Synopsis: Education: School: Schoolwork:

2 Percentage population aged 30-34 having completed tertiary education Age group more narrowly defined than in EIS 2009 Eurostat 2005 2009 1. 1. 4 Participation in lifelong learning

and most importantly, failure of a start-up may be a useful learning experience. In the EU on the other hand, failure and renaissance in a new company is not so welcome.

People are getting excited and learning about robotics. Roomba is a durable, dependable and affordable platform for doing robotic research. 92 As well as continuing its home products and military robots,

Thus, R&d activity is an investment in knowledge accumulation and in the development of technologies (Parham, 2009.

2014 Åge Mariussen Inger Midtkandal Ruslan Rakhmatullin S3 Policy Brief Series No. 05/2014 A Policymakers Guide to Transnational Learning in Smart Specialisation Report

Printed in Spain 1 A Policymakers Guide to Transnational Learning in Smart Specialisation Åge Mariussen*,Inger Midtkandal**and Ruslan Rakhmatullin***Botnia-Atlantica Institute, University of Vaasa (Finland

transnational learning is a promising and potentially powerful tool. However, attempts to organize transnational learning may easily fail.

This brief explains how it can succeed, with reference to the six steps of the S3 Guide.

This typology is intended to illustrate how transnational learning may play different roles in S3 policymaking.

Smart Specialisation, transnational learning, typology of RIS3, drivers of change, 6 steps of the S3 Guide a The views expressed are purely those of the author

and may not in any circumstances be regarded as stating an official position of the European commission. 2 TRANSNATIONAL LEARNING AS A POWERFUL TOOL IN SMART SPECIALISATION The point of departure for this policy-brief is opportunities

and challenges in promoting transnational learning as a more forceful tool in Smart Specialisation. Core issues are 1

This typology is intended to illustrate how transnational learning may play different roles in S3 policymaking.

The brief draws on Learning Transnational Learning, combined with experience from S3 peer review workshops throughout 2013,

Core components in these attempts at transnational learning so far have been Critical friends and peer review.

SMART SPECIALISATION IS NOT A FASHION The concept of transnational learning is used in different ways.

The result of this kind of learning is often the creation of what professors studying diffusion refer to as fads

Among industrial actors, this is called learning through monitoring. Industrial actors apply benchmarking and monitoring of what their competitors

Using transnational learning to change your own region takes a coordinated effort, which involves several phases of analysis and planning.

THEN HOW CAN TRANSNATIONAL LEARNING BE EXPLOITED IN S3 POLICYMAKING? The short answer is that it needs to be integrated into all parts of the S3 planning cycle.

The experimental S3 planning and policy-making cycle The experimental S3 planning and policy-making cycle Smart specialisation planning and policymaking Objectives Transnational learning opportunity What can go wrong?

Learning from others in the analysis (an outsider perspective) We are perfect Step 2 Set up of a sound and inclusive governance structure Balancing inclusion and participation with a view of the entire region.

or institutions in evaluation and exploitation of transnational learning Transnational learning isolated in a project

Learning from others how to prioritize, evaluating good practices and selecting the best options for future development Dominant regional actors takes all the money for usual purposes Step 5 Establishment of suitable policy mixes Policy mixes are determined by the model

Failed attempts to do transnational learning are derived often from a series of missteps. The regional partnership may see the situation as perfect (step 1),

Similarly, efficient use of transnational learning should as explained above include learning through monitoring in the analysis (step 1),

involving the S3 regional leaders in transnational learning (step 2), specifying a vision on a reflection upon the global position of your region (step 3),

What is relevant in terms of transnational learning depends on your SWOT analysis where you have discovered your drivers of change.

the integration of transnational learning into this planning process may go like this: DRIVER OF CHANGE PLANNING CYCLE WITH TRANSNATIONAL LEARNING Globalization is destroying our industrial base Our innovation system is inefficient Entrepreneurial discovery of own latent potentials We should create a new paradigm of production

Sharing visions with other regions Analysis. Comparison with others, discovery of good practices. What is wrong with my framework conditions?

The forms of transnational learning required in these strategies are sophisticated and include shared technology foresights

Driver of change S3 focus Characteristics of trans national learning Deindustrialization Regional embedding of knowledge GAP analysis Specific indicators Transfer of institutional solutions Innovation system

either competitive learning through monitoring or deep and many-sided Transnational co-specialisation Technology foresights Scenarios Shared strategy Deep, many-sided The different drivers are likely to be related to different

Correspondingly, this raises different types of agenda for transnational learning. In some cases, such as transnational co-Specialisation, transnational learning may be seen as many-sided and deep. 14 REFERENCES Mariussen Åge and Virkkala Seija (2013) Learning Transnational Learning, Routledge Studies in Human

Geography Midtkandal Inger and Rakhmatullin Ruslan (2014), The S3 Platform Peer review Methodology, JRC Technical report,

A Policymakers Guide to Transnational Learning in Smart Specialisation Authors: Åge Mariussen, Inger Midtkandal, Ruslan Rakhmatullin Luxembourg:

transnational learning is a promising and potentially powerful tool. However, attempts to organize transnational learning may easily fail.

This brief explains how it can succeed, with reference to the six steps of the S3 Guide.

This typology is intended to illustrate how transnational learning may play different roles in S3 policymaking.

The R&d potential of ICT companies is illustrated also well by the fact that 15.4%of them have an R&d function in the start-up-learning phase,

Other companies engaged in R&d are characterised by similar percentage rates. 6. 1%52.5%36.4%5%Start-up/Learning Developing/Expanding Mature/Stagna?

ng Declining/Phasing out 15.4%58.2%22.1%4. 3%Start-up/Learning Developing/Expanding Mature/Stagna?

and more broadly, the role of ICT as a key enabler of innovation and creativity in Education and Training (E&t) and for learning in general.

impact, costs and mainstreaming of ICT-enabled learning innovations (ICT-ELI) in Europe. This report is part of the project"Up-scaling Creative Classrooms in Europe"(SCALE CCR) launched by the Information Society Unit at JRC-IPTS1 in December 2011 and completed in June 2013 on behalf of the Directorate

http://is. jrc. ec. europa. eu/pages/EAP/SCALECCR. html Yves Punie Project Leader ICT for Learning

for her contribution to the in depth analysis of the seven cases of ICT-enabled learning innovations from Asia and Europe and for her input to the development of the policy recommendations.

Ola Erstad (University of Oslo), Paul Kelley (Science+Technology in Learning), Marco Kools (OECD-CERI), Anne Looney (Irish National Council for Curriculum and Assessment

In order to modernise E&t systems, true ICT-enabled learning innovations (ICT-ELI) are needed that improve significantly upon the status quo

and broaden the learning experience. This can be done via small networks of schools and small networks of teachers.

and infrastructure to enable innovative teaching and learning practices. Top 10 recommendations Recommendation 1-School staff professional development area Invest significantly in updating Continuous Professional Development provisions (including the education of teacher trainers) to ensure that in service teachers acquire the key

and orchestrating learning instead of transmitting knowledge. Recommendation 2-School staff professional development area Support and motivate teachers to develop

and ICT skills (e g. through in service training, peer-learning and informal and non-formal learning), as lifelong learners themselves.

and adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings and purposes. Recommendation 5-Organisation and leadership area Support knowledge exchange (e g. through participation in national/international conferences

focusing on the possible learning gains. 7 1. Introduction 1. 1 Background and context Educational stakeholders recognize ICTS as key enablers of innovation and creativity in Education and Training (E&t) systems and for learning in general.

Throughout Europe there are diverse national policies for ICT in education and many activities are undertaken to promote the use of technology in Education and Training systems.

although the infrastructure to promote ICT use for learning and a sound research base to guide the process are widely available,

In order to modernise E&t systems, true ICT-enabled learning innovations (ICT-ELI2) are needed that improve significantly upon the status quo

define and classify ICT-enabled learning innovations4 across a range of settings and participants, including groups of learners and teachers5 at system level, both within and outside formal education settings;

2 ICT-ELI will be used as an abbreviation of ICT-enabled learning innovations throughout this report. 3 http://is. jrc. ec. europa. eu/pages/EAP/SCALECCR. html 4 In the context

and also in this report, the term ICT-enabled learning innovations is used to mean profoundly new ways of using

dealing with both formal and informal learning in school settings and in adult education. 5 The term teachers is used in this report in its broadest sense as meaning teachers,

and others. 6 Creative Classrooms can be defined as innovative learning environments that fully embed the potential of ICT to modernise learning and teaching practices.

whereas the term Classrooms is considered in its largest sense as including all types of learning environments,

were conducted to provide firsthand experiences of learning innovations and inputs from real settings for the development of policy recommendations.

and constant evaluation is important for implementing learning innovations and scaling them up. So, as a number of the proposed policy recommendations call for evidence-based policy making for mainstreaming of ICT-ELI,

10 the Future of Learning Linkedin Group; 11 the etwinning Creative Classrooms Group; 12 the 10 http://groups. etwinning. net/web/creative-classroom/welcome 13 European Civil Society Platform on Lifelong Learning;

13 the European Forum on Learning Futures and Innovation; 14 the European Forum of Technical and Vocational education and Training;

15 the DG EAC Thematic Working group on ICT and Education; 16 and the SCALE CCR website. 17 Survey analytics showed that most of participants entered the survey through a direct link from the around 250 personal invitations sent by email.

which stabilised after the Organisation and leadership area with 120 respondents. 11 http://www. linkedin. com/groups/Future-Learning-2266966/about 12 http://openeducationeuropa. eu/en

/q=story/european-forum-learning-futures-and-innovation 15 http://www. efvet. org/index. php?

option=com content&task=view&id=451&itemid=226 16 http://ec. europa. eu/education/lifelong-learning-policy/doc/exchange/ict en. pdf 17 http

) In general, the more innovative a learning environment is, the more challenging it is to scale up

Policy-makers recognise the role of ICT as a key enabler of innovation and creativity in E&t and for learning in general.

families and individuals around the world and agencies for learning innovation initiatives may emerge at any of these levels (Kampylis,

The mainstreaming of innovative teaching and learning practices, which lie at the core of ICT-ELI,

and learning practices made possible by the use of ICT; the development and assessment of key competences and 21st century skills;

whereas the term content refers to the resources for innovative teaching and creative learning. There is a common thread to all the recommendations in this area:

in order to facilitate the innovative teaching and learning practices that lie at the core of ICT-ELI.

and learning practices made possible by the use of ICT to flourish and become mainstream.

These innovative practices, including the ones proved to be effective in informal learning settings (e g. self-regulated learning),

The co-development of content and curricula requires more solid and systematic empirical evidence on innovative teaching and learning practices and their impact on learning outcomes.

have great potential to stimulate innovative teaching and learning practices (European commission, 2013a). Combined with traditional educational resources,

and learning practices (enabled by ICT) to become mainstream by N%1. Promoting through the curricula innovative pedagogical practices made possible by the use of ICT,

and how this is done in practice and what is envisioned in the study programme. 149 60.4 4. Encouraging the regular update of learning content

and process of learning. 149 57.7 6. Promoting the involvement of education stakeholders (e g. teachers, parents, researchers etc.)

between curricula and key competences. 149 53.7 8. Promoting the incorporation into formal curricula of effective practices from informal learning (e g. self-directed learning).

it remains a challenge to modernise assessment to support learning. For scaling up and mainstreaming ICT-ELI, policy-and decision-makers should promote the use of ICT for reforming assessment strategies

and to promote a formative assessment paradigm where assessment is considered to be an integral part of the learning process.

certification and accreditation strategies in order to allow innovative teaching and learning practices to further be implemented and mainstreamed (Table 4). Policy-and decision-makers should support

and motivate teachers to shift the ownership of assessment to learners 68.8%).%)Assessment for learning (as opposed to the assessment of learning) is considered as a learning experience assessment is integral part of the learning process (Redecker, 2013.

Hence, ownership of assessment is related to ownership of learning. In this way, self-assessment and reflection against learning goals allow learners to take ownership of their learning, in collaboration with their teachers and peers,

and become self-directed and selfregulated learners. Policy-and educational decision-makers should encourage and support not only the assessment of factual knowledge but also the assessment of 21st century skills and key competences.

Assessment-related issues were raised also by many of the workshop participants organized in the context of SCALE CCR as obstacles/challenges for sustained implementation and scaling up of ICTELI (Kampylis

Policy-makers should also promote a formative assessment paradigm where assessment is considered to be an integral part of the learning process (67.6%).

considering their prior achievements according to their learning goals, and are better at fostering skills and competences than the summative assessment practices.

Formative assessment practices include self-assessment, peer feedback, learning diaries, portfolios, e-portfolios, and presentations.

integral and authentic part of the learning process, providing valuable formative information to the learner and the teacher to improve their practices.

and examination systems in order to allow innovative teaching and learning practices to flourish by N%9. Encouraging a shift of ownership of assessment from teachers to learners by giving them an active role in their own assessment

Promoting a formative assessment paradigm where assessment is considered to be an integral part of the learning process. 142 67.6 12.

where assessment is considered to be an integral part of the learning process. 3. 3 Area 3:

European commission, 2013c) that for implementing sustained learning innovations, school staff professional development is a crucial factor.

and orchestrating learning instead of just transmitting knowledge (81.3%).%)These teacher competences imply a wider, more systemic view of teachers'professionalism (compared with teaching competences that refer to their role in classroom),

and update their digital competence and ICT skills (through formal and/or informal learning), as lifelong learners themselves (80.1%).

"Innovative pedagogical practices made possible by the use of ICT lie at the core of learning innovations

and adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings and purposes (80%).

and facilitators of learning. Depending on the context and local specificities and needs, several models of continuous professional development can be followed to support teachers in their new and challenging roles in the context of ICT-ELI.

with networked learning as the online component and a limited number of offline meetings, all of

"Policy-and educational decision-makers should support a blended approach to continuous professional learning and development that combines online professional networks, face-to-face exchanges, informal learning etc.

and orchestrating learning instead of transmitting knowledge. 134 81.3 14. Supporting and motivating teachers to develop

and ICT skills (e g. through in service training, peer-learning and informal and nonformal learning), as lifelong learners themselves. 136 80.1 15.

and adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings and purposes. 135 80.0 16.

Promoting a blended approach to continuous professional learning and development that combines online professional networks and self-organized face-to-face collaboration. 136 69.9 20.

Helping teachers to acquire much greater proficiency in data handling and methods such as learning analytics

and personalize learning processes. 135 48.9 Relevance according to four groups of participants For teachers/trainers

and adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings and purposes"and"Supporting and motivating teachers to develop

and progressive mainstreaming of ICT-ELI is based on research evidence focusing on the innovative pedagogical, technological and organisational practices and the possible learning gains.

) Both success and failure are integral parts of the learning innovations:""failures should be expected as much as successes

technological and organisational practices can enhance learning. Research focusing on the implementation strategies of ICT-ELI (72.5)

This would provide learning institutions and educational stakeholders with proven practical models that support the take up of innovative tools.

%Last but not least, policy should support the application of various research methods (e g. teacherled research, control groups, experimental research, longitudinal studies, social networks analysis, learning analytics, big data research, etc.

Encouraging research on the implementation process of ICT-ELI, focusing on the possible learning gains. 131 72.5 22.

Supporting the application of various research methods (e g. teacher-led research, control groups, experimental research, longitudinal studies, social networks analysis, learning analytics, big data research, etc.

Changes in learning institutions'organisation and leadership strategies are required for sustainable implementation and progressive mainstreaming of ICT-ELI.

which allow innovative teaching and learning practices to flourish. Furthermore, policy actions should focus on knowledge exchange and dissemination of innovative practices;

These changes in organisation strategies will also require changes in learning leadership, which should be as open and 23 participatory as possible for orchestrating innovations at organisational, technological and pedagogical level.

-and macro-level are needed to empower learning institutions to develop well-articulated innovation agendas with both long-term vision and short-term goals.

and leadership models to make learning innovation a mainstream activity. Policies should encourage learning organisations to embrace the technological opportunities available for opening up their learning materials (e g. open educational resources) and practices and also support informal learning.

Policies are needed that help learning organisations to promote networking with other organisations and stakeholders across sites and also within the same organisation,

in order to encourage the emergence and scaling up of learning innovations. For instance, policies at micro-,meso-and macro-level should develop organisational structures (e g. formal recognition and informal reputation mechanisms, technical support, pedagogical advice, etc.

and leadership strategies needed to allow learning organisations to envisage and follow their own pathways to innovation

and to scale up in an'organic'way, focusing on authentic learning for the 21st century. 24 Table 7:

and open and participatory leadership allow the progressive take up of innovation for learning by: N%29.

Encouraging learning organisations to build on their strengths, available resources and readiness to implement innovation for learning,

following a step-by-step approach that could lead to a sustainable momentum towards a radical (or even disruptive) end. 122 60.7 43.

and learning to flourish. 122 59.0 46. Setting evaluation, communication and feedback mechanisms (e g. platforms for collecting big and/or rich data and learning analytics) right from the start of different pilots or initiatives. 121 57,0 47.

Encouraging collaboration and communication channels between supranational agencies (i e. European commission, OECD, UNESCO etc. in order to co-develop indicators and benchmarks for ICT-ELI. 122 55.7 48.

ICT opens up a whole new frontier in learning, empowering both teachers and learners to connect with ideas and people beyond the classroom walls-such as peers,

and broaden the learning experience at local level and beyond. ICT-enabled learning innovation is a complex and slow process that requires cultural change and collaboration between stakeholders from policy (e g.

Ministries of Education and local authorities business (e g. IT providers), research (e g. research centres), higher education (e g. teachers trainers), cultural bodies (e g. museums), educational practice (e g. school leaders, teachers, teacher unions), families,

and broaden the learning experience at local level and beyond (European commission, 2013a). Connectedness (e g. Law et al.

and broaden the learning experience and mainstream ICT-ELI. Research reveals that effective implementation of new pedagogical technologies is ensured best through learning opportunities that are linked

(i) directly to the experiences of teachers and (ii) enhanced by horizontal communication with peers who are already successful in practising these technologies.

and maintenance of‘learning networks'that provide opportunities for professional peer exchanges (65.8%)(e g. Vuorikari et al.

and exchange of effective policies and practices among the Member States. 121 49.6 26 teaching and learning practices.

%to aggregate learning opportunities and knowledge exchange on a large scale. Cross-border professional networks, such as etwinning (e g.

and learning practices and should be supported further by policymakers (61.3%).%)Table 8: Connectedness policy recommendations Policy-and decision-makers could design

and broaden the learning experience by: N%51. Encouraging and supporting the development of small teacher networks (up to 10 participants at local level and/or beyond) for learning from each other in a more flexible and personalized way. 120 65.8 52.

Encouraging the development of small networks of schools (i e. up to 10 schools) for connecting knowledge, innovative practices and people/efforts at local level and/or beyond. 120 64.2 53.

Investing in structures, such as national and/or transnational inter-linked portals, to aggregate learning opportunities on a large scale (e g. learning resources for School Staff Professional Development) and exchange knowledge

Supporting the development of bigger teacher professional networks (networks of networks) that offer a wider range of opportunities for peer learning

and supporting the development of small teacher networks (up to 10 participants at local level and/or beyond) for learning from each other in a more flexible and personalized way."

"Researchers, however, value most the recommendation"Investing in structures, such as national and/or transnational inter-linked portals, to aggregate learning opportunities on a large scale (e g. learning resources for teachers'professional development

ICT infrastructure could extend the boundaries of the learning across time and space whereas user-centred and flexible physical spaces could enable innovative teaching and learning practices.

Policy should increase efforts and investment in infrastructure developments (e g. broadband, cloud computing, creative learning spaces etc.)

to support effective implementation and progressive mainstreaming of ICT-ELI. For further development and mainstreaming of ICT-ELI an ICT infrastructure of appropriate performance and reach is required to facilitate,

Such ICT infrastructure could extend the boundaries of the learning space across time (access to resources 24/7) and space (virtual learning spaces.

"Therefore, policy-makers should support public-public and/or public-private partnerships between learning organisations, research centres,

but also the effective support structures (e g. helpdesk services) needed to implement smoothly all the necessary learning technologies.

Updated ICT infrastructure should be complemented by physical learning spaces that offer inspiration, flexibility and comfort and allow innovative teaching

and learning practices to flourish (69.2%).%)For instance, the ground-breaking design of Hellerup school in Denmark, entails rethinking the physical spaces in

which learning takes place (e g. user-centred premises and furniture) and high investment in school infrastructure to support the longstanding innovation history of the school (Kampylis,

and/or adapting physical learning spaces to facilitate innovative teaching and learning practices. In conclusion, policy should increase efforts and investment in infrastructure developments (e g. broadband, cloud computing,

creative learning spaces etc.)to support effective implementation and progressive mainstreaming of ICT-ELI. 28 Table 9:

Infrastructure policy recommendations Policy-and decision-makers should take advantage of the full potential of infrastructure for enabling innovative teaching and learning practices by:

Increasing efforts and investment in ICT infrastructure (e g. broadband, cloud computing) of appropriate performance and interoperability (any device, anywhere, any system, any time) to support effective implementation and evolution of innovation for learning. 120

Re) designing and/or (re) arranging physical space/infrastructure to allow for innovative teaching and learning practices, based on research findings on the impact of factors such as ventilation, lighting,

and noise on learning. 120 69.2 60. Supporting public-public and/or public-private partnerships between learning organisations, research centres, IT developers etc. to support R&d of technological innovations that fit the local needs and context. 120 65.8 Relevance

according to four groups of participants Three groups researchers, policy/decision-makers and others believe that the most important recommendation is to ensure that all learners have equal and ubiquitous ICT access in and out of school,

while for teachers/trainers increased efforts and investments in ICT infrastructure to support effective implementation and evolution of innovation for learning is more important. 3. 8 Interrelation between the seven areas

and orchestrating learning instead of transmitting knowledge. 81.3 134 14. Supporting and motivating teachers to develop

and ICT skills (e g. through in service training, peer-learning and informal and nonformal learning), as lifelong learners themselves. 80.1 136 57.

and adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings and purposes. 80.0 135 29.

Encouraging research on the implementation process of ICT-ELI, focusing on the possible learning gains. 72.5 131 As can be seen from the table above,

and learning process and as such must be integrated thoughtfully into the planning and delivery of content and curriculum.

"Changes in curricula and learning objectives are ineffective, if assessment practices remain the same (Cachia, Ferrari, Ala-Mutka, & Punie, 2010).

For instance, only digitally-competent teachers (see School Staff Professional Development) are able to use ICT infrastructure efficiently for innovating teaching and learning practices.

and learning practices, made possible by the use of ICT, to flourish and become mainstream. 5. Policy actions at local, regional,

certification and accreditation strategies in order to allow innovative teaching and learning practices to be implemented further and mainstreamed. 6. Policy-and decision-makers should recognise the key role of teachers,

among other stakeholders, in guiding and implementing ICT-ELI and invest significantly in updating their continuous professional development to ensure that they acquire the key competences required for applying innovative pedagogical practices in real settings. 7. Policy actions at local, regional,

technological and organisational practices can enhance learning. 8. Policy actions at micro-,meso, -and macro-level are needed for empowering learning institutions to develop well-articulated innovation agendas (with both long-term vision

and short-term goals) that include changes in organisation structures/routines and leadership models, which result in learning innovation being regarded as a mainstream activity. 9. Policy should encourage

and support connectedness of teachers and learners with other educational stakeholders at local level and beyond in order to open up

and broaden the learning experience and mainstream ICT-ELI. 32 10. Policy should increase efforts and investment in infrastructure developments (e g. broadband, cloud computing,

creative learning spaces etc.)to support effective implementation and progressive mainstreaming of ICT-ELI. We hope the policy action recommendations presented in this report will guide different trajectories of scaling up

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European Schoolnet. 35 Annex 1 Online Questionnaire Developing and mainstreaming ICT-enabled learning innovations in Europe This survey is part of the study'Up-Scaling Creative Classrooms in Europe

which address the technological, organisational and pedagogical aspects of innovation for learning. Please read them carefully

and learning practices (enabled by ICT) to become mainstream by: 1 2 3 4 5 6 7 Bridging the gap,

and how this is done in practice and what is envisioned in the study programme. Promoting curriculum development that leaves room for teachers to work in small autonomous and interdisciplinary teams,

and updating the content and process of learning. Promoting through the curricula innovative pedagogical practices made possible by the use of ICT,

Promoting the incorporation into formal curricula of effective practices from informal learning (e g. learning by trial and error.

Encouraging the regular update of learning content and curricula based on research findings. 37 5a. If you have additional policy recommendations regarding content

and examination systems in order to allow innovative teaching and learning practices to flourish by: 1 2 3 4 5 6 7 Promoting a formative assessment paradigm where assessment is considered to be an integral part of the learning process.

Revising examination systems in order to include assessment of both factual knowledge and key competences. Promoting the use of ICT tools

which provide information to be used as feedback to enhance learning. Formative assessment is ongoing and repetitive (during the learning process)

and typically involves qualitative feedback (rather than scores). 6a. If you have additional policy recommendations concerning assessment,

and orchestrating learning instead of transmitting knowledge. Enabling teachers to develop their ability to adopt and adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings and purposes.

Helping teachers to acquire much greater proficiency in data handling and methods such as learning analytics

which would allow them to monitor and personalize learning processes. Supporting and motivating teachers to develop

and update their digital competence and ICT skills (e g. through in service training, peer-learning and informal and nonformal learning),

as lifelong learners themselves. Promoting a blended approach to continuous professional learning and 38 1 2 3 4 5 6 7 development that combines online professional networks and self-organized

face-toface collaboration. Motivating and supporting teachers to make their innovative (pedagogical) practices more explicit and visible to peers and other stakeholders, such as parents, community and businesses. 7a.

Encouraging research on the implementation process of ICT-ELI, focusing on the possible learning gains.

Supporting the application of various research methods (e g. teacher-led research, control groups, experimental research, longitudinal studies, social networks analysis, learning analytics, big data research, etc.

and open and participatory leadership allow the progressive take up of innovation for learning by: 1 2 3 4 5 6 7 Revising performance appraisal strategies for teachers and schools to allow more innovative teaching and learning to flourish.

Developing a well-articulated innovation agenda which has both long-term vision (ensuring policy support) and achievable short term goals for the progressive take up of innovation.

communication and feedback mechanisms (e g. platforms for collecting big and/or rich data and learning analytics) right from the start of different pilots or initiatives.

Encouraging learning organisations to build on their strengths, available resources and readiness to implement innovation for learning,

following a step-by-step approach that could lead to a sustainable momentum towards a radical (or even disruptive) end.

and broaden the learning experience by: 1 2 3 4 5 6 7 Encouraging the development of small networks of schools (i e. up to 10 schools) for connecting knowledge, innovative practices and people

Encouraging and supporting the development of small teacher networks (up to 10 participants at local level and/or beyond) for learning from each other in a more flexible and personalized way.

Supporting the development of bigger teacher professional networks (networks of networks) that offer a wider range of opportunities for peer learning and collaboration than the smaller networks.

Investing in structures, such as national and/or transnational inter-linked portals, to aggregate learning opportunities on a large scale (e g. learning resources for School Staff Professional Development) and exchange knowledge

and'success stories'of innovation for learning. 10a. If you have additional policy recommendations concerning connectedness,

Policy-and decision-makers should take advantage of the full potential of infrastructure for enabling innovative teaching and learning practices by:

) to support effective implementation and evolution of innovation for learning. Ensuring that all learners have equal and ubiquitous ICT access, in and out of school.

Supporting public-public and/or public-private partnerships between learning organisations, research centres, IT developers etc. to support R&d of technological innovations that fit the local needs and context.

Re) designing and/or (re) arranging physical space/infrastructure to allow for innovative teaching and learning practices, based on research findings on the 41 1 2 3 4 5 6

and noise on learning outcomes. 11a. If you have additional policy recommendations concerning infrastructure, please write them down. 12.

please enter your email address (e g. john@email. com). 42 Annex 2 Workshop participants Participants in the expert workshop'Scaling up ICT-enabled innovation for learning:

Hanyang Cyber University, South korea Kampei Hayashi Japan Society for the Promotion of Science Panagiotis Kampylis JRC-IPTS Paul Kelley Science+Technology in Learning, United kingdom

up ICT-enabled innovation for learning: Asia Europe expert seminar'held in Hong kong SAR on 22-23 january 2013.

and how this is done in practice and what is envisioned in the study programme. 0. 7 3. 4 2. 0 11.4 22.1 26.8 33.6 60.4 Encouraging the regular update of learning

and process of learning. 2. 7 4. 7 4. 7 12.1 18.1 26.8 30.9 57.7 Promoting the involvement of education stakeholders (e g. teachers, parents, researchers etc.)

learning (e g. learning by trial and error). 2. 0 2. 7 4. 7 13.4 24.2 26 26.8 26.2 53.0 1-not relevant at all;

the learning process. 2. 1 2. 1 5. 6 9. 2 13.4 30.3 37.3 67.6 Promoting the use of ICT tools

and orchestrating learning instead of transmitting knowledge. 3. 0. 7 4. 5 10.4 28.4 53.0 81.3 Supporting

and ICT skills (e g. through in service training, peer-learning and informal and non-formal learning), as lifelong learners themselves..

and adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings and purposes. 2. 2 1. 5 5. 2 11.1 33.3 46.7 80.0 Recognizing the role of teachers as agents of change (rather than objects of change)

7 2. 2 3. 0 8. 1 14.8 31.1 40.0 71.1 Promoting a blended approach to continuous professional learning and development that combines online professional

7 2. 2 4. 4 8. 1 14.7 27.2 42.6 69.9 Helping teachers to acquire much greater proficiency in data handling and methods such as learning analytics,

and personalize learning processes. 1. 5 3. 0 5. 2 11.9 29.6 25.9 23.0 48.9 1-not relevant at all;

, focusing on the possible learning gains..8. 8 3. 1 7. 6 15.3 31.3 41.2 72.5 Supporting the application of various research methods (e g. teacher-led research, control groups

, experimental research, longitudinal studies, social networks analysis, learning analytics, big data research, etc. to the study of complex'ecosystems'of ICTELI..

and learners and values like equity and inclusion are taken into account. 1. 6 4. 9 3. 3 7. 4 19.7 32.0 31.1 63.1 Encouraging learning

available resources and readiness to implement innovation for learning, following a stepby-step approach that could lead to a sustainable momentum towards a radical (or even disruptive) end..

1. 7. 8 3. 3 15.8 19.2 42.5 16.7 59.2 Revising performance appraisal strategies for teachers and schools to allow more innovative teaching and learning to flourish..

data and learning analytics) right from the start of different pilots or initiatives..8 1. 7 6. 6 16.5 17.4 26.4 30.6 57.0 Encouraging collaboration and communication channels between supranational agencies (i e.

and supporting the development of small teacher networks (up to 10 participants at local level and/or beyond) for learning from each other in a more flexible and personalized way..

learning opportunities on a large scale (e g. learning resources for teachers professional development) and exchange knowledge. 2. 5 3. 3 6. 7 5. 8 17.5 31.7

range of opportunities for peer learning and collaboration than the smaller networks. 2. 5 4. 2 4. 2 11.7 20.0 27.5 30.0 57.5 1-not relevant at all;

, broadband, cloud computing) of appropriate performance and interoperability (any device, anywhere, any system, any time) to support effective implementation and evolution of innovation for learning..

. 7 1. 7 6. 7 7. 5 33.3 46.7 80.0 Supporting public-public and/or public-private partnerships between learning organisations, research centres

8 1. 7 3. 3 8. 3 20.0 34.2 31.7 65.8 (Re) designing and/or (re) arranging physical space/infrastructure to allow for innovative teaching and learning

and noise on learning..8 4. 2 2. 5 5. 8 17.5 30.8 38.3 69.2 1-not relevant at all;

and how this is done in practice and what is envisioned in the study programme. 5. 59 (1. 5) 68 5. 78 (1. 1) 32 5. 93 (1. 02) 28 5. 33 (1. 49

the content and process of learning. 5. 62 (1. 65) 68 5. 41 (1. 39) 32 5. 54 (1. 29) 28 4. 67

. 75) 20 Promoting the incorporation into formal curricula of effective practices from informal learning (e g. learning by trial and error).

Encouraging the regular update of learning content and curricula based on research findings. 5. 72 (1. 38) 68 5. 75 (1. 22) 32 5

)( sd) Promoting a formative assessment paradigm where assessment is considered to be an integral part of the learning process. 5. 68 (1. 45) 66 6. 07 (1. 19) 29 5. 81

and orchestrating learning instead of transmitting knowledge. 6. 25 (1. 24) 60 6. 24 (0. 99) 29 5. 77 (1. 31) 26 6. 53

adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings and purposes. 6. 02 (1. 22) 61 6. 41 (0. 82) 29 6. 04 (1. 22) 26 6. 11 (1. 1) 19

Helping teachers to acquire much greater proficiency in data handling and methods such as learning analytics,

and personalize learning processes. 5. 47 (1. 47) 62 5. 14 (1. 22) 29 5. 38 (1. 33) 26 5. 22 (1. 44) 18 Supporting

peer-learning and informal and nonformal learning) their digital competence and ICT skills, as lifelong learners themselves. 6. 27 (1. 2) 62 6. 34 (0. 9) 29 5. 96 (1. 11) 26 6. 26 (1

. 41) 19 Promoting a blended approach to continuous professional learning and development that combines online professional networks and self-organized face-to-face collaboration. 5. 9 (1. 35) 62 5. 93 (1. 13) 29 5

and orchestrating learning instead of transmitting knowledge. 6. 25 60 6. 24 29 5. 77 26 6. 53 19 (1. 24)( 0. 99)( 1

adapt innovative pedagogical practices (e g. formative assessment) for diverse learning settings and purposes. 6. 02 61 6. 41 29 6. 04 26 6. 11 19 (1. 22)( 0. 82)( 1. 22)( 1. 1

) Helping teachers to acquire much greater proficiency in data handling and methods such as learning analytics,

and personalize learning processes. 5. 47 62 5. 14 29 5. 38 26 5. 22 18 (1. 47)( 1. 22)( 1. 33)( 1. 44) Supporting

peer-learning and informal and nonformal learning) their digital competence and ICT skills, as lifelong learners themselves. 6. 27 62 6. 34 29 5. 96 26 6. 26 19 (1. 2)( 0. 9)( 1. 11

)( 1. 41) Promoting a blended approach to continuous professional learning and development that combines online professional networks and self-organized face-to-face collaboration. 5. 9 62 5. 93 29 5. 62 26 5. 95

and learning to flourish. 5. 66 53 5. 67 27 5. 4 25 5. 47 17 (1. 45)( 1. 14)( 1. 5)( 1

communication and feedback mechanisms (e g. platforms for collecting big and/or rich data and learning analytics) right from the start of different pilots or initiatives. 5. 55 53 5. 59

)( 1. 33) Encouraging learning organisations to build on their strengths, available resources and readiness to implement innovation for learning,

following a step-by-step approach that could lead to a sustainable momentum towards a radical (or even disruptive) end. 5. 55 53 5. 52 27 5. 28 25 6. 06 17 (1. 44)( 1. 12)( 1

networks (up to 10 participants at local level and/or beyond) for learning from each other in a more flexible and personalized way. 5. 94 (1. 31) 53 5. 38 (1. 47) 26

networks (networks of networks) that offer a wider range of opportunities for peer learning and collaboration than the smaller networks. 5. 47 (1. 72) 53 5. 31 (1

-linked portals, to aggregate learning opportunities on a large scale (e g.,, learning resources for teachers professional development) and exchange knowledge. 5. 66 (1. 59) 53 5. 65 (1. 57) 26 5. 58 (1. 14

, broadband, cloud computing) of appropriate performance and interoperability (any device, anywhere, any system, any time) to support effective implementation and evolution of innovation for learning. 5. 98 (1. 38) 53 5

7) 17 Supporting public-public and/or public-private partnerships between learning organisations, research centres, IT developers etc.

2) 17 (Re) designing and/or (re) arranging physical space/infrastructure to allow for innovative teaching and learning practices, based on research findings on the impact of factors such as ventilation, lighting,

and noise on learning 5. 75 (1. 48) 53 5. 81 (1. 3) 26 5. 83 (1. 24) 24 5. 94 (1

10.2788/52088 Abstract Technologies for learning are considered as key enablers of educational innovation. However, their full potential is not being realised in formal education settings

systemic impact and mainstreaming of ICT-enabled learning innovations (ICT-ELI) in Europe. This report presents 60 recommendations for immediate strategies and actions to be undertaken by policy-makers at local, regional, national,

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