New forms of innovation (in the public sector, ICT government, business model innovation, social innovation community, ICT for learning and inclusion.
and on learning-by-doing and-interacting. Furthermore, it is more difficult for them to apply formal contracts,
Towards a Theory of Innovation and Interactive Learning. Pinter, London. Lundvall, B.,Borra's, S.,1998.
The Globalising Learning Economy: Implications for Innovation Policy. Report to the DG XII, TSER, Brussels. Maillat, D.,1991.
8 2. 2. 1. Knowledge and Learning...9 2. 2. 2. Networks...11 2. 2. 3. Regional Actors...
that determine the rate and the direction of technological learning...in a country, 'thus incorporating the‘soft'factors
and knowledge flows between institutions as well as learning (Mothe and Paquet 1998b: 105). ) However, for a region to be able to profit from any territorial innovation system,
which has been recognised by proponents of collective learning as an important ingredient for regional development (e g, Camagni 1991, Lawson 1997).
Additionally, networking reinforces knowledge spillovers and transfer, giving rise to informal, collective learning and milieu effects,
and the role of regional and local governance. 9 We have condensed these factors and processes into the following major categories, namely knowledge and processes of learning (cf. chapter 2. 2. 1),
proximity and embeddedness (2. 2. 4). These factors and processes are discussed in more detail within the following sections. 2. 2. 1. Knowledge and Learning In a R&d context,
while learning refers to the process underlying the transfer of tacit and non-codified knowledge into explicit and codified knowledge.
This also refers to one of the key processes influencing regional R&d development, namely learning,
‘Current thinking suggests that the technological vitality of regions revolves around their learning efficiency'(Oinas and Malecki 1999: 14.
once the‘intrinsic learning nature of technological change'(Camagni 1991: 124) became clear and it was understood that technology development
ix, cited in Mothe and Paquet 1998: 7). Learning processes need triggers and thresholds, as organisations and individuals tend to stick to routines
thus creating an environment conducive for learning processes. Recent research picked up this topic in discussing collective learning which is understood as the learning process between different agents (enterprises, public research institutions, etc.
rather than organisational or individual learning. Collective learning includes the regional accumulation of knowledge which is shared freely
and transferred among the participants through social interactions (Capello 1999). In this regard, Mothe and Paquet (1998) indicate the importance of communities of practices,
defined as elements of proximity, trust, solidaristic values, as one antecedent for learning and innovation, identifying as threshold for learning processes the degree of dissonance at a regional level.
Collective learning is said to be linked closely to proximity, as it is based on conversations and interactions among stakeholders within a particular context,
which has lead some authors to introduce the concept of the‘learning region'as a region where external knowledge flows are disseminated effectively
and integrated into a region's internal systems of information diffusion (e g.,Morgan 1997, Stam and Wever 1999.
However, there is an ongoing debate regarding the existence of‘learning regions'.'Some research also suggests that the spatial dimension of learning processes is confirmed not (Stam and Wever 1999.
Oinas and Malecki (1999: 14) summarise the problem with the learning region concept in the following way:‘
‘The collective aspect of learning sometimes comes up somewhat naively in the enthusiast usage of the‘learning region'metaphor:
as if‘learning regions'were happy collectively learning communities 11 where no sign of friction nor domination is to be found too heavenly to be descriptions from the earth.'
'They instead suggest applying the concept of‘regional learning'.'The mainstream academic debate of today recognises that collective learning emphasises joint problem solving,
without necessarily implying that regions as such can learn. Therefore, the discussion on learning regions started to focus more and more on how learning in regions can occur.
Research has identified three key mechanisms of such regional learning: labour mobility, the creation of spin-offs and dense networks, for example, between firms, customers and suppliers (e g.,
, Camagni 1991, Florida 1995, Harrison 1994, Malmberg et al. 1996. Labour mobility can enhance technology development through diffusion of information and skills,
as employees transfer both their tacit and firm-specific knowledge to new jobs. A similar mechanism happens with spin-offs
This in turn sets off learning processes, as it fosters technology transfer into firms, consequently influencing development on firm and regional level. 15 In this regard,
learning and RTD:‘(‘geographical proximity is important to the innovation process because of the nature of the knowledge in question.
and speedup learning and innovation processes within firms as well as between firms and their environment (Nauwelaers et al. 1999).
A‘..timely exchange of information and accumulation of knowledge'(Feldmann 1994: 27) also partly explains regional clusters of innovative firms.
and processes as introduced in chapter 2, namely knowledge and learning, networks and key actors,
and of untraded interdependencies (Storper 1995) such as the effects of embeddedness and localised learning. The institutional dimension is concerned with elements of‘reproductivity
but learning is neglected (Oinas and Malecki 1999). Technopoles put more emphasis on linkages between science, technology and innovation in a linear way, with these linkages representing global technological expertise (O'Gorman and Kautonen 2004.
and brings learning to the forefront of regional RTD. The milieu is seen as an incubator for innovations
which need to be in place for an innovative milieu, namely learning and interaction (Maillat 1995),
and producing collective learning processes. This collective and‘socialised'process allows for cost reductions within firms
a dense regional fabric of interpersonal relationships for information exchange, a highly social and informal character of these linkages inducing learning processes and innovations and a common image and sense of belonging to this particular
which assist processes of localised learning needed to set off innovation processes. 33 While there appears to be no model
‘since they encourage continuing learning processes of the resident companies in an evolutionary, self-sustaining way, combining knowledge external as well as internal to the region.'(
These education and science establishments have promoted‘a research and learning culture in the city'(Balasubramanyam and Balasubramanyam 2003: 351),
‘The principles of projectbased learning, often with the solution of real-life technical problems as part of the students'project work, have created skills highly demanded in product development intensive firms'(Dalum et al. 1999: 184.
A main issue for the region is knowledge and learning, which helped making this region successful in terms of knowledge transfer between research and education institutions and industry:
& social competencies Process Shift from individual and spatially dispersed learning to collective learning Creation of technical culture Creation of social capital in the form of trust-based and reciprocal relationships
knowledge transfer and regional learning. In order for a regional R&d oriented knowledge base to emerge, a region requires a knowledge infrastructure on systemic level,
All this helps foster learning processes within the region. 5. 2. Challenges in Fostering Regional RTD The matrix presented above illustrates a variety of elements and processes on different levels
Technological lock ins at firm level can usually be explained by switching costs, costs of not learning as fast as competitors,
Industrial districts as‘learning regions':'A condition for prosperity? STEP Report, R-03. Oslo: STEP.
Learning about innovation policy. Reflections on the state of the art in Europe's regions. Paper presented at the Regional Studies Association International Conference‘Regional Growth Agendas',Aalborg, May 2005.
Learning versus Collective Learning Processes. Regional Studies 33 (4), 353-365. Chell, E. and S. Baines (1998:
a new perspective on learning and innovation. Administrative Science Quarterly 35,128-152. Colletis-Wahl, K. and B. Pecqueur (2001:
Learning from Clusters: A Critical Assessment. New york: Springer, pp. 19-50. Cooke, P. 1996: The New wave of Regional Innovation Networks:
Toward the Learning Region. Futures, 27,527-536. Florida, R. 2004: The Rise of the Creative Class.
Evolution, innovation and learning: evidence from case studies. Entrepreneurship & Regional Development 10 (2), 137-149.
technological learning and regional economic change. Aldershot: Ashgate, pp. 231 260. Fromhold-Eisebith, M. 1999:
Center for Innovation, Research and Competence in the Learning Economy (CIRCLE. http://www. circle. lu. se/publications.
Collective learning processes and inter-firm networking in innovative high-technology regions. Cambridge, Series ESCR Centre for Business Research.
Spatial Clustering, Local Accumulation of Knowledge and Firm Competitiveness. Geografiska Annaler, 78 B (2), 85-97.
Building a Cross-border Learning Region: Emergence of the North-European Oresund Region. Copenhagen. Maskell, P. and A. Malmberg (1999:
Localised learning and industrial competitiveness. Cambridge Journal of Economics 23,167-185. Maskell, P.,H. Eskelinen,
Competitiveness, Localised Learning and Regional Development: Specialisation and prosperity in small open economies. London & New york:
The Learning Region: Institutions, Innovation and Regional Renewal. Regional Studies 31 (5), 491-504. Mothe, John de la and G. Paquet (1998a:
Local and Regional Systems of Innovation as Learning Socio-Economies. In: Mothe, John de la;
Beyond the Learning Region: The Dialectics of Innovation and Culture in Territorial Development. In: R. A. Boschma and R c.
Learning from Clusters: A Critical Assessment. New york: Springer, pp. 89-109. Nadvi, K. and G. Halder (2005:
Learning and Innovation in Organizations and Economies. New york: Oxford university Press. North, D. and D. Smallbone (2000:
Cities and regions in the new learning economy. Paris: OECD. O'Gorman, C. and M. Kautonen (2004:
Making connections. technological learning and regional economic change. Aldershot Hants: Ashgate, pp. 7 33. Oughton, C.,M. Landabaso and K. Morgan (2002:
Innovation, Networks and Learning Regions? London: Kingsley Publishers, pp. 124-136. Prognos (2006: Prognos Zukunftsatlas 2006.
Knowledge, Learning and Regional Development: An Introduction. In: V. Lo and E w. Schamp (eds.:Knowledge, Learning,
and Regional Development, Münster, Hamburg, London: LIT, pp. 1-12. Schätz, L. 1999: Regionen: Kompetenzzentren und Globalisierung.
A National and International Comparison of Collective Learning in High-tech Manufacturing and Services. In: V. Lo and E. Schamp (eds.:
Knowledge, Learning and Regional Development. Münster: Lit Verlag, pp. 39-60. Sternberg, R. 1999: Innovative Netzwerke und Regionalentwicklung.
The general trend to the le hand side refl ects the decrease in manufacturing in the overall economy.
but it has to take into account the learning curve and the cost of deployment and also the potential impact on the rest of the software that they are expected to integrate with.
enhance the innovation capabilities by providing opportunities for shared learning, transfer of technical knowledge and resource exchange. 3. 4. 3 Deployment of e-invoicing The commercial invoice is the most important document exchanged between trading partners.
because Robert Solow (1957) was one of the first economists who pointed out the significance of disembodied technical change for economic growth opposite to the classical view that in particular capital accumulation,
and collaboration enhance the innovation capabilities of companies by providing opportunities for shared learning, transfer of technical knowledge and resource exchange.
Over the years this solution became more and more difficult to manage due to the accumulation of specific developments performed for AIT and the overall complexity of the solution.
The average learning time how to use the system is another four months. Regarding the resource planning system,
Arrow, K. J. 1962), The Economic Implications of Learning by Doing. Review of Economic. Studies, vol. 29,155-173.
Innovation and Learning: the two faces of R&d. Economic Journal, Vol. 99. No. 397, pp. 569-596. COM (2004) 0060 final Communication from the Commission to the Council, the European parliament, the European Economic and Social Committee and the Committee of the Regions-Towards a thematic strategy
Trading-Off Learning With Process Change. IEEE Transactions on Engineering Management 51 (1) 70. The Impact of E-business on Transportation.
Also called‘Virtual Company Dossier',this STORK 2. 0 Cross-border eid services in real life settings (pilots in elearning and Academic qualifications, ebanking, Public services for Businesses and ehealth
and a firm's linkage to external sources of expertise for learning about new technological development were the major forces that influenced these firms in adopting a process innovation.
Risk, delay and cost can be minimised by learning from good international practices. INTRODUCTION 25 IMPROVING HEALTH SECTOR EFFICIENCY:
payment to attend learning sessions, training and support, etc. In addition to subsidies, government grants were the primary source of start-up funds reported by four out of the six case study countries.
Accreditation is the gateway to PIP. Since 1999, the PIP includes a number of incentives to encourage practices to keep upto-date with the latest developments in Information management and Information technology (IM/IT.
direct cash subsidies, compensation to attend learning sessions, training and support (e g. by providing help with data entry).
THE ROLE OF INFORMATION AND COMMUNICATION TECHNOLOGIES OECD 2010 Compensation for attending learning sessions Adoption of the CDM Toolkit is one component of the CDM Bundle, a series of learning sessions
There are six to eight learning sessions in the CDM bundle, with each session lasting 3. 5 hours.
Government funding support and vendor accreditation are recognised generally as key factors in influencing health IT adoption in the Province (Protti et al.
Risk, delay and cost can all be minimised by learning from good international practices. CHAPTER 5. USING BENCHMARKING TO SUPPORT CONTINUOUS IMPROVEMENT 123 IMPROVING HEALTH SECTOR EFFICIENCY:
direct cash subsidies, including payment to attend learning sessions, training and support (e g. by providing help with data entry), reimbursement for complex care e-mail/telephone follow-up,
Adoption of the chronic disease management (CDM) toolkit The CDM self evaluation toolkit is based a web software developed by the B c. Health Ministry.
Many physicians started with the CDM self evaluation toolkit and although it provides less clinical information than an EMR,
114 Summary of the findings from IPF 12 4. 1 Learning platform 12 4. 2 Tool set 12 4. 3 Recommendations on innovation support to SMES
in order to foster transnational cooperation in the area of innovation support for SMES as well as to establish an operational platform for mutual learning and collaboration.
including the establishment of a mutual learning platform. 2. Propose and test new approaches to innovation support.
This has been addressed by thematic network events, peer reviews and twinning. An example of this is the pre-commercial procurement that in many countries is a new approach on demand side support
and learning from, good practices. To facilitate the process, IPF has developed a common framework that has served three main purposes;
A learning platform that facilitates collaboration and learning among innovation support organisations based on good practices A tool-set supporting identification,
assessment and transfer of good practices between innovation support organisations and policy contexts Recommendations on how innovation support to SMES can be improved The learning platform developed by IPF has been based on the assumption that learning requires a common language with
Furthermore, the learning platform needs users (a community) that apply the language and the process.
Some of the more important conclusions are that learning-bydoing as a principle has been appreciated much
and learning processes active in between physical meetings. One observation is that IT tools not have been able to alleviate these problems.
and are useful for agencies for the learning and the transfer of practises. However, the tools have been best for identifying
-IPF as a learning platform that facilitates collaboration and learning among organisations providing innovation support services to SMES.
This is followed by presenting the main lessons learned from the network/learning platform, the tools that have been used and from the analysis of the central policy themes.
with a view to learning from the best and contributing to the development of new and better innovation policies in Europe.
The idea of the call was to establish an operational platform for mutual learning and exchange of experiences,
Mutual learning should also include reflections on how to remove existing barriers for the use of better practise
The group should stimulate mutual learning and cooperation between public innovation support service providers across Europe
and prepare recommendations on how to provide innovation support services more efficiently. 2. Carry out peer reviews (mandatory) to search for better practices in providing innovation support services.
The main objective of this task was to organise peer reviews through visiting programmes aimed at assessing current support mechanisms
It was proposed to initiate the twinning concept through an open call for expression of interest addressed to public innovation funding agencies indicating the specific scheme they wish to transfer. 4. Foster mutual learning by facilitating staff exchanges (optional) between public innovation funding agencies
With this shift an increased emphasis on learning from trial and error has emerged. This is shift has occurred due to the complexity and the difficulty in modelling innovation systems.
including the establishment of a mutual learning platform. 2. Propose and test new approaches to innovation support.
This has been addressed by thematic network events, peer reviews and twinning. An example of this is the pre-commercial procurement that is a new approach on demand side support in many countries.
improve inter-and intra-organisational IMPROVING INNOVATION SUPPORT TO SMES9 learning platforms for multilevel governance
Scheme for Methodological Approach Process of policy learning & development Tools Peer review WP 2 Twinning WP 3 EFQM WP 4 SDS guidelines/Segmentation WP
both with differences in the use of tools and with different focus with regard to the learning and transfer process,
and included the synthesis of the project results. 2. Work package 2 included peer reviews of European agencies
and effectiveness of innovation agencies and programmes. 5. Work package 5 included peer reviews of good practices at innovation agencies outside of Europe. 6. Work package 6 included improving
efficiency and effectiveness of SME innovation support in Europe through mutual learning between agencies. The Commission has also been interested in establishing a forum for a better dialogue with national and regional SME support organisations.
see Chapter 5. 8). This group has acted as a sounding board, reflection group and as a part of the learning platform.
The findings of the IPF are here summarised in three sections, the first on the learning platform as such,
third on the recommendations on how innovation support services can be improved in Europe within the three themes selected. 4. 1 Learning platform The learning platform developed by IPF has been based on the following approach:
A learning platform also needs a methodology or work processes that guides users on how the language should be applied
A learning platform needs users (a community) that applies the language and process. Thus, IPF extended the consortium with an open Council of practitioners that formed a community interested in applying the common framework (the conceptual model
IPF has invited also experts from European innovation support agencies to participate in peer review panels and as hosts for peer reviews.
The learning platform has used learning-bydoing as a principle which has been preferred to reading reports. This approach is different to that of many other projects where reports are used to a greater extent.
The learning platform has raised the awareness and knowledge of how transferability can be supported and the challenges and limitations surrounding this topic.
and learning processes alive in between the physical meetings. The IT tools have not alleviated these problems:
A learning platform like the one used in in the IPF needs maintenance and management through a secretariat or organisational body that arranges
Peer reviews have been beneficial for identifying good practises and it seems like it has been easier for the group to engage in identification and analysis than in transfer and implementation.
The work package has established a model for the conduct of peer reviews. However, there are areas for improvement,
Peer reviews outside of Europe are more challenging due to language issues, incentives and shorter time frames for reviews.
when arranging with these types of peer reviews. Twinning Twinning has been successful and three out of four of the countries that were involved actively in the twinning process have implemented some version of pre-commercial procurement.
Peer reviews cannot completely analyse transferability and hand over design recommendations; instead, the design recommendations have to be developed as a co-creation process at the beginning of the twinning exercise between those implementing the good practices and those providing the good practices.
involving learning between experienced actors. Twinning advanced can also involve a less advanced actor that participates in the process
and method to introduce operational learning among agencies and as a tool to constantly improve operations.
or a group of agencies, forming a learning platform or user group. With the EFQM model
the main sources have been the peer reviews of The irish initiative for High-Potential Startups, the Scottish Proof of Concept programme, the Finnish VIGO-and Young Innovative Enterprise-programme and The french Venture capital
as it has provided opportunities for learning, both in formal and in informal ways. Findings and lessons learned have had an impact on the participating innovation agencies.
Initiating and performing peer reviews, twinning's and EFQMASSESSMENTS do not happen automatically. Continuation of these activities will need probably a central body that facilitates the process
and where learning and knowledge exchange can occur both directly and indirectly. The platform also fosters informal networks that can be used in their circumstances.
and facilitate learning from peers. Develop and refine tools for learning, like Peer reviews, EFQM and Twinning.
Be a platform that offers the service to assist agencies in learning through utilising the tools.
Host and manage a public online forum for discussions, like Linkedin group Innovation Policy Forum.
Tasked the Productivity Commission to examine Childcare and Early childhood Learning. The Government will respond to any recommendations once the Commission makes its Final Report.
This will be complemented by external reviews of regulators'performance against the Framework. The self-assessments and external reviews of regulator performance will be publicly available.
Public consultation on the Framework was undertaken in September 2014. We anticipate releasing a final Framework in October as part of 2014 Spring Repeal Day.
science and computing in schools The Chief Scientist has identified a critical need for learning resources that will engage students in mathematics,
and learning resources to support implementation of the Australian Curriculum. Building on these maths education programmes, the Government will provide a further $3. 5 million to encourage the introduction of computer coding across different year levels in Australian schools.‘
and mathematics, stimulating their passion for these learning areas. The Government will provide $600 000 to support travel and accommodation for participants, building on existing national summer schools for STEM.
Workplace learning subjects including workplace visits, project-based learning and internships will be embedded in the curriculum and school timetabling.
Working in partnership with school leaders, employers will be involved actively in the design and delivery of the courses.
quality child care can make to increased workforce participation (particularly for women), children's learning and development, the current and future need for child care in Australia,
) The Learning Curve. Pearson. Elborgh-Woytek, K.,& et al. September 2013. Women, Work and the Economy:
) Childcare and Early childhood Learning, Draft Report. Canberra: Commonwealth of australia. Productivity Commission. 2014b). ) Geographic Labour mobility, Research Report.
and develop it further through work experience, learning and knowledge sharing. The demand for competent personnel provides challenges for the education system.
as well as invest in lifelong learning through on the job training. Today's pupils and students are the ones who will be creating the job opportunities and values of tomorrow.
and to support the learning of the processes in the workplace. First, the material informs you of what a certain technique
therefore a learning and working tool. For other, more complex tools, expert assistance or further learning will be necessary.
This can be done best in useful learning scenarios by way of workbased, project based, project integrated learning or similar.
After reading the content you will be in a better position to make a sound decision on the usefulness of a certain innovation tool for your purposes and your working environment.
This way we hope to encourage the user of this guide to reflect on the question what else can help
and 3) Policy workshops to carry out peer reviews of policy schemes. The Innobarometer is an opinion poll conducted among enterprises to gather their appreciation of innovation challenges (see http://europa. eu. int/comm/enterprise/innovation/index. htm)
which is funded a programme by the European commission to serve as a laboratory of innovation in the field of lifelong learning and seeking to address two challenges:
courses related to innovation and also post graduate programmes"Innosupport: Supporting Innovation in SMES"-1. Introduction: Innovations in the working place page 8 of 271 (see www. som. cranfield. ac. uk/som/mscilp/faq. asp)
Accreditations, qualifications, certifications? Processes, systems, IT, communications? Cultural, attitudinal, behavioural? Management cover, succession? Weaknesses Disadvantages of proposition?
Accreditations, etc? Processes and systems, etc? Management cover, succession? Opportunities Market developments? Competitors'vulnerabilities? Industry or lifestyle trends?
transfer of the personal learning to group learning and then reaching the organisational goals and tasks.
Individual/Learning Partner Reinforcement & Coaching Learning is done in pairs with the purpose of offering support
openness towards learning and change; at business level (6 months after: growth in sales and closing new deals;
Faster learning; cutting the personal and organisational learning curve in everything new that you Do in order the reader to realise how important K. M is
provide time for learning, hire for openness to ideas Belief that knowledge is prerogative of particular groups,
Newsletters can be a good way to disseminate learnings, knowledge can be exchanged face-to-face in meetings and conferences. 4. 6. 8. Resources Bibliography 1. Thomas H. Davenport & Laurence Prusak, Working Knowledge:
The University offers a Master's and Doctoral program, as well as a KM Graduate Certificate program. http://www. knowledgemedia. org/www. knowledgemedia. org is the scientific platform for research in the field of Knowledge Communication,
Other innovation routines may include mentoring of innovators by senior management, seeking advice and resources outside established channels, celebration of successes and learning from failures.
thus learning valuable lessons. What Benchmarking is the continuous process of measuring subjects against competitors or market leaders.
Seven Actionable Critical Success Factors 1. Solid up-front homework to define the product and justify the project. 2. Voice of the customer a slavelike dedication to the market
"In addition, Product Managers and the Product Development Manager were dissatisfied with the quality of pre-development homework
This is a direct result of better pre-development homework, better cross-functional teamwork and tighter project specifications.
technology and innovation management tools) http://www. netmba. com/marketing/Mix in this address on can find analytical description of the marketing mix method) http://c2kschoolbox. granada-learning. com/pdf
Supporting Innovation in SMES"-9. 2. Use of Media to support innovation page 191 of 271 9. 2. Use of Media to support innovation Introduction Learning
and facilitate the learning content, be books, pictures or otherwise. Through the arrival of electronic media, initially analogue and then digital the use of media in learning has become an increasingly important feature.
It has allowed the potential facilitation of learning content to a range of learning styles and learner needs.
This component provides a brief overview and explains some of the issues involved. Enhancing the learning environment within the workplace is a key element in the facilitation and management of innovation. 9. 2. 1
. What Is based Media Training (MBT)?.192 9. 2. 2. Where media applies?..192 9. 2. 3. Why Media Based Training?..
Media-based training basically utilises some of these media to enhance the learning process, address different learning styles and to broaden the range of learning resources
and often making them more accessible, especially those that are based digitally via online learning. The use of media only enhances learning
when the media matches the learning content. Media for the sake of media will not achieve the desired learning effect.
There must be a clear link between the learning method employed and the media. Electronic media can be distinguished between analogue and digitally based media.
Analogue media is by now means dated if appropriate in the learning context. It can be cheap and easy to utilise.
Digital media however can be more versatile, flexible in its application, especially when using the internet as a resource.
Most of the following refers to digital media. 9. 2. 2. Where media applies? Boring instruction is not an effective one.
Learning trough media will provide choices in how to learn. Media-based Training (MBT) is concerned with teaching
It is worthy to notice that there is a clear need of emotional intensity of media simulated experience for learning to last.
creation of meaning and efficient learning are inevitably a social process. MBT creates the conditions for deep learning through reflective dialogue with others.
MBT can be applied in all types of firms. In the new online evolving collaborative learning
and working environment creative thinking may emerge. 9. 2. 3. Why Media Based Training? Each approach to learning has advantages and disadvantages.
This is no different when using MBT. The illustrations below are aimed to list some of these.
the technology aspect can at times become the focal point rather than the learning as illustrated below.
is used to customize learning for those who have very specific needs and not much time or patience to complete topics they have learned already.
makes the learning environment more predictable; contains objects and actions corresponding to real-world; give the MBT solution a unified and consistent appearance and organization;
Media Based Training Solutions Efficient deep learning"Innosupport: Supporting Innovation in SMES"-9. 2. Use of Media to support innovation page 195 of 271 http://www2. trainingvillage. gr/download/Cinfo/Cinfo398/C38k6en
. html A learning centre is operating at the Melfi factory (near Potenza) of Fiat Auto.
The learning centre will be open, outside working hours, to everyone working inside the factory premises.
Science 9. 2. 6. Preliminary conclusion By using efficient MBT solutions we can get both the transition from dependence to independence in learning,
and implies collaboration in learning and self professional development. These solutions take into account approaching the learners as whole persons,
and the achievement of transformation skills, self evaluation and creation of learning communities. The use of the right metaphors in combination with the appropriate lesson structures can provide for a rich and effective learning environment that can be stimulating the generation of innovative ideas.
Media-based training will continue to grow and advance. Soon most product sold will have MBT available from the manufacturer or enterprising freelance training,
Related topics are based web learning, computer-based learning and elearning. 9. 2. 7. Resources Bibliography Allen, M.,Michael Allen's Guide to E-learning, John
Inc.,2003 Allesi, S m.,Trollip, S. R.,Multimedia for Learning. Methods and Development. Allyn and Bacon, 2001 Brockbank, A.,Mcgill,
I.,Facilitating Reflective Learning in Higher education. SRHE and Open university Press Imprint, 1998 Buckingham, D.,Media Education:
Literacy, Learning and Contemporary Culture, Polity Press, 2003 Cartwright, S. R.,Cartwright G. P.,Designing and Producing Media-Based Training, Butterworth-Heinemann, 1999
Learning about Teaching and Learning through Modelling. Falmer Press, 1996. Schank, R.,Designing world-class e-learning.
Schunk, D. H.,Zimmerman B. J.,Self-regulated learning from teaching to self-reflective practice, Guilford Press, 1998 Thorne, K.,Blended learning how to integrate online
& traditional learning, Kogan Page Ltd, 2003 Links http://carbon. cudenver. edu/mryder/itc data/idmodels. html http://www. thelearningweb. net http
://www. innlrn. com/http://www. engines4ed. org/hyperbook/misc/rcs. html http://www. city. londonmet. ac. uk/deliberations/collab. learning
The great importance of training, further training, learning, human resource development etc. should not be neglected
Faster decline of the knowledge and the need for lifelong learning High demands on the specific subject skills but also on the methodical and social competence of the employees communicative and language competence need for more responsibility and self-control etc.
An essential goal of training planning and of the development of appropriate measures is to create training activities in such a way that the learning party can go through learning processes that lead to learning results which,
forms of learning) target group planning evaluation planning (how will we know that we reached our objectives and
Within the concrete learning situation the participant is confronted actually with the teaching staff (as well as with the contents and activities.
increased application of on-the-job training and project-work intensification of internal know-how transfer use of new methods of teaching and learning,
as well as the use of new learning technologies A central position within the training process holds the transfer and the implementation of the acquired knowledge into the work situation,
What attempts are made to support the transfer of learning results onto the job? What attempts are made to determine the results of further training measures?
However, in the longer term a better understanding of the business in terms of a learning organisation with its base of skills
Introduction Some characteristic features such as insecurity, growing dependence on scientific progress, growing complexity of research and innovation, the importance of knowledge and learning etc. form the innovation process.
knowledge and resources and by suitable learning among at least three partners help to bring about innovation are based on confidence and stable cooperation relations.
Linde Verlag This book outlines by means of the idea of a learning region a pro-active discussion of the processes of change.
For the first time the idea of a learning region is presented comprehensively. Because of the look from a business management point of view, it gives impulses for a new understanding of the development of regions.
Ask what the adopted learning concept Is there are still learning concepts based on reading, translating and answering questions!
Native speakers are needed for conversation at a later stage of learning.""Innosupport: Supporting Innovation in SMES"-12.2.
I regard the learning with new types of media a useful learning instrument for exercises
there will be no learning objective. Please bear this in mind when distinguishing between what you would like to be able to do and the real needs in your job.
We have used also successfully similar tables for the preparation of learning arrangements. Please give the tutor the filled-in questionnaire
. englishtown. com online English learning platform http://www. ego4u. de Learning English online: free exercises, explanation, preparation for tests, games and information about English language and culture. http://www. tu-chemnitz. de/phil/Internetgrammar/"Innosupport:
the service is free of charge. http://people. freenet. de/mvhs-english/This website contains many useful links for learning offers.
bbc. co. uk/worldservice/learningenglish/index. shtml The BBC (British Broadcasting Corporation) offers very attractive and a large scale of learning subjects
and brainstorm intercultural issues and use‘action learning sets'for example. 7. Hold intercultural‘fun'days that include competitions that test your intercultural knowledge
B. Self evaluation Competency Description Your comment‘tolerance of ambiguity'an attitude of in situations which are not clearcut
by way of finding out about and learning from the culture (e g. customs, practices and values) of the customers, clients or business partners you will be working wth
Overtext Web Module V3.0 Alpha
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