This is, therefore, an active, messy, highly decentralized learning process, but highly necessary if social innovations are to be discovered practically
-How to support people in lifelong learning to ensure adequate livelihoods in a changing world?
whether it is appropriate to bring together new learning experiences and networks for public sector leaders at European level.
With the adoption of the European Statistics Code of practice in 2005, the Eurostat quality framework is now quite similar to the IMF's Data Quality Framework (DQAF),
The European Statistics Code of practice (Principles 11-15) focuses on statistical outputs as viewed by users.
In the Composite Learning Index developed by the Canadian Council of Learning (http://www. cclcca. ca/CCL/Reports/CLI/
for example, the social and economic benefits of learning are considered a latent variable since they can be measured only imperfectly by indicators such as crime rate, population health or unemployment rate.
In the Composite Learning Index the aggregation of sub-indices into a composite and the dependence of socioeconomic benefits on learning is captured by the multivariate regression
whereas the disaggregation of learning into social-economic outcomes takes the form of a measurement model.
Note that this complex architecture is used to estimate (recursively) the weights used to compute the Composite Learning Index.
Such policy learning can be enhanced by initiatives that facilitate cross country comparison and benchmarking. A telling example in this respect is PISA.
The use of league tables facilitates this process. It is also evident that analysis-based narratives such as those supported by composite indicators would gain in effectiveness
The challenge from innovation-based growth in the Globalising Learning Economy, Oxford Press. Feldt L. S.,Woodruffe D. J,
OECD (2004), Learning for Tomorrow's World-First Results from PISA 2003, Programme for International Student Assessment, http://www. pisa. oecd. org/dataoecd/1
and Neapolitan (2001, Chapmann and Hall), Learning Bayesian networks. OECD PUBLICATIONS, 2, rue André-Pascal, 75775 PARIS CEDEX 16 PRINTED IN FRANCE (30 2008 25 1 P) ISBN 978-92
who provide high standards of employee learning and development. Through our public interest remit, we promote the appropriate regulation of accounting.
This is evidence of SMES and their advisers'learning, in the sense that more savvy suppliers are daunted not by complexity
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
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
. 32 Commission Recommendation on the management of intellectual property in knowledge transfer activities and Code of practice for universities and other public research organisations,
A new perspective on learning and innovation, Administrative Science Quarterly, Volume 35, Issue 1, pp. 128-152,
A new perspective on learning and innovation, Administrative Science Quarterly, Volume 35, Issue 1, pp. 128-152.
actio n=display&doc id=5714&userservice id=1&request. id=0 European commission (2008), Recommendation on the management of intellectual property in knowledge transfer activities and Code of practice for universities and other public
Today, 33 countries have some form of ranking system operated by government and accreditation agencies, higher education, research and commercial organisations,
At present, some rankings include metrics on teaching and learning, most are focused on life-science research. Users too have their own specific needs.
40 4. 6 Self evaluation...40 4. 7 Research Ethics...40 4. 8 Social and Economic Impact and Benefits...
and quality of university-based research is thought to be vitally important for innovation, including social innovation. In the words of the revised Lisbon Strategy (European commission (2005), p. 20), knowledge, meaning R&d, innovation and education, is a key driver of productivity growth.
Specifically, the Group was asked to Identify the various types of users (or potential users) of measurements of the quality of university-based research,
Take stock of the main methodologies for assessing/ranking the quality of university-based research, including existing international assessments/rankings
Self evaluation as a key component in the assessment process; Experiments designed to facilitate the measuring of societal impact;
Moreover, in the absence of comprehensive reliable and comparable cross-national data, rankings cannot be a valid tool to achieve the overarching aim of improving the quality of university-based research across the European union. 17 2 Introduction This chapter outlines the national
Attention is shifting to mechanisms to assess and benchmark the quality and performance of university teaching and learning,
EU initiatives designed to enhance the quality of university-based research In addition to these and related policy documents,
Mutual Learning on Approaches to Improve the Excellence of Research in Universities, an expert group launched by the Scientific and Technical Research Committee (CREST) in 2007.
The overall objective was to conduct a mutual learning exercise on the scope, objectives and measures of national policies to improve research excellence in universities,
They are operated usually by accreditation or quality assurance agencies, research councils and/or funding councils. There are similar international initiatives:
it emphasizes self evaluation and peer review as a tool of institutional strategic development and improvement. The OECD AHELO (Assessment of Higher education Learning outcomes) project aims to assess learning outcomes on an international scale by establishing the validity of measures which cross cultures and languages. 20 2. 3 Measuring
what Counts Many people think that university rankings provide an easy solution to measuring research performance and quality nationally and internationally.
They usually use a combination of public or institutional data and/or peer or student surveys.
other aspects of higher education, such as teaching and learning, community engagement, and third mission and innovation are ignored.
2) Review main methodologies for assessing/ranking research quality of universities, covering existing international assessments/rankings and other methodologies being developed;
, legal cases, maps, translations or editing of major works within academic standards. Table 1 identifies the primary form of communications for the main discipline groups.
but they are also the primary professional academic body responsible for the‘accreditation'and valorisation of scientific quality. 28 Individuals Graduate students,
Usually this evidence is supported by self evaluation or case studies, but more work is required. 4. 3 Unit of Assessment:
Self evaluation benefits from involving researchers in the process of self-knowledge. It encourages them to become involved in helping define‘excellence'and setting the strategy for improvement.
in addition to self evaluation reports. Economic Benefits, e g. improved productivity; adding to economic growth and wealth creation; enhancing the skills base;
Self evaluation: Aalto and Helsinki Universities, Finland, and The netherlands include selfevaluation as a key component in the process.
Drive Research Mission Differentiation Research output/bibliometric data Output per research academic Peer review Self evaluation Ratio of research income:
& International collaborations Percentage of Research Income from International Sources Number of collaborations and partnerships Increase Multidisciplinary Research Research Output/Bibliometric data with focus on interdisciplinary fields Peer review Self evaluation
master & doctorate research students Peer review Panels Self evaluation Reports IF you want to use research assessment to INCREASE REGIONAL/COMMUNITY ENGAGEMENT, then
Self evaluation. 56 6 Conclusion 6. 1 Limitations and Unintended Consequences University-based research has become one of the most critical factors shaping national competitiveness and university reputation.
Some governments, public agencies and universities are drawing immediate and direct links between research assessment and resource allocation or accreditation.
Stakeholder esteem indicators can show how research is viewed by the wider community. 4. Integrate self evaluation as a useful way to include the research community pro-actively in assessing their own contribution,
In sum, the Expert Group hopes that this report will serve as a guide to Users of information on the quality of university-based research,
but at the same time keeping an eye on the other functions of their institution teaching and learning, and community engagement;
Lidia joined EUA in January 2006 and has been working within the areas of doctoral programmes and researchers'careers, university-industry collaborative research, knowledge transfer and also on the contribution of universities to regional innovation.
OECD's expert group on Assessing Higher education Learning outcomes, the International Advisory Network of the UK Leadership Foundation for Higher education,
each team has to prepare a self evaluation document, based on a common template: 1. Presentation of the team 1. 1. Introduction to the general research topics (2 pages max.
Data collection and self evaluations of departments according to strict rules laid down by the Steering committee. Evaluation, including one-week site visits,
In the latest RAE, each department provided a large self evaluation report following strict guidelines: list of research-active staff, description of the department's research profile (2 pages max.
one section is concered with the evaluation of higher education (including universities) and research institutions as a whole, the second one with the research undertaken in these institutions,
The research rating is distinguished from popular media rankings and league tables by a number of unique characteristics:
lifelong learning; examples of spreading knowledge outside the scientific community. Time-frame: November 2005 December 2007 Costs:
The CHE University ranking is designed to help prospective students make an informed choice of study program and university,
The universities contribute to the exercise by completing the institutional questionnaires and helping with the logistics of the student survey.
and generally improving scientific and academic standards in Germany. Methodology, incl. time-frame, resources, costs, technologies:
1. Graduate schools for the promotion of young researchers 2. Clusters of Excellence for the promotion of top-level research 3. Institutional Strategies for advancing top-level university research.
The reviews of the Graduate schools and the Clusters were discussed in the‘Expert Commission, 'appointed by DFG;
Of these, 90 propsals (39 Graduate schools, 41 Clusters of Excellence and ten Institutional Strategies) were selected for the final round.
of which 92 (44 Graduate schools, 40 Clusters of Excellence, eight Institutional Strategies) reached the final round.
Divided into the three competition categories of Graduate schools, Clusters of Excellence, and Institutional Strategies, and into host institutions, it provides information on the main research topics,
%will be done following indicators regarding quality of education and research and efficiency in organization. In addition, it stated that academic staff not producing scientific publications in the last two
A crucial element is that once every three years research units produce a self evaluation. This case study describes the protocol.
Once every three years, research units produce a self evaluation, alternating between preparation for the external evaluation and serving as an internal mid-term evaluation.
The institute produces a self evaluation every three years, one in preparation of the external review, and he other three years thereafter as a mid-term review.
Previous peer reviews rewards and prizes may also be cited. In the past few years several evaluation committees, mainly in the natural and life sciences, have used the outcomes of extended bibliometric studies carried out by the Centre for Science and Technology Studies (CWTS.
The self evaluation document, the final evaluation report, and the conclusions made by the board together constitute the results of the external evaluation.
The board will report on the results of both the mid-term self evaluation and the external evaluation in its annual report.
There was great concern at that time about the quality of university research in a number of areas, and this mechanism was designed to provide an incentive for teachers
Inevitably, the RAE results are converted by the media into league tables for ranking the quality of subject areas and universities.
It is not the intention of the funding bodies to create league tables from the RAE 2008 results but that is the likely consequence through the media.
Table 1. SJTU-ARWU Methodology Criteria Indicator Code Weight Quality of education Alumni of an institution winning Nobel prizes and field medals Alumni 10%Quality of Faculty
Ultimately, however, the quality of universities cannot be measured precisely using imprecise basic numbers. The researchers at SJTU are clear in disclaimers on their website that it would be impossible to have a comprehensive ranking of universities worldwide, because of the huge differences of universities, in the large variety of countries and funding capacities,
Using subjective inputs peer reviews from academics and employers and quantitative data, such as the numbers of international students and faculty,
and global presence, with the quality of each determined by a combination of qualitative, subjective inputs peer reviews from academics and employers and quantitative data,
and Accreditation Council of Taiwan to gauge the research productivity of the best universities in the world.
Performance Ranking of Scientific Papers for Research Universities Higher education Evaluation and Accreditation Council of Taiwan Policy Context, incl. circumstances under which the exercise came about:
The features of this performance ranking are that 80%are qualitative indicators (the first time using h-index to reflect on the quality of universities'papers),
from http://www. consilium. europa. eu/uedocs/cms data/docs/pressdata/en/intm/97237. pdf CREST 4th OMC Working group (2009)‘ Mutual learning
Hazelkorn, E. 2008)‘ Learning to Live with League tables and Ranking: The Experience of Institutional Leaders',Higher education Policy, vol. 21, no. 2, pp. 195-215.
League tables and the impact on higher education institutions in England, Circular 2008/14, Bristol: Higher education Funding Council for England.
A Global Survey of University League tables, Canadian Education Report Series, Educational Policy Institute: Toronto. Retrieved 11 august 2009, from http://www. educationalpolicy. org/pdf/World-of-Difference-200602162. pdf. Van Raan, A f. J. 2005)‘ Fatal Attraction:
from http://www. cwts. nl/ranking/Leidenrankingwebsite. html. OECD Feasibility Study for the International Assessment of Higher education Learning outcomes (AHELO), Retrieved 22 july 2009, from http://www. oecd
Higher education Evaluation and Accreditation Council of Taiwan, Retrieved 22 july 2009, from http://ranking. heeact. edu. tw/en-us/2008/page/Background QS World Universities (2008) Retrieved 12 august 2009,
Any assessment of the quality of university-based research will have to take into consideration the multifunctional and diverse nature of universities
'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...
Local adaptation Learning from lead markets Access to know-how Cost reduction Regulatory Env. at home Not important very important Figure 11:
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
/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.
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 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?
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.
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
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.
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),
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,
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
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
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.
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 university not ready for work/higher/further education Mismatch of skills especially digital literacy Need for lifelong learning,
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
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 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,
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.
and to manage the objectives of their learning. Crowd learning encourages people to be active in setting personal objectives, seeking resources
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,
When implemented as‘edutainment'or‘gamification'of learning teaching practices can gain superficial elements of entertainment and reward.
New approaches of‘intrinsic integration'are linking the motivational elements of games with specific learning activities and outcomes,
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.
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;
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.
as well as preferred ways of learning. In this context there is one social innovation outcome examined for this focus area:
ATC21S ATC21S is a multi-stakeholder partnership to define learning progressions for 21stcentury skills, create innovative assessment methodologies,
Personalised education & new learning environments Quest to Learn (USA) 112 Engaging children in education by using the seven principles of gaming.
as well as preferred ways of learning. -Currently around 600 middle school students were involved with the math project.
The idea is that learning can happen faster and better if teaching is customised to the specific strengths and needs of each student;
or her interests as well as preferred way of learning and that technology enables learning anywhere and anytime.
three Personalised education & new learning environments cases (with quest to learn featuring in the first and second category),
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,
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,
and gaming pedagogy to develop new tools for learning, and with students on the school curriculum in line with the Common Core standards.
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.
Here specific issues such as assessment and accreditation will matter for future network models. The potential is opening up best education
Widening access to education 1. Increase in education and personal skills (formal & informal)( numbers of people & duration e g. lifelong learning) MOOCS:
MOOCS provide 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
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.
because each user is interested in a different form of learning, and a different context. Quest to Learn:
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
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.
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.
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
open new learning possibilities and shift the learning focus and offer new forms of participation, collaboration and assessment in Higher education.
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
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.
and constantly monitor the students'learning progression which creates a better awareness and understanding of what works,
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.
while many teachers think game-like learning is quantifying the classroom or layering history on a Jeopardy-style game.
Personalised education & new learning environments School of One exemplifies that it is possible to tailor education
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.
Coursera is an online platform matching society's needs for education with the learning capabilities of the universities
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,
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.
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
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.
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.
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,
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.
and questioning whether new ways of learning might show better results. 130 Table 6. 2:
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
Overtext Web Module V3.0 Alpha
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