Why.
as a tool to support teaching and learning. It is a school that uses the underlying principles of gaming to create immersive
and game-like experiences in a range of methods and for a range of learning outcomes and therefore opens up new possibilities of learning,
), for matching assets (students or learners and teachers) and for action on problems (new, innovative products for issues such as low engagement in education or gaps in education due to mobility, illness etc.
in order to create and underpin online communities where students can discuss topics related to courses as well as provide help to each other.
as the validation of the work of the students is sometimes based on peer assessments by fellow course participants.
discuss and assess the crucial points of learning. Quest to learn is a school environment, meaning children are brought together, in a physical (and, in the case of Q2l,
digital) space forming, in effect, a community of practice (Cop). The teachers and game developers at Quest to Learn work both with
and without students to develop new ways for students to learn about everything from history to maths and English language to biology,
and gaming pedagogy to develop new tools for learning, and with students on the school curriculum in line with the Common Core standards.
While the Quest to Learn partnership isn't an organised online network it is a group of professionals working together to look at using ICT to take an action on a problem.
In this case, the action is developing new and innovative gaming-related curricula to engage young people in learning in response to the problem of low engagement by many children with more traditional forms of education.
Personalised education & new learning environments ICT used Personalisation and the development of new learning environments be it for virtual chemistry experiments
In all cases standard technologies are used alongside traditional and physical inter action to personalise the education experience for student teacher and in some cases also parent or researcher (to gather new insight into learning in the 21. century.
It does make use of already existing digital tools to supplement learning and teaching, such as the Google suite, Algodoo116, Brainpop117 and Dragon Box118.
In the area of new learning environments, most cases display highly innovative technological state of the-art-the art solutions going beyond content creation to experience creation to create new ways of learning or to at least experiment with new ways
of learning. For example SMALLAB (Situated Multimedia Art Learning Lab) aims to bring learning to life by using motion-capture 116 http://www. algodoo. com/117 http://www. brainpop
. com/118 http://www. dragonboxapp. com/119 cameras, projectors and wireless controllers to engage children in immersive physical mixed-reality game-based scenarios.
In fact all cases support knowledge communities for the students, teachers and sometimes parents or other pedagogical staff and to varying degree technical designers (for instance game designers in the Quest to learn example.
and are supported by the relevant technologies to enable a seamless experience from the users'perspective be it the student or teacher.
For example in School of One the student logs on and reviews his instructions for the day,
or he just as well might be scheduled to receive live instructions by a teacher along with 10 other students.
Students of approximately the same educational level are divided into a small number of teams. These teams then serve as home base despite the individual students tailored instructions.
This means that most of the group teaching takes place within the team, and in addition the teams compete with each other on a friendly basis based on academic results,
Here specific issues such as assessment and accreditation will matter for future network models. The potential is opening up best education
Widening access to education 1. Increase in education and personal skills (formal & informal)( numbers of people & duration e g. lifelong learning) MOOCS:
and on a par with other schools in the city serving students with similar characteristics MONDEY:
MOOCS provide significant learning options within a variety of topics, which potentially can tailor online education to the needs and interests of each participant.
However differentiation in learning possibilities and online pedagogy are still topics to be improved further on Coursera
The program focused on learning rather than teaching, and it makes the individual student the center of attention.
By use of information on the students'preferred teaching modalities, prior knowledge and learning pace, School of One helps the students fill gaps from previous years as well as practice exactly the skills they need.
Personalised education and new learning environments 3. Increase in educational personalisation MOOCS: One of the strengths of Coursera is that learning occurs at the time and location that best suits the participant.
Hence the temporal dimension of learning is very personalised. Furthermore, the still growing large amount of MOOCS provides significant learning options within a variety of topics,
which potentially can tailor online education to the needs and interests of each participant. However differentiation in learning possibilities and online pedagogy are still topics to be improved further on Coursera
if it is a goal to strengthen educational personalisation. 121 SCHOOL OF ONE: The School of One is enabled an ICT math program
which manages to mass-customise daily instructions of how and what math skills to practice
so as to meet each student's specific needs and abilities, as well as preferred ways of learning. Professor Why:
Each student or child can on her own without any teacher learn chemistry by playing a game.
It help to personalise the education, because each user is interested in a different form of learning,
and a different context. Quest to Learn: Currently, many outcomes at quest to learn are anecdotal and soft.
However, some impact of the tailored learning environment can be noted: improved engagement, increased attainment, higher than average school rating Multi-partner approach to education 4. Improved qualification
and validation system MOOCS-Coursera's way of organising its courses has changed the way students participate in education courses.
Before learning was fixed to a specific time and space but with Coursera participation is more flexible and tailored to the time schedule of the individual.
Furthermore, the detachment of education from time and space has moved discussion and collaboration from the traditional classroom to online forums and communities.
Finally the assessment of the students'work is sometimes based on peer review and hence Coursera is using the students as a resource to validate assignments blurring their role as simple students to a more instructor oriented role.
A role that different studies has shown to result in accurate feedback for the student as well as valuable learning for the grader (Coursera, 2014.
MONDEY-With MONDEY, knowledge about early childhood development is easily accessible and easy to apply as it is free of costs.
Education and personal skills of parents and professionals are improved by MONDEY. They learn about early childhood development
either by visiting the website, reading the book or using the short scales to monitor one child or several children.
the advanced learning takes a day or two. Also, in the future data generated by MONDEY allows for an evidence-based approach in the development of early childhood education.
MOOCS lifelong learning and improves learning possibilities for all those who are interested. In April 2014 7. 1 million users were registered at Coursera
Traditionally the need for higher education in society has been handled by higher education institutions such as universities offering courses in specific geographical locations with access only to a limited number of admitted students.
and democratising access to higher education as there is open access for students meaning that anyone everywhere in the world can participate in an online course for free.
They present a shift in the relationship between student and teacher, open new learning possibilities and shift the learning focus
and offer new forms of participation, collaboration and assessment in Higher education. At the same there are plenty of social innovation initiatives ranging in scale
negotiate and plan a new school focused on using the principles of gaming with the principles of pedagogy to improve learning.
Teachers, games designers and curriculum experts come together in Mission Lab to develop effective learning materials
and achieve purposeful integration of technology in the classroom. It also serves as a resource for students to observe
and participate in a live design process. In this sense it uses several collaborative social innovation processes
Personalised education & new learning environments As education becomes tailored to the individual student's needs,
his or her learning curve might rise considerably. Hereby gaps in the student's prior knowledge is filled to create a better foundation for future learning.
This implies that individual students do no longer depend on their classmates to move forward or practice some skills in greater detail.
This makes the learning environment more flexible and adaptive to the students'individual needs and pace in order to boost their learning experience.
The School of One initiative has the potential to develop individual capabilities and provide extra support in areas of greater difficulty.
the students are given effectively the help and challenges estimated to provide them with the opportunity to learn.
and constantly monitor the students'learning progression which creates a better awareness and understanding of what works,
how fast and effectively the students are learning as well as how the oral instructors collaborate and share knowledge with and through School of One.
unused capacity also plays a part as high school students which excel at math as well as university students passionate about teaching get a chance to be involved.
Their abilities are utilised as support for the online instructions and they might often move on to try out their teaching skills in small groups of students.
These possibilities are unique as most other teaching instructions takes place in a full classroom
which might be much more demanding for a teacher resident. Given the often smaller groups of students and need for one-to-one advice, the capacities of young teachers-to-be can be utilised
and hopefully become useful and 123 enjoyable for all. At a much smaller scale Professor Why supplies the same support for the subject of chemistry by offering the opportunity of virtual experiments to make chemistry more attractive and practical as a subject and less theoretical.
Multi-partner approach to education Individuals gain or train their skills and capabilities with regard to diagnosis of early childhood development by reading about and dealing with MONDEY.
and thus supporting life long learning, hard policy issues such as youth unemployment or regional skills shortages.
and not to official accreditation. The quest to learn example widens education in a different way by making subjects accessible with a different,
and often ICT-enabled model of learning. Q2l has, and continues to, come up against a number of barriers.
Members of the public often believe that students and teachers at Q2l are playing video games all day,
while many teachers think game-like learning is quantifying the classroom or layering history on a Jeopardy-style game.
it staff and students the process is important, rather than the product. It's about the process and not games.
Personalised education & new learning environments School of One exemplifies that it is possible to tailor education
and thereby overcome the growing difficulties of a united classroom given the extensive variety in math skills at school start.
and students enter school with completely different backgrounds or in contexts of high mobility and transition from one school to the other (the implication of the trend of increasingly mobile workforces).
but it has been recognised that it is impossible to deliver for a teacher addressing a full classroom.
processes of how to ideally involve all user groups such as students and teacher for the maximum outcome require a few rounds of students.
At the same time a school like this is under pressure to demonstrate significant success by producing students with significantly higher maths skills than ordinary schools.
Professor Why on the other hand does not represent an alternative school form and thus struggles to attract enough users to be a sustainable business model to achieve significant outcomes in terms of higher achievement of its students in chemistry.
It needs to be cheap, state-of the art user friendly and attractive to a demanding target audience,
and might be overtaken by new developments in the technology market. Multi-partner approach to education The main barrier for new partners to enter the formal institutional framework of the education sector is that the subject is highly vulnerable
not unknown to the sector of advanced learning and especially in early childhood fostering, is the reluctance of some professionals in day nurseries to learn about a new monitoring instrument.
and teach in new ways and therefore widen access to education for pupils who otherwise would have fallen behind in maths.
and enables the possibility of providing massive courses as there is unlimited space for students in an online class room.
Coursera is an online platform matching society's needs for education with the learning capabilities of the universities
and the teachers involved in the different courses can reach a large amount of different students with their courses in a cost effective way.
and mainstreaming in the organisation and conduct of all education including life long learning. The main policy implications demonstrated are the importance of affordable broadband,
access to a computer and Internet and digital literacy. Also, the rise of MOOCS potentially allow for a different value for money approach within public education systems,
and for new approaches to dissemination of content and management of quality of education. Further, quest to learn demonstrates the value of experimenting with ICT enabled education formats
Personalised education and new learning environments The role and use of ICT in social innovation 126 All examples reviewed for this chapter demonstrate elements of how ICTS enable personalisation of education.
a) social Innovation using ICT, as it is innovatively engaging children in new ways of learning through ICT.
The School of One platform effective matches assets and needs as students with individual strengths
difficulties and preferred learning methods are met with the ICT tools and instrumental expertise to provide them optimal opportunities to learn in each their best way.
Strategic and operational considerations related to ICT in social innovation Innovative learning isn't reliant on ICT
All examples demonstrate that they use ICT innovatively to support teaching and learning. Coursera (and MOOCS in general) promotes lifelong learning
and improves learning possibilities for all those who are interested. In April 2014 7. 1 million users were registered at Coursera
However Coursera is primarily targeting the educational needs for the higher educated as demographic data for Courserians shows that 75%have a Bachelor's degree or higher.
One of the strengths of Coursera is that learning occurs at the time and location that best suits the participant.
Hence the temporal dimension of learning is very personalised. Furthermore, the still growing large amount of MOOCS provides significant learning options within a variety of topics
which potentially can tailor online education to the needs and interests of each participant. A further success factor is that all these examples demonstrate the importance of experimentation.
Professor Why for instance is still a small scale initiative in the science yet it is a good example how public funds can help to create an innovative way of learning chemistry for children.
and the need for class rooms with more students as well as more inclusion is apparent. The individually tailored programs of the School of One initiate might make that transition easier.
i e. on how much students learn; not how much time they spend in the classroom. The School of One example suggests that there are alternative ways of good schooling
and that one size does not fit all';'as not all students will learn equally well by studying the same curriculum and receiving instructions by use of the same teaching modes.
Multi-partner approach to education The role and use of ICT in social innovation MONDEY is first and foremost a diagnostic tool.
Coursera, currently the biggest MOOC platform, was launched as a for-profit company in April 2012 by the two Stanford computer science professors Andrew Ng and Daphne Koller.
Four months later Coursera had hit 1 million enrolled students across 196 countries (Coursera, 2012.
games designers and curriculum experts work together to develop new learning tools centred on gaming and learning.
and an enabler in the five examples reviewed in this chapter across the categories of widening access to education, personalised education & new learning environments and a multi-partner approach to education.
Personalisation and the development of new learning environments-be it for virtual chemistry experiments 128 (Professor Why)
In all cases standard technologies are used alongside traditional and physical inter action to personalise the education experience for student teacher and in some cases also parent or researcher (to gather new insight into learning in the 21st century.
In the MOOCS case, communities of teachers and students alike are only virtual, whilst in most other examples ICT supports online as well as physical communities.
Crucially, MONEY provides insight for a community of policy makers trying to effect social change in Germany by providing insight & support in the early learning environment.
Network effects could potentially also have a role in personalised education & new learning environments
An interesting additional finding is the opportunity ICT provides to provide insight into learning mechanisms & evaluation possibilities in the education area.
For instance Quest for learning was developed by a partnership of state, market and civil actors. The innovation process was opened up,
negotiate and plan a new school focused on using the principles of gaming with the principles of pedagogy to improve learning.
We can then find different operational setups in the category of personalised education & new learning environments,
Professor Why however is an example of a private sector attempt to bring social innovation into the sciences in Poland.
Examples both in the widening access to education category as well as the personalised education & new learning environments show that ICT is enabling
Particularly the personalised education & new learning environment category examples demonstrate that inclusion policy for new education providers to provide specific modules for the education market might need to be considered.
access to a computer and Internet and digital literacy. MONDEY specifically also highlight the importance of requires a good framework for data security and data protection. 129 Concluding,
and questioning whether new ways of learning might show better results. 130 Table 6. 2:
cooperation-Building capacity and skills-Lack of sustainable business models & delivery model for online education-Lack of-Good ICT infrastructure-High level of digital literacy-Provides access to education anywhere
Internet and digital literacy Personalised education & new learning environment s Standard ICT solutions as well as bespoke technological solutions (for instance gaming)- Content creation-Issue identification-Matching
legal & administrative systems-Reluctance to integrate ICT-enabled educational approaches-New ICT enabled opportunities for instance through APPS/Mobile-Experimentation with new learning approaches using digital gaming-Can provide solutions for special
& good mix with physical activities-Strong belief and commitment from founders and from partner mix-Provide support in early learning environment-provide insight into learning mechanisms
Other (specify) Education 7. Increase in education & personal skills (formal & informal)( numbers of people & duration e g. lifelong learning) 8. Increase in educational personalization 9. Improved
Skills (individual & collective) Capabilities (individual & collective) Knowledge generation (individual & collective) New/unused assets and resources Evaluation, assessment and monitoring Awareness, learning and understanding
and the model for running nonprofit childrens'playgrounds across the USA by targeting community leaders and other local champions and opinion formers. vii) Small-world networks:
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