Dr. Mila Gascã, ESADE Business school Peter Baeck, Nesta Dr. Harry Halpin, IRI Dr. Esteve Almirall, ESADE Business school
Frank Kresin, Waag Society This study was carried out for the European Commission by PARTNER DESCRIPTIONS
the majority focused on education and skills (254) and developing new models for participation and democracy (251
share learning and best practice, and seek funding and sustainable new business models This research has identified the goals of policy, the policy tools and funding instruments
†such as new approaches to money, consumption, democracy, education and health †to thrive: Policymakers need to provide space for more radical ideas
and training: This could be done through growing the digitalsocial. eu network to enable more opportunities for collaboration;
democracy and education. Â Â Its forms are still emergent, some growing very fast, others still being quite marginal.
5. 4 Dissemination & learning 5. 5 Evaluation 6. 1 What should policymakers do REINVENTING
education and (6) public services DSI Icons: 1 Organisation Type: Social Enterprise Charity or Foundation, Business, Grass roots Organization or Community Network, Academia and
-ing, Maker and hacker spaces, Investing and Funding, Event, Incubators and Accelerators, Advisory or expert body, Education And Training. 3 Technology
Environment, Education and Skills, Culture and Arts, Work and Employment, Participation and Democracy, Neighbourhood Regeneration, Science
Organisations, from grassroots movements, think-tanks and universities to big charities and public museums are hosting small-scale workshop spaces often with digital tools and
and developed in high schools, with the 25 best Call4school projects invited to participate in the fair
Education Pubblic spending Openspending is a data sharing community and web application that aims to track every government and corporate financial
state of education. It brings primary sources into every classroom and allows for more open and rapid communication between teachers and students.
For instance, The Open University, based in the United kingdom, and other models of distance learning have made education much more widely available.
The same goes for the way scientific research is being done with its culture being influenced through the ability to globally
access and share knowledge, culture, information and code and to undertake better collaboration within the research community
A good example of where developments in DSI could lead us is the project Primo which was born out of collaboration between Arduino and designers in the Master
of Advanced Studies in Interaction design at SUSPI in Lugano. Primo is made from an Arduino board, a car and a set of instruction blocks all made out of wood.
Its objective is to teach the high-level abstraction of programming as a sequence of instructions to
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 and campaigning for standards for DSI 35growing a Digital Social Innovation Ecosystem for Europe
-ing, online learning and e-petitions The main technological trends in DSI 0 100 200 300
One of these policy proposals is around skills and training. A fundamental requirement for DSI is that innovators with an ambition to use technology for social good have the
education and training organisations. To cater to this need a number of projects have emerged, such as Apps for Goodi or the Open Data Institute†s (UK) open data training
sessions for charities. Real empowerment through access to knowledge and education happens when groups and individual can acquire skills
and gain access to resources and opportunities to develop the knowledge and self-sufficiency toachieve inclusion
& constructing informal learning networks Fab academy; Institute for network culture; Coder dojo†s; and more generally the
and designer, started the Arduino project to enable students at the Interaction Design Institute Ivrea (IDII) to build electronic
EDUCATION AND SKILLS PARTICIPATION AND DEM OCRACY CULTURE AND ARTS HEALTH AND WELLBEING WORK AND EMPLOYMENT
Education and skills Culture and Arts Work and Employment DSI AREAS AREAS OF SOCIETY New ways of making
EDUCATION AND SKILLS PARTICIPATION AND DEM OCRACY CULTURE AND ARTS HEALTH AND WELLBEING WORK AND EMPLOYMENT
Education and skills Culture and Arts Work and Employment DSI AREAS AREAS OF SOCIETY New ways of making
EDUCATION AND TRAINING NETWORK ADVOCATING AND CAMPAIGNING EVENT INCUBATORS AND ACCELERATORS MAKER AND HACKER SPACES
ADVISORY OR EXPERT BODY INVESTMENT AND FUNDING 152 26 13 7674 70 32313030 0 Pr
content, open access, science education and ethics across all research initiatives 60 Growing a Digital Social Innovation Ecosystem for Europe
information, education and work opportunities for women SECTOR SPECIFIC REGULATION/DEREGULATION 8. Establish a European
education, healthtmaking it easier to grow and spread digital SI (eg public procurement, support for evidence
Dissemination & learning 5. 5 Evaluation 4. 4 THE BETA â€oebottom-UP€ POLICY WORKSHOP TOOLKIT
Dissemination & learning 5. 5 Evaluation 66 Growing a Digital Social Innovation Ecosystem for Europe
DISSEMINATION & LEARNING EVALUATION In order to implement future DSI policy goals and strategies, several tools and in
money, and education. However, the European commission has also very relevant competences, and some regula -tory and policy issues are cross-sectoral
DISSEMINATION & LEARNING EVALUATION There is a common sentiment that a strong public intervention at EU level is need
A report published by Nesta and University of Cambridge in November 2014 forecasts the growth of alternative finance (including peer-to-peer business lending, peer-to
or playground installations †are funded by citizens themselves Seed funding is a very early-stage investment,
waste, data to education. In 2014 Nesta revived the 300 year old Longitude Prize and
your data (in energy, education and the Veterans Administration respectively 76 Growing a Digital Social Innovation Ecosystem for Europe
energy or education. The innovation foundation Sitra in Finland, which has has taken on large systemic challenges to Finnish society,
create new digital products, new public services or learning programmes The creation of a European network that would encompass regional innovation
5. 4 DISSEMINATION & LEARNING 81growing a Digital Social Innovation Ecosystem for Europe Firstly, tools for general dissemination should be included.
Training will also be essential, especially in bridging the digital skills gap, but also in empowering the DSI community
Specific training could be setup but the DSI community itself, as is done today by Fablabs with the Fabacademy, by Hacklabs
and Makerspaces with free software and open hardware training, or by the Open Data Institute (ODI) and Open Knowledge
universities and public research institutes, and could include DSI products and services generated, as well as new types of actors such as Fab Labs and makerspaces
à Provide link between academic evaluation and evaluation reports (more professional, consultancy based, etc à Explore DSI specific indicators such as Open Data access, digital skills
as well as national research institutes and traditional universities. Building on existing schemes, such as innovation partnerships and PPPS with bigger telecommunications corporations, new schemes
for cities, regions, health authorities and universities to pilot large-scale DSI experiments around collaborative economy, direct
such as new approaches to money, consumption, democracy, education and health 5. Expand the European Digital Social Innovation network
development of skills and training As in other sectors, some of the innovations in this field have very radical implications †for instance, for the future of money or
education. Policymakers need to provide space for more radical ideas to be tested out in towns and cities across Europe, using
University Press D. Watts and S. Strogatz (1998 â€oecollective dynamics of †small-world†networksâ€.
goal it is to help †students use new technologies to design and make products that can make a difference to
New technologies, new pedagogies: Mobile technologies and new ways of teaching and learning Jan Herrington, Jessica Mantei, Anthony Herrington, Ian Olney and Brian ferry
Faculty of education University of Wollongong This paper describes a major development and research study that investigated the use of
mobile technologies in higher education. The project investigated the educational potential of two ubiquitous mobile devices: Palm smart phones and ipod digital audio players (mp3
players). ) An action learning framework for professional development was designed and implemented with a group of teachers from a Faculty of education.
Each teacher or team created pedagogies to implement appropriate use of a mobile device in different subject
areas in higher education. This paper describes the project aims, design and implementation in four phases, together with a description of the project management and communication
factors that helped to ensure its success Keywords: 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
populations in university, but many university teachers are less than confident in their use. Even if a
teacher is a competent and avid user of personal mobile devices, he or she may feel ill-prepared to use
them with students in pedagogically innovative and appropriate ways. When these teachers seek to become informed of new technologies through conventional professional sources, such as journals, their
efforts are met often with information that is simply too detailed or confusing for their current level of
understanding. Technical words, 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.
These are often excellent sources of information†and inspiration†for university teachers but few universities currently provide PD on personal mobile devices,
generally preferring to focus on more mainstream educational technologies such as computers, learning management systems software packages and audiovisual tools.
It is only at a surface level that widespread teacher PD appears to provide a solution.
As noted by Reimann and Goodyear (2004), lack of procedural knowledge is not necessarily the problem:
†What recent research evidence suggests instead is that we should focus on successes and try to understand how they came about†(p. 12
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:(a forming government policies;(
b) directing teacher education programmes:(c) advancing national curricula;( (d; designing or reforming classroom implementation and (e) analysing costs and benefits (p
59). ) Few of these functions are addressed if the professional development of teachers focuses principally upon instruction on the utility of mobile devices and how to use them
Theoretical perspectives evident in mobile technology studies While there are many exemplars of prosaic uses of mobile devices for communication, few examples
currently exist of how they might be used as cognitive tools (Jonassen & Reeves, 1996) to solve complex
problems and to engage students in authentic and meaningful tasks 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: Full paper: Herrington 420 providing feedback on multiple choice questions;(2) Constructivist theory-activities in which learners
actively construct new ideas or concepts based on previous and current knowledge (e g.,, Chesterman, nd issues related to educational media explored through videos, documentaries, animations of educational
concepts and news bulletins with mobile phones;(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.,
, Wood, Keen, Bassu, & Robertshaw, 2003, breast cancer care in the delivery of text images and audiovisual materials to patientsâ€
PDAS during their course of treatment;(6) Learning and teaching support-activities that assist in the
coordination of learners and resources for learning activities (e g.,, Perry, 2003, managing teachers†workloads using PDAS to record attendance,
marks and organise lesson plans It is perhaps this last category that has seen the most interest and activity in terms of the use of mobile
technologies in universities to date, that is, practical and administrative functions rather than pedagogical purposes. Similarly, in terms of student use of mobile technologies, the focus of the debate has been upon
the problematic use of mobile phones in schools (e g.,, Campbell, 2005) and the social and cultural shift in
communication dynamics through the use of mobile devices (e g.,, Ito, 2005 In this paper, we describe a project that endeavours to investigate the use of mobile technologies from a
and to discover new pedagogies for the use of these new technologies to enhance the learning experience of students in higher education
Aims and scope of the project The project investigated the educational potential of mobile devices, specifically, †smartphonesâ€
combined mobile phones and PDAS) and ipods, in tertiary education. Originally, the project was focused on three devices commonly used by university students:
mobile phones, PDAS and mp3 players However, at the time, more and more mobile phones were incorporating PDAS into their functionality so
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, categorise and disseminate resultant pedagogies and professional development activities
through a dedicated website and a published handbook 5. Implement the professional development activities for mobile learning across other faculties at the
University of Wollongong and disseminate in web-based template form to other universities across Australia and overseas
The following questions framed the research 1. What are the technology affordances of smartphones and ipods for teaching
education 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 The project used a design-based research approach (e g.,, Reeves, 2000; Reeves, Herrington & Oliver
2005)( also known as development research or design experiments) that involved four phases over four semesters, described in more detail below
Theoretical perspectives of the study The project was guided by two major theoretical frameworks. Authentic learning (Herrington & Oliver
2000; Herrington & Herrington, 2006) provided the basis for the pedagogical activity while action Proceedings ascilite Melbourne 2008:
Full paper: Herrington 421 learning was adopted as the framework for professional development. Both theories reflect a
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
identified nine characteristics of authentic learning •authentic contexts that reflect the way the knowledge will be used in real-life
•coaching and scaffolding by the teacher at critical times •authentic assessment that reflect the way knowledge is asses in real life
These characteristics formed the basis for teachers to plan and design learning environments where mobile technologies could be used in their different subject areas and specialisations
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
New Pedagogies project Funding was obtained from the Carrick Institute (now ALTC) to investigate new and innovative
pedagogies related to the use of mobile phones (smartphones with PDA functions) and ipods. The project was conducted in four phases over two years,
their functionality, the design and implementation of action learning professional development sessions for university teachers, the design of 12 pedagogies to be implemented with either the phone or the ipod
in classes across a range of disciplines in a Faculty of education, and the evaluation and research of each
and learning in higher education. This phase was conducted over the first six months of the project.
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.
Other necessary peripherals were purchased also such as memory cards, protective cases, microphones additional head phones and card readers.
m-learning affordances What are the technology affordances of smartphones, and mp3 players in higher
education 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 m
-learning 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 Phase 1 Phase 2 Phase 3 Phase 4
Year 1 Year 2 Yr 2 & beyond Semester 1 August †Dec 06 Semester 2
Jan †June 07 Semester 3 July †Dec 07 Semester 4 Jan †June
08 Sem 3, 4 & beyond July 07 on Smart phones mp3 (ipods •Investigation of
technology affordances through research literature experts, and location of best practice exemplars in HE •Preliminary planning
of workshops •Preparation and planning of workshops •Workshops for Faculty teachers on the development of
authentic tasks using devices in pedagogically appropriate ways •Trialling of pedagogies Individual projects in areas
such as Science education Physical education Visual Arts education Maths education IT in education Multimedia education Web-based learning
Literacy education Reflective practice Adult education •Final project conference to present findings and discuss model
and principles •Finalisation of project website •Publication of edited book •Long-term evaluation
Products from each phase Phase 1 Catalogue of affordances of m -learning technologies Phase 2
Workshop resource processes and procedures for others to implement Phase 3 12 case descriptions and
evaluations Website of exemplars and strategy descriptions Phase 4 Final conference Edited book Project report
Final public website Evaluation Reeves & Hedberg 2003 Review of literature and existing initiatives Formative evaluation of
PD 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 & reference group smartphone for use prior to the commencement of the implementations with classes, so that they could
experiment and familiarise themselves with the devices. Seminars and brainstorming sessions were also held 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. These catalogues are available on the
project website At the end of Phase 1, the project structures had been put into place (i e.,, project management, team
meetings, project website), a literature review had been conducted, and the educational affordances of the devices had been investigated and reported
In Phase 2 the focus of the project moved to professional development of the teachers who would
What are appropriate strategies for the professional development of higher education teachers in the pedagogical use of m-learning devices?
This phase occupied the second semester of the project Twelve teachers in the Faculty of education, agreed to be involved in the development of pedagogies for
subject areas in the pre-service teacher education program. A group-based professional development framework for teachers was developed and implemented.
As noted by Collis and Moonen (2002: †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 technologyâ€
and IT staff in the Faculty and University in consultation with the project leaders and project manager.
The PD used an action learning approach rather than a fully preplanned scope and sequence of activities.
described by Revans,(1982) as an inquiry-based approach for professional learning that focuses on the
regular action learning meetings where project members, IT and PD personnel worked collaboratively reflecting and sharing ideas and experiences on a regular basis in order to find new ways to use mobile
the workshop model is one that any university or institution could readily adapt because it uses existing
human and other resources to implement a self-sufficient, Faculty-or Department-wide solution to a
Each teacher used one or more mobile devices in depth, to explore the full range of affordances, and
worked within the workshop environment to plan an authentic learning environment that comprised 4-6
At all times, teachers were aware of the requirement to create innovative uses of the devices as cognitive tools rather than for simple
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
During Phase 3, the learning tasks were implemented and evaluated with students in classes conducted over two semesters.
The focus of the project moved to the third research question: What pedagogical strategies facilitate the use of m-learning devices in authentic learning environments in higher education
One class set (25) of each device was used in this phase to ensure specific affordances were available to
students as they completed a task. Each device was implemented four times (2 times x 2 semesters with a
different teacher or discipline area. Students were issued with an appropriate device on loan to use
individually or in groups, as they completed the given or negotiated task Each case was evaluated using an approach
For example, teachers used data collection methods such as focus group interviews observations, video recordings, individual interviews, journals, weekly logs, reflective essays, student
blogs, content analysis of artefacts, and so on, to investigate the nature and effects of the pedagogical
At the end of this phase, teachers had implemented the learning tasks (with appropriate resources supports and assessment items) and uploaded descriptions of pedagogies to the project website
Proceedings ascilite Melbourne 2008: Full paper: Herrington 424 Phase 4: Documentation and reflection to produce design principles (Semesters 3, 4 and
pedagogical principles facilitate the use of m-learning devices in authentic learning environments in higher education?
In terms of chronology, parts of this process were conducted concurrently with Phase 3 especially for those projects that were implemented earlier in the phase,
A great deal of knowledge about technology-based pedagogy had been learned in the first three phases of this project.
freely accessible and customisable manner to teachers in higher education. The principal vehicles for this was the conference,
succinct case study descriptions and exemplars of the pedagogies developed for the m-learning devices. A
implementation and pedagogy of mobile devices, using a theoretical foundation of authentic learning rather than a transmissive, technology-driven perspective
Through regular meetings, consultation and liaison with the project leaders, the teacher/researchers members of the reference group and other interested parties, strategies were planned, deadlines set and
learning tasks (†pedagogiesâ€) created by the teacher/researchers, a two day conference showcasing the
pedagogies from the project, and an edited book explicating the analysis of these pedagogies In maintaining momentum throughout,
the project manager also set in place processes such as sending updates for the website to reflect the progress of the project,
the mobile devices and to provide teacher/researchers with equitable access for their research, keeping accurate records and updating the team leaders as appropriate
Pedagogies project The project website served as a focal point for the project activities, schedule and resources.
currently no specific and cohesive national policy on the use of mobile technologies in learning exists in
New Pedagogies project was a project that endeavoured to take an innovative approach not only in the creation of new, authentic pedagogies for mobile devices but also in the action
learning approach adopted for the professional development of participants. The project involved 19 people including teachers, IT and PD personnel from the university.
It was a large and ambitious project that resulted not only in a range of innovative pedagogies,
but in the creation of more knowledgable and confident users of mobile technologies The individual projects covered a range of subject†such as physical education, adult education, literacy
teacher professional learning, ICT, science education, visual education†albeit all were within the Faculty of Education.
Further information on the projects and their pedagogies can be found in individual publications (such as, Brickell & Herrington, 2007;
Kervin & Mantei, in press; Herrington, in press Olney, Herrington & Verenikina, in press. Processes and findings on the professional development
approach can also be accessed in publications (such as, Lefoe & Olney, 2007; Olney & Lefoe, 2007
Lefoe, Olney & Herrington, in press While the project itself focussed on only two specialised mobile technologies,
technologies, but to a range of other contexts requiring a self-reliant action learning approach. The action
The proliferation of mobile devices has proceeded throughout society at such a rate that higher education can no longer avoid exploring the educational potential of these tools.
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
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Proceedings ascilite Melbourne 2008 http://www. ascilite. org. au/conferences/melbourne08/procs/herrington-j. pdf
Copyright 2008 Jan Herrington, Jessica Mantei, Anthony Herrington, Ian Olney and Brian ferry The authors assign to ascilite
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