From business case to benefits life cycle As digital business projects dynamically pivot with experimentation, innovation and learning,
think to concepts like welfare, quality of education, or sustainability. Complexity is reflected by the multi-dimensionality and multi-scale representation of the issue.
and Learning,(see http://www. unido. org/userfiles/hartmany/12idr full report. pdf), at page 50, the technological evolution of industry in industrialized
The challenge from innovation-based growth in the Globalising Learning Economy, B. Lundvall and D. Archibugi eds.
These advantages include learning and reputation effects as well as standard settings and developing innovation-friendly regulation.
and applying fundamentally new technologies to adopting organisational concepts through learning and copying. History has shown that the emergence of certain new technologies has spurred innovation
Technological uncertainty is reduced typically through learning standardisation and the experiences made in applying a new technology to various fields of applications.
EN diffusion of existing technologies, improving skills through education and training, learning from good practice-KETS are more likely to result in a leap upwards in efficiency levels, particularly when the use of KETS affect many
through learning from using (Rosenberg, 1982) and from a fierce competition among technology producers who are seeking competitive advantages by customising new technologies to the needs of users.
and first movers can often gain long term competitive advantages through early learning and reputation building.
lack of connections for learning and innovation Technical knowledge and know-how to enable innovation Capabilities Organisational/Marketing knowledge
while the industry in Japan contributes more to nanotechnology research. 5 The European commission adopted in February 2008 the Code of conduct for Responsible Nanosciences and Nanotechnologies Research. 6 http://www. areadevelopment. com/Hightechnanoelectronics/oct08
and as a result facilitate experimental learning that can be assumed to be valuable in future technology development efforts.
and learning from biology how to manipulate and process light. Photonics holds a huge potential not only for new and even better forms of communications
and as a result facilitate experimental learning that can be assumed to be valuable in future technology development efforts. 6. 4 Conclusions
and a long story of accumulation of technological, organisational, management, and engineering capabilities which can be found in the regional chemical industry.
It is expected that the development the Changsha advanced materials cluster will strengthen the integration of industry, learning and research,
the diffusion of advanced materials generates network and learning effects among users. As a consequence, diffusion of new materials is accelerated when a certain level European Competitiveness in KETS ZEW and TNO EN 292error!
and facilitate experimental learning that can be assumed to be valuable in future technology development efforts.
and to stimulate cooperation and mutual learning among SMES. Typically, programmes that focus on smaller European Competitiveness in KETS ZEW and TNO EN 322error!
These findings stress the role of consulting, skills and training, access to external funding as well as cooperation and mutual learning among SMES.
The Financial crisis and Biotech SMES, September 2009 Rev 06, Brussels. Fagerberg, J. 1995), User-producer interaction, learning and comparative advantage, Cambridge Journal of Economics
L. Paper presented at the European commission Mutual Learning seminar, 2012.14 Expert group report to the European commission,
'paper presented at the European commission Mutual Learning seminar 2012 References European commission Europe's competitive technology profile in the globalised knowledge economy Luxembourg:
The organisational learning they may take from working with a phone app development company could be transferred
Business schools are placed ideally to deliver these services that could include workshops, simulations, think-tanks, experiential learning, discussion forums, presentations, research and networks.
In addition, policy-makers need to address postgraduate training and‘lifelong learning'for a society's human capital as 422 Y. Wang et al./
Towards a Theory of Innovation and Interactive Learning, Pinter Publishers, London, New york, 1992.16 B.-Å. Lundvall, National innovation system-analytical concept and development tool, DRUID
Q. 35 (1)( 1990) 153 176.33 J. G. March, Exploration and exploitation in organisational learning, Org.
Learning through Networks? Harvard Business school Press, Boston, 1992.35 I. Nonaka, H. Takeuchi, The Knowledge-creating Company:
a new perspective on learning and innovation, Adm. Sci. Q. 35 (1990) 128 152.54 D. Jong, J. P. J. B. Roelofs, Tweemeting Syntens:
The Economics of Innovation and Corporate Strategy, MIT Press, Cambridge and London, 2001.76 D. A. Levinthal, J. G. March, The myopia of learning, Strategic Management Journal
it's not just about technology anymore, Strategy Leadersh. 35 (6)( 2007) 12 17.102 L. K. Mytelka, K. Smith, Policy learning and innovation theory:
networks of learning in biotechnology, Adm. Sci. Q. 41 (1)( 1996) 116 145. Yuandi Wang is a postdoctoral fellow at Technical University of Denmark.
Organizational learning, which promotes continuous adaptation and change, has captured therefore the imagination of managers seeking to survive the current turbulent operating environments.
In order to stimulate the companies to start their learning process the first necessary step is to ensure a higher visibility of the economic benefits that knowledge incorporation brings about.
Edquist et al (2009) Evaluation of Finnish Innovation System Full Report Provision of R&d & New Knowledge Networking & Interactive Learning Entrepreneurship/Intrapreneurship Customer Demand & Feedback New
There is also no mechanism to allow for planned dissemination of learnings and replication of successful initiatives to other regions.
depending on stage of innovative capacity/development of the company Given that much research indicates that companies consider graduates would benefit from increased industry placements during their graduate programme,
Workforce Development Fora (Northern ireland & Northwest region) The Department for Employment and Learning in Northern ireland
A report commissioned by the Department of Employment and Learning undertook a review of the WDF
encompassing tailored delivery and development of courses, research collaborations and lifelong learning. The Southeast accounts for a very small portion of the total R&d spend in the higher education sector (HERD)( under 2%in 2006.
it changes the way services are delivered e g. remote learning or healthcare and diagnostics, simulation (training), virtual reality (architecture and design;
SOUTHEAST 18 WIT also delivers strong undergraduate and postgraduate programmes in software development. Based on its excellent track record in telecommunications software and systems research, through the TSSG Group, it is the first of the Iots in Ireland to lead an SFI funded Strategic Research Cluster (FAME Federated
SOUTHEAST 23 Access to markets and to market intelligence Facilitated networking, introductions and access to shared learning opportunities (e g. through business networks, workshops, seminars.
Based on Edquist (2005)‘ Systems of Innovation-Perspectives & Challenges'in Fagerberg et al (2005) The Oxford Handbook of Innovation Provision of R&d & New Knowledge Networking & Interactive Learning Entrepreneurship/Intrapreneurship
SLNIW Project The Sustainable Learning Networks in Ireland and Wales (SLNIW) project is based on the simple concept of entrepreneurs learning from each other.
Six learning networks, of entrepreneurs and owner/managers of SMES and micro-enterprises have been established three in Ireland and three in Wales.
it changes the way services are delivered e g. remote learning or healthcare and diagnostics, simulation (training), virtual reality (architecture and design;
WIT also delivers strong undergraduate and postgraduate programmes in software development. Based on its excellent track record in telecommunications software and systems research, through the TSSG Group, it is the first of the Iots in Ireland to lead an SFI funded Strategic Research Cluster (FAME Federated
in the South East participating in the 2010 Labour market Activation Fund Initiative Provider/Programme Learning Outcome Digital Skills Academy Webactivate Programme,
Department of education and Skills Table 5. 2 Education Providers in the South East participating in the Springboard 2011 Provider Programmetitle NFQLEVEL ECTS Years Iot Carlow Certificate in Computer systems
Learnings from the 2010 Labour market Activation Fund which is currently being evaluated, should also be taken on board.
The Institute will manage its hinterland as a Learning Region and is committed to the educational development of the region in a way that is reflective of its national and international aspects.
which is a significant postgraduate programme. WIT is also active in providing part-time courses, which accounted for 18 percent of enrolments in 2009-2010,
Yuko Harayama, Graduate school of Tohoku University and now Deputy Director, DSTI at the OECD, Elisabeth Gulbrandsen of the Research Council of Norway, Karen De Ruijter, Ministry of Economic Affairs
Innovation must be unleashed A new code of conduct is emerging, based on collaboration, tolerance and respect of diversity,
'A wealth of dispersed, uncoordinated, experiments involving various stakeholders in different learning spaces are already in place
and involve peer-to-peer learning rather than lectures from experts. Parents must feel that they are in charge of their lives, must experience some quick successes at home,
and involve peer-to-peer learning rather than lectures from experts. Parents must feel that they are in charge of their lives
and that their children show demonstrably fewer learning disabilities and perform better in school. Their development significantly outstrips that of other children
it becomes a powerful learning and border spanning experience. 1. Transformations in innovation policies The need to promote dialogue is highly relevant for the challenges of innovation.
permit better monitoring of the actions that underlie social innovations (hence improving/accelerating policy learning;
Policy learning through exchange and benchmarking would be given very instrumental that most of these initiatives are implemented at the micro-level.
and generate knowledge in a multi actor learning space. In addition, community based projects to enlist society at large in the innovation process were worth noting.
Digital, networked and mobile media are enabling a disruptive transformation of the teaching and learning process.
and processes, including basic notions of space time, content, and learning outcomes. Innovative educators have an opportunity to blend face-to-face and digital learning models to advance an engaged, effective, efficient and affordable model of learning in the 21st century.
This emerging paradigm includes changes in at least five key teaching and learning dimensions, including the direction of communication, the level of interactivity, the media of communication, the constraints on the educational process,
and the learning outcomes. Recommendations for implementing new teaching and learning techniques are offered. Keywords: Digital technologies; Social media;
Mobile media Introduction Innovative uses of emerging technologies are enabling a fundamental transformation of the teaching and learning process.
This article outlines the forces advancing the emerging digital learning paradigm as well as the possible consequences of this fundamental transformation in teaching and learning.
these developments laid the foundation for a third educational paradigm of engaged learning taking shape three decades later.
These pioneers were developing a wide range of creative digital learning tools such computer algorithms for analyzing student writing
1) it transforms the methods of teaching and learning;(2) it reshapes the content of what is taught and learned;(
Mentoring is highly effective from a learning perspective but it is very expensive, typically requiring one-on-one instruction.
It is a model of learning based on one-to-many communication. Put in its simplest terms,
It is relatively cost efficient for mass learning of facts, methods and principles, and was suited particularly well for the immediate Industrial Age where information workers were prized.
This paradigm represents the decline of hierarchy in learning. It portends the end of courses.
Featuring online video learning modules available on an almost unlimited number of subjects, the Khan academy and MOOCS are designed especially well for that.
when learning analytics and artificial intelligence are used effectively to optimize and customize student engagement and learning in real time (Fournier, 2011).
Interactive, on-demand multimedia resources such as the Khan academy enable students to learn the basics of any discipline asynchronously (Khan academy, 2013.
and expert systems to provide student feedback and learning customization, the ability of these systems to function effectively is limited largely to courses designed to advance subject matter mastery.
The emerging third paradigm of education IS about students learning creative problem solving, innovation and generating new knowledge.
Witness the emerging success of the University of the People, the first tuition-free, fully online four-year university to be granted accreditation (http://www. uopeople. org/.
/Hybrid Learning One development from the late 1990s worth noting here is hybrid learning. Hybrid courses combine face-to-face instruction and online learning.
In the emerging third paradigm, creative problem solving and innovation are the primary learning outcomes. Educators need to develop new assessment methods using the unique capabilities of digital technology, from algorithms to artificial intelligence.
Entering this third paradigm of education, learning can transcend a variety of constraints that have hampered long education.
Philip Long, retired chief information officer for Yale university, notes that innovative educational environments designed for this third paradigm can overcome many traditional learning constraints
Long argues that the end of these constraints creates an environment for learning unleashed. It is an educational environment that puts increasing control in the hands of the learner.
2013) Deeply Engaged Learning As suggested by Google's Eric Schmidt and Jared Cohen, the interconnected student can become an active collaborator in a continuous learning process (2013).
Mobile technology, including wearable devices such as Google glass, enables the use of geo-location to foster deeply engaged learning.
School has long been bounded by space and time and the physical qualities of student and teacher.
This suggests mobile media may be particularly effective as a teaching and learning platform for minority populations.
New Learning Methods Geocaching is a globally popular game of scavenger hunting that has moved efficiently from the analog to the digital age.
This kinesthetic learning approach builds on a well-established body of educational research called legitimate peripheral participation (LPP)( Wikipedia, 2014a;
but it engages students in a process that both enriches their learning and can contribute, at least peripherally, to the field.
multi-modal learning greatly facilitates student comprehension (Prince, 2004). LPP is just one form of active learning.
Other forms can involve wider use of mobile devices. Clickers, for instance, enable students to answer questions posed by the instructor during live class.
Moreover, learning analytics based on such data are increasingly being incorporated across digital learning environments. Mobile devices such as smartphones or tablets can be used easily as well as clicker apps
and other tools for active learning are widely available at low or no cost (Socrative, 2014).
Active learning via these or other digital devices such as those in MOOCS also provides the instructor with real-time learning analytics.
Research shows big data analytics are an effective tool to enable the professor to make instant adjustments to optimize learning and further diagnostics of teaching effectiveness as well as learning assessment (ELI, 2011.
Research further suggests that learning is increasingly a process of social engagement. Steinkueler and Duncan report on a study of players of the popular online game World of Warcraft (Wow)( 2013.
or peer-to-peer learning, brings important implications for learning in the third paradigm. The author's own teaching experience over the past two decades confirms these findings.
E-texts can support collaborative reading and learning. Digital tools using artificial intelligence can enable real-time customization of learning as they are beginning to do with some MOOCS.
Merging 3d printing with AR experiences could transform learning. Students studying archeology might not only see a 3d animated version of New york city's 19th century Seneca Village,
the community of African-american property owners who once occupied much of the space today filled by Central park. They could hold
The coalescence of learning analytics and artificial intelligence holds promise. Consider the case of Narrative Science (Northwestern university Innovation and New Ventors Office, 2014.
Digital, networked and mobile media are enabling a disruptive transformation of the teaching and learning process.
and processes, including basic notions of space time, content, and learning outcomes. Innovative educators have an opportunity to blend face-to-face and digital learning models to advance an engaged, effective, efficient and affordable model of learning in the 21st century.
This emerging paradigm includes changes in at least five key teaching and learning dimensions, including the direction of communication, the level of interactivity, the media of communication, the constraints on the educational process,
and the learning outcomes. Recommendations for educational innovation based on this emerging paradigm include the following. First, educators can build on
and students will be active participants in a continuous learning process helping to create, discover and share knowledge.
To turn this vision into a reality will require the collective effort of a new generation of educational pioneers guided by ethics, a critical lens and the courage to exchange 20th century teaching for 21st century learning.
) Seven Things You Should Know About First Generation Learning Analytics. EDUCAUSE Learning Initiative Briefing. Retrieved on 24 february 2014 from http://www. educause. edu/library/resources/7-things-you-should-know-about-first-generation-learning-analytics Fournier, H.,Kop, R,
. & Sitlia, H. 2011). The value of learning analytics to networked learning on a personal learning environment.
Retrieved on 9 june 2013 from file://C:/Users/User/Downloads/18150452. pdf Geocaching. 2014). ) Geocaching.
Retrieved on 24 february 2014 from http://www. geocaching. com/Hayes, P. Jr. 2013). ) Nonverbal communication and computer mediated communication to enhance online learning.
Retrieved on 9 june 2013 from http://www. slownewsmovement. com/2013/01/16/peter-laufer-calls-for-slow-news-revolution/Lave, J. & Wenger, E. 1991), Situated learning:
Learning unleashed: Innovation in teaching and learning achieves critical mass. Featured presentation at the Technology in Higher education conference at the Qatar National Convention Center in Doha, Qatar.
Does active learning work? A review of the research. Journal of engineering education, 93 (3), 223-231.
Learning futures: Emerging technologies, pedagogies and contexts. Featured presentation at the Technology in Higher education conference at the Qatar National Convention Center in Doha, Qatar.
Kinesthetic learning. Retrieved on 24 february 2014 from http://en. wikipedia. org/wiki/Kinesthetic learning Wikipedia (2014b.
A System Model of Organizational Inertia and Capabilities as Dynamic Accumulation Processes, Simulation Modeling Practice and Theory 10,271 296.
In addition, improving the quality of the educational system where the country continues to trail its top 10 peers at 28th place could serve as an important basis for sustained 2 The Global Competitiveness Report 2012 2013:
Although the quality of education in Hong kong is good (12th), participation remains below levels found in other advanced economies (53rd).
Notable strengths include its large market size (19th) and high educational standards, in particular its high enrollment rates (it is ranked 20th on the quantity of education subpillar).
even though the quality of education in particular the quality of management schools (68th) and the disconnect between educational content
and the quality of education (116th) does not seem to match the increasing need for a skilled labor force.
weak public institutions (122nd), the poor quality of its transport infrastructure (114th), the poor quality of education in the country (77th),
Country Profile Highlights 2012 World Economic Forum highest in the world (11th), the quality of the educational system is assessed as poor (122nd.
and a renewed focus on raising the bar in terms of the quality of education. If not addressed, poor educational quality particularly in math and science (89th) could undermine the country's innovation-driven competitiveness strategy over the longer term.
As in previous years, the security situation remains fragile and imposes a high cost on business (65th).
although the quality of education particularly in math and science is perceived to be rather poor by the business community.
and the quality of the educational system receives mediocre marks. Yet it is clear that by far the biggest obstacle facing Botswana in its efforts to improve its competitiveness remains its health situation.
On the educational side, enrollment rates remain low and the quality of the educational system remains poor, ranked 127th.
In addition, the quality of the educational system needs upgrading. A related area of concern is the low level of technological readiness in Tanzania (122nd), with very low uptake of ICT such as the Internet and mobile telephony.
Learning and experimental-category. Additionally, A smart 106 grid electricity network for plug-in hybrids and fully electric carsis a major objective for 2020.
share learning and best practice, and seek funding and sustainable new business models. This research has identified the goals of policy,
5. 3 Research and Innovation support 5. 4 Dissemination & learning 5. 5 Evaluation 6. 1
These kinds of projects are able to combine open hardware technologies with new learning methods to experiment with new educational practices,
enhanced by the way technology is integrated within the learning environment. Open standards A number of organisations affect DSI in Europe through acting as expert bodies on the development of policy and strategies and advocating
& constructing informal learning networks: Fab academy; Institute for network culture; Coder dojo's; and more generally the hacking culture of sharing skills and knowledge. 46 Growing a Digital Social Innovation Ecosystem for Europe Arduino OPEN HARDWARE OPEN HARDWARE new ways of making
& learning 5. 5 Evaluation 66 Growing a Digital Social Innovation Ecosystem for Europe Policy Tools ECONOMIC INSTRUMENTS REGULATION LEGAL FRAMEWORKS RESEARCH AND INNOVATION
SUPPORT DISSEMINATION & LEARNING EVALUATION In order to implement future DSI policy goals and strategies, several tools and instruments have to be deployed.
and entrepreneurs together to create new digital products, new public services or learning programmes. The creation of a European network that would encompass regional innovation labs (both public
& NETWORKING TRAINING DSI networking and crowdfunding platform Fabacademy 5. 4 DISSEMINATION & LEARNING Growing a Digital Social Innovation Ecosystem for Europe 81 Firstly,
phased evaluation ü Avoid isolated evaluation ü Provide link between academic evaluation and evaluation reports (more professional, consultancy based, etc.)
creating a virtuous policy learning cycle13. As the Fifth Cohesion Report states,'the starting point for a result-oriented approach is the ex-ante setting of clear and measurable targets and outcome indicators'.
the evaluation component associated with policy learning capabilities, etc. This section presents each of the steps as defined above,
The last two in depth cluster case studies and peer reviews, and foresight provide the opportunity to integrate the field knowledge held and concrete experimentation carried out, by regional actors in the spirit of an'entrepreneurial discovery process'.
leverage of private financing. 21 http://ec. europa. eu/information society/digital-agenda/scoreboard/index en. htm 32 3.'Cluster'in depth case studies and peer reviews:
inductive Creative process Collaboration within and between research units Interactive learning with customers and suppliers Experimentation in studios and project teams Strong codified knowledge content, highly abstract, universal Partially codified
disciplines and professions and they are fashioned invariably in action learning environments where there is a high degree of novelty associated with the activity.
'it was found that pilot projects led by local business leaders were an effective form of action learning
but more formal action learning programmes will also be needed. A good example of such a programme Is based the Place Leadership Development Programme,
and awarenessraising for innovation Public private partnerships for innovation Research networks/poles Innovation voucher Certifications/accreditations Industrial Phds Support to creativity Innovation benchmarking Emerging instruments
and focus of innovation support services for SMES Target of support Reactive tools providing input for innovation Proactive tools focusing on learning to innovate Global connections Excellence poles Cross
Training and lifelong learning courses (public offer, incentives for firms), students exchange programmes and talent attraction schemes Regional incentives for skills upgrading programmes in companies Incentives for hiring qualified personnel in companies Creation of knowledge centres in traditional
lifelong learning schemes for companies and individuals Engaging regional stakeholders in external production networks Securing national infrastructure investments to enhance connectivity Source:
If such learning mechanisms are introduced properly in pilot projects, they can provide a model for performance-based funding mechanisms,
The sources for their baseline and achievement value could be the monitoring system, official data bases, ad hoc surveys, peer reviews,
How does it support a process of policy learning and adaptation? Formulating and implementing a national/regional research
73 support to ERA-Nets51 involving regional partners can be an interesting learning tool for them.
national and regional policy makers in a Policy Learning Platform with the aim of raising the general awareness of the CCIS,
The Alliance and its Policy Learning Platform might prove another useful forum for managers of European Structural Funds and regional and local authorities.
and accelerate the learning path. Strategic and inclusive approach to investments and the use of financial resources:
new services) they contribute to reshaping society in the direction of participation, empowerment, co-creation and learning.
How does it support a process of policy learning and adaptation? How is it to be communicated?
Does this support a process of continuous policy learning and adaptation? If not, are actions foreseen to build up capabilities for that?
Peer learning of innovation agencies...17 INNOSUP 6 2015: Capitalising the full potential of online-collaboration for SME innovation support...
peer-learning and uptake of new approaches. In addition several actions will focus on the identification further development and dissemination of skills and expertise among SMES.
At least 25 national IP offices in EU Member States and countries associated to Horizon 2020 participate actively in the learning
Peer learning of innovation agencies Specific challenge: Innovation support agencies, i e. the regional and national agencies that design and/or implement innovation support programmes for SMES are important intermediaries for SME innovation.
2009-2012) has made some significant contributions to formulating the requirements for a permanent learning mechanism for SME innovation support agencies18:
learning activities have to be based on clear methodologies and they have to be driven demand, launched at the moment agencies themselves recognise the need to revise programme formats.
Furthermore peer learning activities need to benefit from a secretariat or an animation structure that assures horizontal flow of information among interested agencies.
and a'twinning+'methodology that combines elements of traditional peer reviews and twinning in small learning groups of interested agencies.
It is the objective of this action to make available to national and regional innovation agencies these two methodologies as elements of a permanent peer learning environment
and to give incentives to the agencies to engage more frequently in peer learning activities.
The proposed activities will provide incentives in the form of small lump sum grants to national and regional innovation agencies for engaging in peer learning on all topics relevant for design and delivery of innovation support
The support to joint learning activities shall be available at any time when need and opportunity for policy learning in agencies arises.
While peer learning is open for all relevant topics only the'Twinning+'methodology as well as the quality management scheme for innovation agencies based on EFQM are recognised as learning methods.
The number of innovation agencies engaged in peer learning activities significantly increases. The results of the peer learning are taken up by national and regional innovation support programmes,
and developed by peer learning activities of national and regional 17 See for example Making public support for innovation in the EU more effective,
and customer satisfaction and accelerates the learning process. Type of action: Coordination and support actions, lump sums for participating agencies (EUR 15.000/50. 000) The conditions related to this topic are provided at the end of this call and in the General Annexes INNOSUP 6 2015:
In order to support peer-to-peer learning and overcome their regional anchoring, the coaches should have the opportunity to exchange ideas
The platform will facilitate peer-to-peer learning among the coaching community and will ensure the international dimension for coaching,
Workshops, training, peer-learning and other actions to improve the capabilities for design-driven innovation among business development organisations, incubators and other intermediaries.
and trends in Europe as well as enhance learning across the EU, Associated Countries and between the relevant stakeholders (National authorities and support services).
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