Although the link between learning, or knowledge transfer, and economic development is by no means a straightforward one,
Epistemic Communities, Situated Learning and Open source Software Development, Working Paper, Department of Manufacturing Engineering and Management, Technical University of Denmark.
Public and private learning in a changing society, Harmondsworth: Penguin. Steindl, J (990. From Stagnation in the 930s to Slow Growth in the 970s, in Political economy in the 20th century, Maxine Berg Ed.,London:
A Way of Knowing and Learning, London: Routledge. Watzlawick, P, Beavin, J H, and D Jackson (967).
2013) of social learning, where novel socio-technical configurations evolve. Furthermore, some novel configurations break through
but does not have any special accreditation such as an authorized economic operator status . WHAT THE TRADING ACROSS BORDERS INDICATORS MEASURE Documents required to export
31technological trends in Digital Social Innovation 35what are we learning about the impact of digital technologies on Social Innovation?
and from new models of learning, access to knowledge and education, to new ways of improving the quality of the environment,
It brings primary sources into every classroom and allows for more open and rapid communication between teachers and students.
For instance, The Open university, based in the United kingdom, and other models of distance learning have made education much more widely available.
These kinds of projects are able to combine open hardware technologies with new learning methods to experiment with new educational practices,
and integrated within the learning environment. 27 Table 4 Health, wellbeing and inclusion Sustainable socioeconomic models Energy
originally by students at the Interaction Design Institute Ivrea (IDII) in Italy. Social enterprises, charities and foundationssome of the most well-known DSI services have been developed
such as Apps For good whose goal is to help‘students use new technologies to design and make products that can make a difference to their world,
& constructing informal learning networks: Fab Academy Institute for network culture Code Dojos Hacking culture as sharing skills and knowledge Running research projects
What are we learning about the impact of digital technologies on Social Innovation? Analysing network data:
This process will create learning capabilities, and absorptive capacity, exploiting the creativity of Europe, building digital literacy, skills and inclusion.
A network between communities of users and DSI innovators is essential in order to both develop innovations and socialise them,
but also a kind of learning tool to understand what digital social innovation concretely means. Create better visualisation with the current relational data that can be exported (see here an example of the current visualisations) Better internal search system Addition of social network functionalities to the DSI mapping,
Work Package 6 Recommendations The objective of this work package is to compile the learning of the project by distilling a set of policy recommendations for Digital Social Innovation.
an Italian engineer and designer, started the Arduino project to enable students at the Interaction Design Institute Ivrea (IDII) build all kinds of electronic contraptions using an open-source hardware board.
This is an example of how student scientists are using Arduino-based hardware to replicate scientific equipment using more readily available components in developing countries.
and won the Soccer B category at the World series of the Robocup Junior (for high school students).
and students for various projects and to great effect. Yet other than Arduino's broad appeal, its success can be attributed to a number of factors:
Iterative Learning and Prototyping: Importantly, neither the Your Priorities nor the Better Reykjavik websites were Citizen Foundation team's first attempt at creating an‘electronic democratic'web platform.
presenting at conferences, to students and in city halls, bringing together city officials and the (coming) development community.
Since its launch it has gathered a group of students, researchers, professionals, and large-scale communities from Spain, Austria, Greece, UK, Germany and Belgium.
DESIS Labs are groups of professors, researchers and students who orient their design and research activities towards social innovation,
while also attempting to grow and expand potentially useful alliances with other potential partners. They can operate at the local scale with local partners and, in collaboration with other DESIS Labs,
Social Innovation Exchange (SIX), Sustainable Everyday Project (SEP), Learning Network on Sustainability (Lens), Partnership for Education and Research about Responsible Living (PERL) and International Association
Training in the Fablab is based on doing projects and learning from peers. A Fablab gives access to individuals to use lab facilities to make almost anything (that does not hurt anyone.
106 Fablab Amsterdam first started in 2008 as an outreach project at Waag Society, by Professor Neil Gershenfeld, Director of the Center for Bits & Atoms, MIT.
a peer review system, a learning management tool, and a locus for intra-and inter-institutional collaboration.
crafters, educators, tinkerers, hobbyists, engineers, science clubs, authors, artists, students, and commercial exhibitors. All of these makers come to Maker Faire to show what they have made
and the community of over 500 users is made up by a diverse demographic of students,
teachers and professors, professionals, makers and hackers. Undoubtedly, initiatives like Open Government Vienna have played a part in Vienna being voted Europe's most innovative city.
They purport that the peer-learning aspect could be made even stronger through the addition of design elements in the process and on the crowdsourcing hardware.
Technological Literacy: While Finland is networked a highly country, not everyone has the same technical capacity.
In addition large numbers of users are students, teachers and professors. 161 Open Knowledge Foundation At a glance:
and encourage a new generation of students to pursue computing science scholarship, which would become the Rasperrypi.
and communications technology) packages like the Raspberry Pi are directly contributing to positive and measurable outcomes as a learning tool for students in developing countries.
In 2013 a Raspberry Pi ICT learning environment was installed at Dachio Primary and JHS Schools,
So far, the feedback from both teachers and pupils regarding this RACHEL material has been encouraging,
and students can now access large amounts of educational content with having to rely on poor and expensive Internet connectivity.
eager students simply follow instructions to download information onto an SD card, plug it into the tiny computer,
For this reason Khan academy Lite was developed as an offline version of Khan academy‘s curriculum of free learning materials.
With the Pi, a 64gb SD card to put all the learning materials on (which actually costs about twice what the Pi you'll need to run it on does)
It has developed software tools designed to stop people including government agencies and corporations learning web users location or tracking their browsing habits.
and high levels of trust built through common graduate academic programmes and preexisting professional networks such as the International Network of Crisis Mappers cannot be underestimated.
31technological trends in Digital Social Innovation 35what are we learning about the impact of digital technologies on Social Innovation?
and from new models of learning, access to knowledge and education, to new ways of improving the quality of the environment,
It brings primary sources into every classroom and allows for more open and rapid communication between teachers and students.
For instance, The Open university, based in the United kingdom, and other models of distance learning have made education much more widely available.
These kinds of projects are able to combine open hardware technologies with new learning methods to experiment with new educational practices,
and integrated within the learning environment. 27 Table 4 Health, wellbeing and inclusion Sustainable socioeconomic models Energy
originally by students at the Interaction Design Institute Ivrea (IDII) in Italy. Social enterprises, charities and foundationssome of the most well-known DSI services have been developed
such as Apps For good whose goal is to help‘students use new technologies to design and make products that can make a difference to their world,
& constructing informal learning networks: Fab Academy Institute for network culture Code Dojos Hacking culture as sharing skills and knowledge Running research projects
What are we learning about the impact of digital technologies on Social Innovation? Analysing network data:
This process will create learning capabilities, and absorptive capacity, exploiting the creativity of Europe, building digital literacy, skills and inclusion.
A network between communities of users and DSI innovators is essential in order to both develop innovations and socialise them,
but also a kind of learning tool to understand what digital social innovation concretely means. Create better visualisation with the current relational data that can be exported (see here an example of the current visualisations) Better internal search system Addition of social network functionalities to the DSI mapping,
Work Package 6 Recommendations The objective of this work package is to compile the learning of the project by distilling a set of policy recommendations for Digital Social Innovation.
an Italian engineer and designer, started the Arduino project to enable students at the Interaction Design Institute Ivrea (IDII) build all kinds of electronic contraptions using an open-source hardware board.
This is an example of how student scientists are using Arduino-based hardware to replicate scientific equipment using more readily available components in developing countries.
and won the Soccer B category at the World series of the Robocup Junior (for high school students).
and students for various projects and to great effect. Yet other than Arduino's broad appeal, its success can be attributed to a number of factors:
Iterative Learning and Prototyping: Importantly, neither the Your Priorities nor the Better Reykjavik websites were Citizen Foundation team's first attempt at creating an‘electronic democratic'web platform.
presenting at conferences, to students and in city halls, bringing together city officials and the (coming) development community.
Since its launch it has gathered a group of students, researchers, professionals, and large-scale communities from Spain, Austria, Greece, UK, Germany and Belgium.
DESIS Labs are groups of professors, researchers and students who orient their design and research activities towards social innovation,
while also attempting to grow and expand potentially useful alliances with other potential partners. They can operate at the local scale with local partners and, in collaboration with other DESIS Labs,
Social Innovation Exchange (SIX), Sustainable Everyday Project (SEP), Learning Network on Sustainability (Lens), Partnership for Education and Research about Responsible Living (PERL) and International Association
Training in the Fablab is based on doing projects and learning from peers. A Fablab gives access to individuals to use lab facilities to make almost anything (that does not hurt anyone.
106 Fablab Amsterdam first started in 2008 as an outreach project at Waag Society, by Professor Neil Gershenfeld, Director of the Center for Bits & Atoms, MIT.
a peer review system, a learning management tool, and a locus for intra-and inter-institutional collaboration.
crafters, educators, tinkerers, hobbyists, engineers, science clubs, authors, artists, students, and commercial exhibitors. All of these makers come to Maker Faire to show what they have made
and the community of over 500 users is made up by a diverse demographic of students,
teachers and professors, professionals, makers and hackers. Undoubtedly, initiatives like Open Government Vienna have played a part in Vienna being voted Europe's most innovative city.
They purport that the peer-learning aspect could be made even stronger through the addition of design elements in the process and on the crowdsourcing hardware.
Technological Literacy: While Finland is networked a highly country, not everyone has the same technical capacity.
In addition large numbers of users are students, teachers and professors. 161 Open Knowledge Foundation At a glance:
and encourage a new generation of students to pursue computing science scholarship, which would become the Rasperrypi.
and communications technology) packages like the Raspberry Pi are directly contributing to positive and measurable outcomes as a learning tool for students in developing countries.
In 2013 a Raspberry Pi ICT learning environment was installed at Dachio Primary and JHS Schools,
So far, the feedback from both teachers and pupils regarding this RACHEL material has been encouraging,
and students can now access large amounts of educational content with having to rely on poor and expensive Internet connectivity.
eager students simply follow instructions to download information onto an SD card, plug it into the tiny computer,
For this reason Khan academy Lite was developed as an offline version of Khan academy‘s curriculum of free learning materials.
With the Pi, a 64gb SD card to put all the learning materials on (which actually costs about twice what the Pi you'll need to run it on does)
It has developed software tools designed to stop people including government agencies and corporations learning web users location or tracking their browsing habits.
and high levels of trust built through common graduate academic programmes and preexisting professional networks such as the International Network of Crisis Mappers cannot be underestimated.
aimed inter alia at improving the digital literacy of young consumers. A dialogue with intermediaries and traders with a view to developing codes of good conduct, good practices or guidelines for price, quality and sustainability 34 Regulation 2006/2004/EC http
. pdf 22 The Commission has set up the S3 Platform55 to support the regions through peer reviews and workshops to share best practices and work towards the preparation of these strategies.
in many Member States, there is a lack of specific education on all levels for e-learning, e-literacy and e-skills.
There are huge differences in digital literacy and digital administration between Member States. The EU could help close this digital divide.
The EU needs to help close the digital divide between Member States with high-level of digital literacy and digital administrative processes and those with low-levels
A guide to eco-innovation for SMES and business coaches. 16 eco-innovation observatory Learning Resources Business model Generation offers a wide range of resources for entrepreneurs and companies on business model innovation
in Hungary disseminates case study books to help SMES invest in environmental measures that generate economic returns. www. environmental-savings. com Learning Resources Eco-innovate!
increased material and energy productivity and improved their processes. www. thecirculareconomy. org/case studies Learning Resources Eco-innovate!
Develop clear indicators based on the code of conduct to monitor progress. Internal and external communication is also very important at all stages.
and Learning Tool is an online tool to help companies assess their approach to supply chain sustainability,
Learning Resources Eco-innovate production processes Maximising Value: Guidance on implementing materials stewardship in the minerals
and licensing. portal. enterprise-europe-network. ec. europa. eu EUREKA is a European network that supports businesses carrying out R&d. www. eurekanetwork. org/supporting Learning Resources
section=1¤tsection=1& sectionname=Home Learning Resources Figure 7: Eco-design Strategies Wheel Eco-innovate!
and examples. www. defra. gov. uk/environment/economy/products-consumers/green-claims-labels/Learning Resources Eco-innovate products
In order to upskill the business the Creative Director attended a masters degree course in ecoinnovative building technologies and processes.
lead questions Good practice Learning Resources Eco-innovate! A guide to eco-innovation for SMES and business coaches. 56 eco-innovation observatory What is crowdfunding?
and ANI (As Nature Intended)( www. anibrand. com) vegan Barefoot shoes were funded both by Kickstarter (www. kickstarter. com). Learning Resources A Directory of crowdfunding platforms www
,(1999) Trajectory Change through Interorganisational Learning. On the Economic Organisation of the Greening of Industry, Copenhagen Business school, Phd.
(2002) Organising Interfirm Learning as the Market Begins to Turn Green, in de Bruijn, T. J. N m. and A. Tukker (eds.
Physica Verlag, pp. 43-66.26 Kraatz, M. S. 1998) Learning by association? Interorgani zational networks and adaptation to environmental change.
and of Internet/web literacy. The ICT enablers index takes into account affordability of Internet access, telecoms market competition, security of the Internet infrastructure, government support for ICT development,
Schools and universities produce a steady flow of graduates trained in software programming, network design and other technical aptitudes,
The four qualitative indicators assess the quality of Internet connections, the development of ebusiness, the development of online commerce and the exposure of the population to the Internet("Internet literacy".
Survey results Reaping the benefits of ICT Europe's productivity challenge Which of the following countries have the highest levels of ICT literacy as an average across the whole population?(%
, Enel Distribuzione, Italy Edmund Handschin Professor, University of Dortmund, Germany Nickolas Hatziargyriou Professor, NTUA, Greece Nick Jenkins Professor, University of Manchester united Kingdom
REEEP, Austria Pier Nabuurs CEO, KEMA, The netherlands Jacob Østergaard Professor and Head of Centre for Electric Technology, Technical University of Denmark Carlo Sabelli Director
Inequalities are expected increasingly to manifest themselves in terms of capacity (literacy, awareness and skills) to reap the benefits of technology.
Although policy frameworks such as the Digital Agenda prioritise e-skills and digital literacy the implementation often varies across Member States
and the policies are need likely to to be in place for a substantial amount of time to produce visible changes in literacy and skills indicators. 16 Figure E. 1. 1:
and social pressures will pose challenges to EU education policy and organisation (e g. accreditation of virtual institutions),
and this may contribute to the spreading of Western values and intercultural attitudes when these students return home (Naidoo 2011;
Correspondingly, the global mobility and flow of 25 students in tertiary education has soared since the 2000s, increasing by 78%between 2000 and 2010 from a total of 2 million to 3. 6 million.
Technology access and the ability of students to understand and use information effectively have gained importance in school curricula and international policy across the globe.
However, measuring and benchmarking information literacy presents methodological challenges (UIS 2012. Innovation regarding the delivery of open educational content has been on the rise in recent years,
overly traditional teaching structures and little focus on the progress of the individual student their global reach illustrates well the potential of network technologies for education (Daniel 2012;
& Sandford 2010). 4. 2. Uncertainties about the effects of a global education and eskills Although the globalisation of education and the diffusion of e-skills are projected often to be associated with better labour market prospects for graduates,
Despite the decreasing affordability of education, increasing unemployment caused by the financial crisis has led to increases in the number of students enrolled in higher education institutes as education is seen as an alternative to unemployment.
(or the problem) in the way education is delivered. 5 UIS interactive map on global education flows http://www. uis. unesco. org/EDUCATION/Pages/international-student-flowviz
net generation Number of students enrolled in traditional and online courses/MOOCS, educational attainment, number of universities offering online courses, educational reform,
Ally, Mohamed, Mobile learning: Transforming the delivery of education and training: Au Press, 2009. Altman, R c. 2009."
tab=table&plugin=1&pcode=tesov190&l anguage=en,"Share of women among tertiary students Total-science, mathematics and computing-engineering, manufacture and construction(%)code tps00063,"Eurostat
future scenarios and future directions for education and technology,"Journal of computer assisted learning, Vol. 26, No. 1, 2010, pp. 74-93.
Adult and Youth Literacy 1995-2015, Montreal: UNESCO Institute for Statistics, 2012. Hurd, M d.,P. Martorell, A. Delavande, K. J. Mullen,
Kop, Rita,"The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course,
Design and Delivery of Social Networked Learning, Vol. 12, No. 3, 2011. Kotowska, I.,"Family Change in Europe from the Transition to Adulthood Perspective,"in Knijn, T.,ed.,Work, Family Policies and Transitions to Adulthood in Europe, Basingstoke:
How Have Students and Their Families Responded?,""How the Great Recession Affected Higher education: University of chicago Press, 2012.
Results of a survey of America's teachers and support professionals on technology in public schools and classrooms,"National Education Association, 2008.
media impact on campaign learning.""Norris, P.,"Did the media matter? Agenda-setting, persuasion and mobilization effects in The british general election campaign,"British Politics, Vol. 1, No. 2, 2006, pp. 195-221.
Media Impact on Campaign Learning,"P. Seib (red. Political Communication, Vol. 1, 2008, pp. 72-100.
As of 09 july 2013, from http://www. oecd. org/migration/economymigrationstartingtoreboundsaysoecd. htm, Closing the gap for immigrant students.
hysteresis and heterogeneity in the market for college graduates. NBER Working Paper No. 12159 Orléan, A.,De l'euphorie à la panique:
PISA, How are school systems adapting to increasing numbers of immigrant students? PISA IN FOCUS, 2011/11. As of 21 august 2014:
http://www. oecd. org/pisa/49264831. pdf PISA, How do immigrant students fare in disadvantaged schools?
http://qje. oxfordjournals. org/content/121/2/351. full. pdf Sala, Xabier Bringue,"Leisure, interpersonal relationships, learning and consumption:
Oxford Scholarship, 2008, pp. 117-144. Schummer, Joachim,"From Nano-Convergence to NBIC-Convergence: The best way to predict the future is to create it,"Governing Future Technologies:
UIS, UIS Adult and Youth Literacy Fact Sheet, Unesco Institute for Statistics, 2012. UK Ministry of Defence, DCDC Report, Global Strategic Trends-Out to 2040,2010.
UNESCO, Global Literacy Rates and Population Numbers for Adults And Youth, 2010, UIS Fact Sheet Montreal:
Y, 00. html World bank Development Indicators,"National adult literacy rates (15+),2012. As of 08/03/2013:
young people who benefit from entrepreneurial learning develop business knowledge and essential skills and attitudes, including creativity, initiative, tenacity, teamwork, understanding of risk and a sense of responsibility. 18 Cultural/Social framework:
500 companies find graduate talent for entrepreneurial internships. 21 Founders4schools reached 2, 500 students in a pilot programme in 2011-2012;
student projects or events to inspire talent with success stories Junior Achievement Young Enterprise Europe is Europe's largest provider of entrepreneurship education programmes.
It reached 3. 1 million students in 2012.24 IMP rove offers intrapreneurial experiences (that is behaving like an entrepreneur
Over 3, 500 companies in more than 30 countries have used IMP rove. 25 The European Forum for Entrepreneurship Research (EFER) has trained 472 professors in entrepreneurship,
the setting-up and running of student training firms, and teacher training and support. 31 Comprehensive entrepreneurship programmes The Entrepreneurship and Innovation Programme under the European Competitiveness and Innovation Framework Programme (CIP) had a budget of € 2. 17 billion
access to specific customer segments Learning about new application fields, access to new markets and sales network to access the market Unclear
By 2020 every pupil across Europe should have had an entrepreneurial experience before leaving secondary school. Regulatory red tape should be reduced
Impact measurements from the foundation show a high, positive view in students'intentions and attitude towards entrepreneurship.
e g. university professors. The improvement of commercialization activities by academic spinoffs or of the situation for seed and early-stage financing for technology-intensive ventures,
Teachers and professors can be trained as entrepreneurship developers to inspire and encourage potential entrepreneurs to take action.
and high school/university professors or students to ensure we progress towards decreasing the gap between education and the marketplace.
Professor of Business Administration, Harvard Graduate school of Business Administration It's time for a fundamental change of thinking in Europe.
How will such skills be generated through formal and lifelong learning, through international exposure, migration and so on?
From Fortress Firms to Cambrian Corporations Mark Esposito, Associate professor of Business and Economics, Grenoble Graduate school of Business, France,
and Instructor, Harvard university Extension School, USA Olaf Groth, Professor for Global Strategy, Innovation, Management and Economics, HULT International Business school, USA Fostering Innovation-driven
In turn, corporations will invest in co-learning/co-creation environments and competency development for project-focused networks and communities.
and groups stretch towards the next level of learning, competency development and solution design sophistication, with rewards ranging from financial awards to personal development programmes to social recognition
Young Global Leader Paul Campbell, Chief executive officer, Start-up Genie, USA Cross-report contributors Olaf Groth, Professor for Global Strategy, Innovation, Management and Economics
, HULT International Business school, USA Mark Esposito, Associate professor of Business and Economics, Grenoble Graduate school of Business, France,
Young Global Leader Calvin Chin, Founder, Transist, People's republic of china Clayton Christensen, Professor of Business Administration, Harvard Graduate school of Business Administration, USA Jim O'connor
Global Agenda Council on Fostering Entrepreneurship Virginia Cha, Chief, Research and Innovation, Institute of Systems science, National University of Singapore, Singapore Hongbo Chen, Vice-Dean
, Tuspark Research Institute for Innovation, Tsinghua University, People's republic of china Esther Dyson, Chairman, EDVENTURE Holdings Inc.,USA George Foster, Konosuke Matsushita Professor of Management
and Dhirubhai Ambani Fellow in Entrepreneurship, Stanford Graduate school of Business USA Habib Haddad, Chief executive officer, Wamda, United arab emirates Jian Han, Associate professor of Management;
, USA Daniel Isenberg, Professor of Entrepreneurship Practice, Babson Executive Education, Babson college, USA Guriqbal Singh Jaiya, Director-Adviser, Innovation and Technology Sector, World
Redbus), India Thomas Speechley, Partner, The Abraaj Group, USA John Strackhouse, Senior Partner, Heidrick & Struggles, USA Tan Yinglan, Adjunct Professor, INSEAD
-General, Directorate-General for Enterprise and Industry, European commission, Brussels Ding Chun, Dean, Centre for European Studies, Fudan University, People's republic of china M. Willem van Eeghen
and institutional learning. However because of the heterogeneity of the SME population, any policy to increase their innovative capacities must be targeted to meet the needs of a variety of user groups
recruitment of university graduates and skilled personnel; awareness of new ideas and technologies; and incentives and institutional frameworks for improving collaborations within networks and clusters, including local technical centres or technical colleges.*
-They need help recruiting university graduates and other skilled personnel. -They need to be made aware of new ideas and technologies.
and learning before they succeed. Also there are no recipes for success that will be valid for all countries and regions. 101.
Cohen, W. and Levinthal, D.,1989, Innovation and Learning: The Two Faces of R&d, Economic Journal, 99 (3), 569-596.
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