'17 In order to put up with the initial difficulties of learning new skills and making the necessary changes in clinical workflow,
20 4. 1. 4 Learning from Lead Markets...20 4. 2 Leveraging Cost Advantages...20 4. 2. 1 Cheaper Costs for (Skilled) Labour...
Local adaptation Learning from lead markets Access to know-how Cost reduction Regulatory Env. at home Not important very important Figure 11:
Another study by KPMG (2007) also confirmed this finding. 4. 1. 4 Learning from Lead Markets Unsaturated,
and learning curve effects), they should reconsider the market entry. Domestic Outsourcing (Third-party provider) Internal Outsourcing (Independent R&d division) Offshore Outsourcing (Third-party provider) Captive Offshoring (International subsidiary) Domestic International Location
/BSRP Transport Cluster Table of contents Introduction Funding sources EU instruments TEN-T grants Marco polo grants Motorways of the Sea Modal shift Common learning
Common learning This category is aimed for projects that try to offer an alternative commercial service for road transportation.
as centres of knowledge, expertise and learning, universities are expected to drive economic development in the territories where they are located:
-and its knowledge exploitation subsystem-the regional industrial structure and its clusters in particular,-are engaged systematically in interactive learning through knowledge networks (Cooke 2001.
A New Perspective on Learning and Innovation. Administrative Science Quarterly, 35 (1), 128-152. Criscuolo C. Squicciarini Mariagrazia, Lehtoranta Olavi (2010), R&d, innovation and productivity, and the CIS:
Love J.,Stephen Roper (2013), SMES Innovation, Exporting and Growth, ERC White paper N 5. Macpherson A.,Robin Holt (2007), Knowledge, learning and small
and value chain learning economy, industrial based innovation Central Hungary A globally competing region tackling all?
and section five reflects on the process of institutional learning that fostered the changes followed by the program from its first call until now.
they were induced by changes in the national context as well as by considerations stemming from the learning process associated with the concrete practice of the calls.
From the Academic Unit perspective, it constituted a very valuable analytical tool for further reflection and learning.
and social care Education Widening access to education Personalised education and new learning environments and knowledge commons A multi-partner approach to education 6 http://ec. europa
& informal)( numbers of people & duration e g. lifelong learning) 2. Increase in accessible educational content and tools 3. Increase in educational personalisation 4. Improved qualification and validation
(individual and collective) New/unused assets and resources Evaluation, assessment and monitoring Awareness, learning and understanding Experimentation 4. Collaboration Cooperation Involvement Consultation Engagement Participation
and thus wasted, assets by low-income households, builds community & activism, improves environment Creating new shared assets Repair Café Movement (NL) Learning repair skills with volunteers
Personalised education & new learning environments Quest to Learn (USA) Engaging children in education by using the seven principles of gaming.
as well as preferred ways of learning. Professor Why (PL) Dissatisfaction with the current form of chemistry education, lack of real experiments in schools (greatly impoverishes the study of chemistry),
European learning networks, such as gender mainstreaming, age management, inclusive entrepreneurship, migrant and ethnic minorities, reintegration of ex-offenders, social economy, asylum seekers
spreading to other countries Creating new shared assets Repair Café Movement (NL) 61 Learning repair skills with volunteers in local centres promoting self-& collective repair,
and valuable practical knowledge is getting passed on as an ongoing learning process. People without anything to repair can also enjoy a cup of tea
Some of this is tackled by informal training of visitors, learning new skills on their own repairs, who can then pass them on to others.
standard ICT is an essential component for community building, learning and scaling, in a mutually supportive relationship with the physical meeting places where repairs are carried Out in the Opencorporate's case,
and university not ready for work/higher/further education Mismatch of skills especially digital literacy Need for lifelong learning,
This is where there are some examples of social innovation that are beginning to support the ICT-led transformation of learning.
Trends point toward the breakthrough of student-led learning, where knowledge isn't a commodity that's delivered from teacher to student
and educational techniques and methods that enable a new style of learning which encourages the absorption of skills that are more in line with the inquiries of today's employers.
many countries face significant challenges in transforming the promises of technology into tangible benefits for learning.
Although there is no consensus as yet regarding the actual benefits of technology in ensuring quality learning,
and can lead to an improved and more engaging learning experience. These effects are limited not to the classroom, for example,
the 108 www. edtechspot. com/this is-how-learning-will-look like-in-the-future-educational-technology
and learning is assessed. The most visible phenomenon are Massive open online courses (MOOCS), which described in more detail in the following.
but the core technology of a‘badge backpack'has already been refined. b) Learning analytics-Learning analytics involve the collection,
understanding the scope and uses of learning analytics; integrating analytics into existing courses; and expansion of learning analytics to new areas, particularly MOOCS.
A central challenge is to develop analytics that are driven by key questions, rather than just querying data collected from online systems.
The relation of learning design to learning analytics is also being considered, so that new teaching methods and curricula are informed by analysis of previous experience.
Methods of learning analytics not only examine past interactions but also support future outcomes for students and educators.
and querying large data sets. c) Crowd learning-Crowd learning describes the process of learning from the expertise and opinions of others,
Such learning is often informal and spontaneous, and may not be recognised by the participants as a learning activity.
In this model virtually anybody can be a teacher or source of knowledge, learning occurs flexibly
and sporadically, can be driven by chance or specific goals, and always has direct contextual relevance to the learner.
and to manage the objectives of their learning. Crowd learning encourages people to be active in setting personal objectives, seeking resources
It can also develop the skills needed for lifelong learning, such as selfmotivation and reflection on performance.
The challenge is to provide learners with ways to manage their learning and offer valuable contributions to others. d) Citizen inquiry-Citizen inquiry refers to mass participation of members of the public in structured investigations.
It fuses the creative knowledge building of inquiry learning with the mass collaborative participation exemplified by citizen science,
When implemented as‘edutainment'or‘gamification'of learning teaching practices can gain superficial elements of entertainment and reward.
New approaches of‘intrinsic integration'are linking the motivational elements of games with specific learning activities and outcomes,
tangible computing includes embedding computation to the physical via intelligent objects, the internet of things and connectivity with a profound impact on learning mechanisms.
This infographic is the result of a collaboration between the design for learning experts TFE Research and emerging technology strategist Michell Zappa.
and Communication Technology (ICT) can contribute to universal access to education, equity in education, the delivery of quality learning and teaching, teachers'professional development and more efficient education management, governance and administration.
The impact of ICTS are revolutionary in formal education as well as in lifelong learning, and informal education as they enable sharing of resources,
Increase in education and personal skills (formal and informal)( numbers of people and duration e g. lifelong learning) Increase in accessible educational content and tools. 2. Personalised education and new
learning environments ICT presents an entirely new learning environment for students, thus requiring a different skill set to be successful.
thus fostering the authenticity of learning environments. ICT may also make complex processes easier to understand through simulations that,
again, contribute to authentic learning environments. Thus, ICT may function as a facilitator of active learning and higher-order thinking (Alexander, 1999;
Jonassen, 1999. The use of ICT may foster cooperative learning and reflection about the content (Susman, 1998.
Furthermore, ICT may serve as a tool to curriculum differentiation, providing opportunities for adapting the learning content
and tasks to the needs and capabilities of each individual pupil and by providing tailored feedback (Mooij, 1999;
In a Personalised Learning Environment, learning starts with the learner. According to the National Educational Technology Plan developed by the US Department of education,
personalised learning is defined as adjusting the pace (individualisation), adjusting the approach (differentiation), and connecting to the learner's interests and experiences.
as well as preferred ways of learning. In this context there is one social innovation outcome examined for this focus area:
ATC21S ATC21S is a multi-stakeholder partnership to define learning progressions for 21stcentury skills, create innovative assessment methodologies,
Personalised education & new learning environments Quest to Learn (USA) 112 Engaging children in education by using the seven principles of gaming.
as well as preferred ways of learning. -Currently around 600 middle school students were involved with the math project.
The idea is that learning can happen faster and better if teaching is customised to the specific strengths and needs of each student;
or her interests as well as preferred way of learning and that technology enables learning anywhere and anytime.
three Personalised education & new learning environments cases (with quest to learn featuring in the first and second category),
as a tool to support teaching and learning. It is a school that uses the underlying principles of gaming to create immersive
and game-like experiences in a range of methods and for a range of learning outcomes and therefore opens up new possibilities of learning,
discuss and assess the crucial points of learning. Quest to learn is a school environment, meaning children are brought together, in a physical (and, in the case of Q2l,
and gaming pedagogy to develop new tools for learning, and with students on the school curriculum in line with the Common Core standards.
In this case, the action is developing new and innovative gaming-related curricula to engage young people in learning in response to the problem of low engagement by many children with more traditional forms of education.
Personalised education & new learning environments ICT used Personalisation and the development of new learning environments be it for virtual chemistry experiments
In all cases standard technologies are used alongside traditional and physical inter action to personalise the education experience for student teacher and in some cases also parent or researcher (to gather new insight into learning in the 21. century.
It does make use of already existing digital tools to supplement learning and teaching, such as the Google suite, Algodoo116, Brainpop117 and Dragon Box118.
In the area of new learning environments, most cases display highly innovative technological state of the-art-the art solutions going beyond content creation to experience creation to create new ways of learning or to at least experiment with new ways
of learning. For example SMALLAB (Situated Multimedia Art Learning Lab) aims to bring learning to life by using motion-capture 116 http://www. algodoo. com/117 http://www. brainpop
. com/118 http://www. dragonboxapp. com/119 cameras, projectors and wireless controllers to engage children in immersive physical mixed-reality game-based scenarios.
Widening access to education 1. Increase in education and personal skills (formal & informal)( numbers of people & duration e g. lifelong learning) MOOCS:
MOOCS provide significant learning options within a variety of topics, which potentially can tailor online education to the needs and interests of each participant.
However differentiation in learning possibilities and online pedagogy are still topics to be improved further on Coursera
The program focused on learning rather than teaching, and it makes the individual student the center of attention.
By use of information on the students'preferred teaching modalities, prior knowledge and learning pace, School of One helps the students fill gaps from previous years as well as practice exactly the skills they need.
Personalised education and new learning environments 3. Increase in educational personalisation MOOCS: One of the strengths of Coursera is that learning occurs at the time and location that best suits the participant.
Hence the temporal dimension of learning is very personalised. Furthermore, the still growing large amount of MOOCS provides significant learning options within a variety of topics,
which potentially can tailor online education to the needs and interests of each participant. However differentiation in learning possibilities and online pedagogy are still topics to be improved further on Coursera
if it is a goal to strengthen educational personalisation. 121 SCHOOL OF ONE: The School of One is enabled an ICT math program
which manages to mass-customise daily instructions of how and what math skills to practice
as well as preferred ways of learning. Professor Why: Each student or child can on her own without any teacher learn chemistry by playing a game.
because each user is interested in a different form of learning, and a different context. Quest to Learn:
However, some impact of the tailored learning environment can be noted: improved engagement, increased attainment, higher than average school rating Multi-partner approach to education 4. Improved qualification
Before learning was fixed to a specific time and space but with Coursera participation is more flexible and tailored to the time schedule of the individual.
A role that different studies has shown to result in accurate feedback for the student as well as valuable learning for the grader (Coursera, 2014.
the advanced learning takes a day or two. Also, in the future data generated by MONDEY allows for an evidence-based approach in the development of early childhood education.
MOOCS lifelong learning and improves learning possibilities for all those who are interested. In April 2014 7. 1 million users were registered at Coursera
open new learning possibilities and shift the learning focus and offer new forms of participation, collaboration and assessment in Higher education.
negotiate and plan a new school focused on using the principles of gaming with the principles of pedagogy to improve learning.
Teachers, games designers and curriculum experts come together in Mission Lab to develop effective learning materials
Personalised education & new learning environments As education becomes tailored to the individual student's needs,
his or her learning curve might rise considerably. Hereby gaps in the student's prior knowledge is filled to create a better foundation for future learning.
This implies that individual students do no longer depend on their classmates to move forward or practice some skills in greater detail.
This makes the learning environment more flexible and adaptive to the students'individual needs and pace in order to boost their learning experience.
and constantly monitor the students'learning progression which creates a better awareness and understanding of what works,
and thus supporting life long learning, hard policy issues such as youth unemployment or regional skills shortages.
and often ICT-enabled model of learning. Q2l has, and continues to, come up against a number of barriers.
while many teachers think game-like learning is quantifying the classroom or layering history on a Jeopardy-style game.
Personalised education & new learning environments School of One exemplifies that it is possible to tailor education
not unknown to the sector of advanced learning and especially in early childhood fostering, is the reluctance of some professionals in day nurseries to learn about a new monitoring instrument.
Coursera is an online platform matching society's needs for education with the learning capabilities of the universities
and mainstreaming in the organisation and conduct of all education including life long learning. The main policy implications demonstrated are the importance of affordable broadband,
Personalised education and new learning environments The role and use of ICT in social innovation 126 All examples reviewed for this chapter demonstrate elements of how ICTS enable personalisation of education.
a) social Innovation using ICT, as it is innovatively engaging children in new ways of learning through ICT.
difficulties and preferred learning methods are met with the ICT tools and instrumental expertise to provide them optimal opportunities to learn in each their best way.
Strategic and operational considerations related to ICT in social innovation Innovative learning isn't reliant on ICT
All examples demonstrate that they use ICT innovatively to support teaching and learning. Coursera (and MOOCS in general) promotes lifelong learning
and improves learning possibilities for all those who are interested. In April 2014 7. 1 million users were registered at Coursera
One of the strengths of Coursera is that learning occurs at the time and location that best suits the participant.
Hence the temporal dimension of learning is very personalised. Furthermore, the still growing large amount of MOOCS provides significant learning options within a variety of topics
which potentially can tailor online education to the needs and interests of each participant. A further success factor is that all these examples demonstrate the importance of experimentation.
Professor Why for instance is still a small scale initiative in the science yet it is a good example how public funds can help to create an innovative way of learning chemistry for children.
games designers and curriculum experts work together to develop new learning tools centred on gaming and learning.
and an enabler in the five examples reviewed in this chapter across the categories of widening access to education, personalised education & new learning environments and a multi-partner approach to education.
Personalisation and the development of new learning environments-be it for virtual chemistry experiments 128 (Professor Why)
In all cases standard technologies are used alongside traditional and physical inter action to personalise the education experience for student teacher and in some cases also parent or researcher (to gather new insight into learning in the 21st century.
Crucially, MONEY provides insight for a community of policy makers trying to effect social change in Germany by providing insight & support in the early learning environment.
Network effects could potentially also have a role in personalised education & new learning environments
An interesting additional finding is the opportunity ICT provides to provide insight into learning mechanisms & evaluation possibilities in the education area.
For instance Quest for learning was developed by a partnership of state, market and civil actors. The innovation process was opened up,
negotiate and plan a new school focused on using the principles of gaming with the principles of pedagogy to improve learning.
We can then find different operational setups in the category of personalised education & new learning environments,
Examples both in the widening access to education category as well as the personalised education & new learning environments show that ICT is enabling
Particularly the personalised education & new learning environment category examples demonstrate that inclusion policy for new education providers to provide specific modules for the education market might need to be considered.
and questioning whether new ways of learning might show better results. 130 Table 6. 2:
Internet and digital literacy Personalised education & new learning environment s Standard ICT solutions as well as bespoke technological solutions (for instance gaming)- Content creation-Issue identification-Matching
legal & administrative systems-Reluctance to integrate ICT-enabled educational approaches-New ICT enabled opportunities for instance through APPS/Mobile-Experimentation with new learning approaches using digital gaming-Can provide solutions for special
& good mix with physical activities-Strong belief and commitment from founders and from partner mix-Provide support in early learning environment-provide insight into learning mechanisms
Other (specify) Education 7. Increase in education & personal skills (formal & informal)( numbers of people & duration e g. lifelong learning) 8. Increase in educational personalization 9. Improved
Skills (individual & collective) Capabilities (individual & collective) Knowledge generation (individual & collective) New/unused assets and resources Evaluation, assessment and monitoring Awareness, learning and understanding
and skills amongst the school population in the conviction that these are a key requirement for school success and lifelong learning.
Hungarian performance with respect to lifelong learning is in general well below the European average: the share of the population aged between 25 and 64 participating in education and training was 30.8%of the EU27 average in 2010.
Nevertheless INNOREG's activity has had some clear merits As well as a learning organisation over time it has managed to find its place within the regional innovation system.
Thereby INNOREG contributed to policy learning and this activity has triggered non-negligible learning effects among support recipients.
Innocheck also proved highly efficient in terms of raising stakeholders'awareness of the importance of non-technological innovations,
EU Structural funds Private funds Other Form of funding provided Grants Policy learning Extent to
funds EU Structural funds Private funds Other Form of funding provided Grants Policy learning Extent to
and worthy of policy learning There has been a positive response by beneficiaries to the measure (e g. oversubscribed in terms of requested
provided Grants Policy learning Extent to which the measure can be considered as a success and worthy of policy learning There has been a positive response by beneficiaries to the measure (e g. oversubscribed in terms of requested
versus available budget) but it is too early to judge results or impact Evidence of outcomes based on evaluation and other evidence No data is available about the number of applications. 16 projects were selected,
provided Grants Policy learning Extent to which the measure can be considered as a success and worthy of policy learning It is too early to judge the success of the measure (e g results of first call for proposals still not known).
Evidence of outcomes based on evaluation and other evidence Detailed information is not available yet as the projects have not been finished
provided Grants Policy learning Extent to which the measure can be considered as a success and worthy of policy learning There has been a positive response by beneficiaries to the measure (e g. oversubscribed in terms of requested
versus available budget) but it is too early to judge results or impact Evidence of outcomes based on evaluation and other evidence Many universities applied,
Keywords Small and medium-sized enterprises Intellectual property rights Entrepreneurship Budget, source and type of funding Form of funding provided Grants Policy learning Extent to
and worthy of policy learning It is too early to judge the success of the measure (e g results of first call for proposals still not known).
of funding provided Grants Policy learning Extent to which the measure can be considered as a success
and worthy of policy learning It is too early to judge the success of the measure (e g results of first call for proposals still not known).
and, Learning Theory (for example as reported in Badii 2000,2008) have investigated human memory biases that underpin a methodological approach to evaluation and impact assessment that remains aware of 63 memory biases at individual and organisational levels.
Buckingham Shum, S. & Deakin Crick, R. 2012) Learning Dispositions...Knowledge. Vancouver, British columbia, Canada, April 29-May 2, 2012.
and lastly, supporting museums in reaching their full Introduction 4 potential as both formal and informal learning environments.
The conference itself was divided into three main components that are connected to the repositioning of museums in a contemporary, learning, digital, analogue, participatory and entrepreneurial society:
and the new audiences that were engaged as a result of the strategy's emphasis on lifelong learning. Ms. Sani also explores the EU 2020 Strategy and the potential conflict it poses for museum funding,
and presenting content in a way that mirrors learning styles. For example the National Gallery in London utilises an editorial approach termed'Skim, Swim and Dive',a three-tier approach to user engagement:'
Today, museums are asked to provide services ranging from digitisation and aggregation of digital cultural content, to interactive navigation, culture experiences, lifelong learning, social media and augmented reality applications.
thus supporting explorative learning, developing students'research skills, preparing and processing student projects completed in collaboration with museum education officers
'museums should be advocating for and learning places of basic universal human values!''In a European context one can go even further
which was lifelong learning and the importance it assumed for museums and cultural organisations. The EU defined lifelong learning as'all learning activities undertaken throughout life with the objective of improving knowledge, skills, competencies in a personal, civic, social or working perspective'.
'Since investing in people and in their capacity to learn throughout their lifetimes was considered an essential feature of the knowledge-based society Europe wanted to become,
lifelong learning was one of the pillars of the Lisbon Strategy. And as was later apparent,
and learning fields, including museums. In recent decades, more and more cultural organisations in different European countries have been urged to engage with new and sometimes unusual audiences:
Lifelong learning-and the EU funding attached to it-has opened up a new era for museums:
competences, research, social processes, learning, art, architecture and much more. They can provide a long-term perspective in relation to the past and the future to empathy,
'lines that tackle major societal issues seen through the lens of culture-from learning to citizens rights, from welfare to the human footprint on the planet.
and that is recognized as an important provider of formal and informal learning and a contributor to Europe's economic development in the future.
Margherita Sani is in charge of European museum projects, specifically in museum education, lifelong learning and intercultural dialogue at the Istituto Beni Culturali of the Region Emilia-romagna.
including the Network'LEM-The Learning Museum',the Grundtvig Multilateral Project'Lifelong Museum Learning, 'the Learning Partnership'Museums tell many stories'and the Grundtvig Multilateral Project'MAP for ID-Museums as Places for Intercultural Dialogue'.
'Since 1996, Ms. Sani has organised the annual European Museum Forum Workshop, an international training event in the museological field.
he is a cofounder and senior researcher at The Nordic Centre of Heritage Learning & Creativity, an R&d organisation for learning through heritage engagement.
Mr. Zipsane is a guest professor in heritage learning and regional development at Linköping University and an associate of Pascal Observatory and the Centre for Research and development in Adult and Lifelong Learning (CR&DALL.
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