Examples are the Lifelong Learning programme, the Seventh Framework Programme for research and development and the Cohesion policy.
Social Fund (ESF) ESF under the Regional Competitiveness and Employment Objective supports the adaption of enterprises and workers through lifelong learning as well as innovation within organisations.
Calls for proposal are published on the Marco polo website at the beginning of each year. http://ec. europa. eu/transport/marcopolo/about/index en. htm 4. 4. 3 European Lifelong Learning Programme This programme,
http://eacea. ec. europa. eu/llp/leonardo/leonardo da vinci en. php http://ec. europa. eu/education/lifelong-learning-programme/doc1208 en. htm For inquiries
and Training Boards and adult learning providers to ensure a coherent and focused approach to advancing the social and economic goals of the Region,
learning Train teachers through ICT-enhanced services and create networks among teachers Broaden the availability of quality educational materials/resource Increase access to linguistically
or of peer reviews that can hone and improve the analyses. Instead, consumers of such research have no option
forms 2. 2. Ensuring social inclusion for growth IV-Fast and ultra-fast internet access 2. 3. Training staff involved in learning
To be defined based on Appendix 5 Methodology Educate teachers on ICT technologies Ministry of Education (responsible) Ministry for Information Society (support) Provide ICT specific training courses, directly related to the improvement of the quality of the learning
and archiving the educational content Ministry for Information Society (responsible) Ministry of Education (support) Include Web 2. 0 platforms in the learning processes Ministry for Information Society (responsible) Ministry of Education (support) Stimulate students
to become more involved in the learning process Ministry for Information Society (responsible) Ministry of Education (support) Encourage the Life Long Learning process Ministry for Information Society (responsible) Ministry of Education (support) Page 21 of 170
the system of learning together Involvement of HR services within companies and public organizations: Special campaigns and trainings Promoting open database as an opportunity for informal education Provide trainings on the methodology of developing digital skills Provide materials
and Internet usage at the regional level Promoting the system of learning together Involvement of HR services within companies and public organizations:
Learningpatient-centric service modelweb 2. 0 platforms in the learning processimprove availability of telemedicine equipmentcontribute to Europeanadevelop specific cultural contentmonitoring & evaluation of healthcaredigitize the Romanian cultural
This index is calculated as an accumulation of three factors: online services (estimated in terms of the%of use of online services depending on the 4 degrees of sophistication),
which is redesign of the existing infrastructure of future learning environments. Technology is a high spend consideration for most schools yet smarter spending on the right equipment
ICT skills have become essential in the learning process, once with the development of technology and thus of e-learning products.
and the Internet in the learning process is the pupil access to these technologies. Besides the horizontal measures of improvement in the number of broadband connections, development of digital infrastructure and increase of digital inclusion, the best practices show as appropriate the direct intervention in education, an acceleration factor of digitalization
Thus, measures such as the provision of equipment and relevant infrastructure in schools and ICT specific training courses are directly related to the improvement of the quality of the learning process
and digital skills. 3. 1. 3 National context ICT in Education Approach in Romania The ICT instruments supporting the learning process are the most representative in the support of development pursuant to the completion of classes
Such instruments provide flexibility to the learning and specialization process in time, entailing a new specialization
the instructions to be followed related to ICT in education may be organized in 3 categories, in conformity to the specificity of learning process:
1. Education by curricular activity based on ICT This kind of education relies mainly on OER resources and Web 2. 0 on learning and evaluation based on projects and e-Portfolio of results of the pupil
3. Continuous professional training-Life Long Learning with the help of ICT The objective of continuous professional training consists in providing knowledge
in the long term the quality of education will improve and the phenomenon of the digital division will blur, leading to social inclusion of the disadvantaged areas.
directly related to the improvement of the quality of the learning process Through the thorough preparation of teachers,
and Web 2. 0) in the learning process and in the Life Long Learning process LLL OER implementation efforts imply, in terms of ICT:
Ministry of Education with support from Ministry for Information Society Include Web 2. 0 platforms in the learning processes (Enabler) For a more flexible learning process,
Ministry of Education with support from Ministry for Information Society Stimulate students to become more involved in the learning process (Operational) Due to the novelty represented by the technological factor,
students will be stimulated to become more involved in the learning process, which, over time, will have a positive impact on their school performance,
Using ICT will also allow the adaptation of learning subjects according to students'skills, supporting personalized and individualized learning.
Responsible: Ministry of Education with support from Ministry for Information Society Encourage the Life Long Learning process (Enabler) Regarding lifelong learning,
online learning platforms and the existing materials in digital format will encourage the distance learning, allowing adults of any age to gain knowledge in a particular field.
and progress, including the development of modern skills, adaptation of teaching and learning and intergenerational and intercultural dialogue.
and Internet usage at the regional level (Strategic) Promoting the system of learning together (Operational) Involvement of HR services within companies and public organizations:
Special campaigns and trainings (Operational) Promoting opening the learning databases as an opportunity for informal education (Enabler) Provide trainings on the methodology of developing digital skills (Strategic) Provide materials
broadband communications will contribute to the implementation of the new learning methods, increasing thus the teaching quality and accessibility egovernment:
gross and net, by sexes Page 119 of 170 Learning by levels of education 2009/2010 2010/2011 2011/2012 2012/2013 Number of learning facilities Total
673 540 464-private sector 322 240 140 100 Percent of population of learning age included within the learning system Total 78,7 77,6 76,0 76,2
and promotion of the OER and Web 2. 0 instruments'usage for continuous training among adult persons LLL Life Long Learning Detailed conclusions are described in the second field of action.
and institutional learning is slow. The networking of the companies is low. The undertakings have a very low level of
as well as the maintenance of the operational programmes require continuous learning, feedback and development during the seven-year planning cycle.
which envisions an internationally competitive specialization-learning-alignment process which works on the long term, and the strengthening of an STI ecosystem. 3. 2. Classification of the Hungarian counties In order to ensure that the domestic regions,
and doctoral students and the learning of innovative professional methods as well as to develop entrepreneurial skills. Several higher education institutions, research institutes, many large companies and small and medium-sized enterprises are involved in the collaboration along the"quadruple helix".
coordinate their accreditation activities and develop the structure and content of the practice-oriented training.
which provides R&d resources through the 10th TC, namely Investing in education, skills and lifelong learning. 83 Priority 2:
promoting access to opportunities of lifelong learning; updating the skills of employees, and matching education and training systems to labour market needs.
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.)
mobile learning, mobile technologies, mobile learning, authentic learning, design-based research, higher education Introduction Personal mobile devices such as ipods and mobile phones are now ubiquitous amongst student
descriptions and acronyms that currently abound in discussions on new technologies are likely to deter rather than facilitate teachers'self-directed learning in new technologies.
An alternative to personal learning is group-based professional development (PD) classes provided by universities.
generally preferring to focus on more mainstream educational technologies such as computers, learning management systems software packages and audiovisual tools.
Cox and Marshall (2007) listed five important reasons for knowing more about the impact of information and communication technologies (ICTS) on pedagogical practice and student learning, namely:(
In an extensive literature review of mobile learning, Naismith, Lonsdale, Vavoula and Sharples (2004) proposed six broad theory-based categories of activity in the field:(
1) Behaviorist theory-activities that promote learning as a change in observable actions (e g.,, Wood, 2004, classroom response systems for Proceedings ascilite Melbourne 2008:
3) Situated learning-activities that promote learning within an authentic context and culture (e g.,, Proctor & Burton, 2003, multimedia tools at the Tate Modern art gallery;(
4) Collaborative learning-activities that promote learning through social interaction (e g.,, Palm Inc.,2005, teacher trainers use of personal digital assistants PDAS to beam questions for a virtual treasure hunt to groups of teachers;(
5) Informal and lifelong learning-activities that promote learning outside a dedicated learning environment and formal curriculum (e g.,
6) Learning and teaching support-activities that assist in the coordination of learners and resources for learning activities (e g.,
and to discover new pedagogies for the use of these new technologies to enhance the learning experience of students in higher education.
or‘affordances'of the smartphone and ipod 2. Engage teachers from a Faculty of education using an action learning professional development framework to explore
and invent pedagogies appropriate to their students'use of a mobile device in completing a complex task within an authentic learning environment. 3. Implement the use of mobile technologies
and authentic tasks in learning activities over a period of 3-5 weeks in a range of different subject areas. 4. Describe,
2. What are appropriate strategies for the professional development of higher education teachers in the pedagogical use of m-learning devices?
3. What pedagogical strategies facilitate the use of m-learning devices in authentic learning environments in higher education?
4. What pedagogical principles facilitate the use of m-learning devices in authentic learning environments in higher education?
Authentic learning (Herrington & Oliver, 2000; Herrington & Herrington, 2006) provided the basis for the pedagogical activity while action Proceedings ascilite Melbourne 2008:
Herrington 421 learning was adopted as the framework for professional development. Both theories reflect a constructivist epistemology emphasising group collaboration in the creation of further knowledge and understandings.
Authentic learning situates students in learning contexts where they encounter activities that involve problems and investigations reflective of those they are likely to face in their real world professional contexts (Brown, Collins, & Duguid, 1989;
Herrington and Oliver (2000) have identified nine characteristics of authentic learning: authentic contexts that reflect the way the knowledge will be used in real-life authentic activities that are complex,
Action learning (Revans 1982) was adopted as a professional development framework to assist in the design of each teacher's learning environment.
The approach typically involves a small group of colleagues solving workplace problems utilising their own processes of sharing, reflection and facilitation (e g.,
comprising investigation of the devices themselves and their functionality, the design and implementation of action learning professional development sessions for university teachers,
Palm Treo 680 smartphones and Apple 30g ipods were purchased by the University from Teaching and Learning funds, for use in the professional development workshops and implementations with students in classes.
Summary of project processes and outcomes m-learning affordances What are the technology affordances of smartphones,
m-learning professional development What are appropriate strategies for the PD of higher ed teachers in the pedagogical use of m-learning devices?
m-learning strategies What pedagogical strategies facilitate the use of mlearning devices in authentic learning environments in higher education?
m-learning principles What pedagogical principles can guide the use of m-learning devices in authentic learning environments in higher education?
Science education Physical education Visual Arts education Maths education IT in education Multimedia education Web-based learning Literacy education Reflective practice Adult education Final
workshops Formative evaluation of learning environments and project website Effectiveness evaluation of 12 learning environments Effectiveness evaluation of whole project Peer review of chapters by team
Seminars and brainstorming sessions were held also to create a catalogue of educational affordances to provide a useful reference on the functions and usefulness of each device prior to the design of learning activities.
What are appropriate strategies for the professional development of higher education teachers in the pedagogical use of m-learning devices?
‘An individual's likelihood of voluntarily making use of a particular type of technology for a learning-related purpose is a function of four‘E's:
the environmental context, the individual's perception of educational effectiveness and of ease of use, and the individual's sense of personal engagement with the technology'(p. 219).
The PD used an action learning approach rather than a fully preplanned scope and sequence of activities.
Action learning is described by Revans,(1982) as an inquiry-based approach for professional learning that focuses on the personal concerns or interests of the participants.
The PD framework generally took the form of regular action learning meetings where project members,
As such, the workshops represented a‘group learning process'in which teaching ideas were discussed, and refined through all phases in an ongoing cyclical process.
and worked within the workshop environment to plan an authentic learning environment that comprised 4-6 weeks (about a third of a semester).
When teachers had designed their learning tasks, they were able to trial their ideas in the PD group during this phase,
and plan procedures to evaluate their learning environment when they were implemented in Phase 3. By the end of Phase 2,
the teachers had designed learning environments ready to be implemented in Phase 3, each comprising: an authentic task (to be completed over a period of 4-6 weeks), a range of resources, appropriate supports and integrated assessment strategies.
Evaluation and testing of solutions in practice (Semesters 3 and 4) During Phase 3, the learning tasks were implemented
What pedagogical strategies facilitate the use of m-learning devices in authentic learning environments in higher education?
teachers had implemented the learning tasks (with appropriate resources, supports and assessment items) and uploaded descriptions of pedagogies to the project website.
What pedagogical principles facilitate the use of m-learning devices in authentic learning environments in higher education?
and exemplars of the pedagogies developed for the m-learning devices. A practical edited book (currently in preparation) will also offer advice
and modelling of the implementation and pedagogy of mobile devices, using a theoretical foundation of authentic learning, rather than a transmissive, technology-driven perspective.
a compilation of the learning tasks(‘pedagogies')created by the teacher/researchers, a two day conference showcasing the pedagogies from the project,
currently no specific and cohesive national policy on the use of mobile technologies in learning exists in Australia.
authentic pedagogies for mobile devices but also in the action learning approach adopted for the professional development of participants.
literacy, teacher professional learning, ICT, science education, visual education albeit all were within the Faculty of education.
but to a range of other contexts requiring a self-reliant action learning approach. The actionlearning nature of the professional development lends itself to the ready adaptation,
Acknowledgments Support for this paper has been provided by The Carrick Institute for Learning and Teaching in Higher education Ltd, an initiative of the Australian Government department of Education, Science and Training.
The views expressed in this paper do not necessarily reflect the views of The Carrick Institute for Learning and Teaching in Higher education.
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Understanding learning in the 21st Century: A preliminary study into mobile technologies. In I. A. Sanchez (Eds.
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However, the IT staff we spoke to are unaware of the arrangements and accreditations to deal with the risks of cyber threat, fraud and other security threats. 6 Part One NHS Prescription Services:
's service delivery manager and Capita, who hold current ISO 20000 accreditation, a recognised service management standard.
However, the IT staff we spoke to were unaware of the arrangements and accreditations to deal with the risks of cyber threat and fraud and other security threats.
Security processes The legacy ICT system meets government security standards (accreditation) in a cost-effective manner
and individuals in providing the framework to encourage ICT skill formation at higher levels, in vocational training and in ongoing lifelong learning.
but also make business processes and knowledge accumulation more efficient. All personnel can share valuable business knowledge and experience,
and employees to tailor their learning according to their immediate needs. Service users can contact the trained staff in local Learndirect centre for consultation.
http://www. iwf. org. uk/members/funding-council/code of practice-practice 41 In The netherlands, ISPS, national enforcement authorities and associations of right holders have subscribed to a notice-and-takedown code of conduct for all content that is punishable or unlawful;
128 In December 2009 several French internet platforms and right holders agreed on a charter for the fight against the sale of counterfeit goods on the Internet. 129 An extension of this charter is currently being discussed. 130 Recently,
Typical trustmark systems consist of an accreditation mechanism with an independent supervisor for an online trader to meet the trustmark's requirements (including creditworthiness, security mechanisms, price transparency, provision of information, customer service, data protection
as foundation for organizational learning. Figure no. 1 summarizes the main four drivers for companies to start open partnerships:
Knowledge acquisition can also accelerate the organizational learning of a firm, as part of their strategic processes to develop internal capabilities
since learning about the other partner's competitive advantages does entail additional costs. Too much diversity among partners, protecting internal knowledge from spilling over to the partner,
Southwestern Cengage Learning. 2. Brunold, J. and Durst, S. 2012)" Intellectual capital risks and job rotation",Journal of Intellectual Capital, Vol. 13 (2), pp. 178
innovation camps and conferences are discovery learning processes not simply events and should be orchestrated as many parallel interactive processes extending well beyond the duration of the events themselves.
the 8th ACSI societal learning camp and the 3rd EU Open Innovation 2. 0 Conference.
and learning to other regions throughout the world involved in similar processes. Figure 1: Parallel 6-9 Month Entrepreneurial Discovery, Learning and Prototyping Processes R E g I O N A l I N N O V A t I O N,
I N N O V A t I O N P L a T F O R M S A n D U n i v e r s i t y R E s
discovery and learning have become essential societal processes. Europe and the entire world are facing great challenges
and talking to discovering, doing and learning. This is the practice we call entrepreneurial discovery. It is the key mindset defining the new knowledge economy.
experimenting and learning what should be done in the relevant industry or sub-system in terms of research, development and innovation to improve its situation.
discovery learning, accepting the uncertain and willingness to embrace change are essential. The High Level Group's final report, Inspiring and Completing European Innovation Ecosystems (2014), strongly emphasises this.
In addition, a systemic learning infrastructure is needed to ensure effective learning, and to facilitate entrepreneurial learning the rapid application of lessons learned within the ecosystem
so that projects and players can systematically benefit from each other's experience and expertise. Processes for benchmarking (accessing
symmetric learning process based on peerto-peer exchange) are also essential. In practice, this refers to diverse skill-sets, mentality issues, methodologies and tools,
conditions and capabilities from‘reflective practitioner'to U-process to creative dialogue can be used to support learning between organisations.
Learning in networks and‘networked learning'are relevant concepts here. A second danger is demanding that the ecosystem be purely self-organising.
It is framed as a six-month discovery learning, entrepreneurial prototyping process, in which good ideas and project proposals arising at the conference
individual and group learning is enhanced by learning together. Running the OI2 Conference jointly with ACSI as parallel and interrelated prototyping processes for discovery learning is itself an experiment,
and promises to be an enriching a learning experience. ACSI as a rapid realisation process ACSI the Aalto Camp for Societal Innovation is an international instrument for addressing societal challenges in a powerful and effective way.
where for many people learning stops when the conference does, and entrepreneurial practice is limited to the examples provided by works-in progress and presented by speakers.
and the OI 2. 0 Conference framed as a process of hands-on discovery learning and entrepreneurial prototyping.
More than 200 people from across Europe used interactive work forms bench-learning, purposeful conversations and working with virtual worlds to explore what RIS3 collaboration could mean for their regions, the importance of Open Innovation 2. 0, the role of universities in entrepreneurial discovery,
and process labs planned to enhance the co-learning part of the discovery processes. Diverse EU organisations have expressed interest in processes like these
The learning will belong to both the individuals involved and to their organisations. The city, region and commission will be richer for it.
learning constantly and scaling broadly when they have something that works. These processes are powerful mechanisms to drive innovation, turning demand into supply and knowledge into value.
and infrastructures 12, is failing to appreciate the underlying institutional, capability and learning-related aspects.
learning and experimentation platforms, demand articulation and other conditions related to knowledge exploration and exploitation. Second, the literature on platforms provides important concepts and findings such as the role of platform orchestrator, correlation between the frequency of interactions and results,
Toward a Theory of Innovation and Interactive Learning',Anthem Press. 8) Chesbrough, H.,O. Gassmann, E. Enkel,‘The future of open innovation'.
education technology structures to develop education and learning products; industry liaison office for developing partnership with R E g I O N A l I N N O V A t I O N,
New skills, programmes and learning technologies The spread of open innovation and a greater permeability of organisational boundaries place new demands on skills and capabilities of employees.
'In carrying out their mission, the universities must promote lifelong learning, interact with the surrounding society
and provide open and creative learning platforms for experimenting with solutions. Governments still have to learn how to deal with these new developments
Studies on learning in project contexts show that learning and innovation are more likely to occur in projects that are embedded in wider ecologies,
Usually, these learning platforms are based on peer learning that don't just foster interaction; they can lead to a continuation of that interaction through other forms of collaboration.
Learning also takes place in highly competitive environments like in investor-driven innovation labs. Fourth, labs offer creative freedom,
Harvard Business school Press, p. 4 (5) Grabher, G. 2004),‘Learning in Projects, Remembering in Networks?
Learning, Tacit Knowledge and Regional Innovative Capacity',Regional Studies 33 (4), 312.8) Müller, F. C. and Ibert, O. forthcoming),‘Resources of Innovation:
An example of a project that aims for a continuous learning environment to find ways to influence mood
The resulting integrated sensor system allows for continuous monitoring and learning. And as it is built on the open source principle it also allows for the integration of new sensors as they become available on the market
and learning, dealing with the impact of the services on the quality of life in cities. As stated earlier
learning, instrumenting and experimenting.''It is an attempt to tackle persistent problems by steering them in a more sustainable direction, through clever, subtle changes and adjustments at several levels concurrently.
This means an infinite decision speed and increased accumulation of knowledge by applying technology. At least, that's the technology church preaching to the choir.
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