Synopsis: Education:

Evaluation and establishment of non-university scientific institutes First start-up companies Decision to move the Humboldt Universityâ's Natural science

Students 8, 438 7 Adlershof in Figures Science and Technology Park 11 non-university scientific institutes (1, 760 employees

6 Humboldt University institutes (1, 056 employees; 8, 034 students 445 technology oriented companies (5, 286 employees

Media City 146 companies (1, 763 employees Industrial Estate 363 companies (4, 969 employees 8

 WISTA-MANAGEMENT GMBH/Adlershof Projekt Gmbh 9 *HU: 246 Mio. â IGAFA: 320 Mio. â (gesch

Non-University Research Institutes Leibniz Association •FBH †Ferdinand Braun Institute for High frequency Technology

Non-University Research Institutes General •BAM †Federal Institute for Materials Research and Testing

•BTU †Brandenburg Technical University Cottbus, workgroup Air Chemistry •PTB †National Institute of Natural and Engineering sciences Berlin

•Consulting and training for companies •Partnership in education •Management located in Berlin Adlershof

17 IT and Media Fields of Competence •Production technologies •Software engineering •ICT for healthcare

Education Basic Research Park Management and Development Research and Development Products Services Companies WISTA -MANAGEMENT

University, Berlin Non-university research institutes Growth Cycle 31 Generation/Seed University Research Institutes Companies

Incubation IGZ/OWZ Expansion Productive Environment Growth Technology Centres Some success criteria 32 Success Criterion:

Strong policy support 33 Entwicklungsplan 1994 35â WISTA-MANAGEMENT GMBH Success Criterion 3-ple helix structure

Education and Basic Research Natural science Institutes Research and Development Non-university scientific institutes Park Management

and Development WISTA -MANAGEMENT GMBH 36 Long term development strategy Clear strategic orientation on scientific, technology and economic

University IGZ/OWZ Technology Centres Productive Research Institutes Environment Companies Advisory service Coaching Infrastructure Project development

•Education, research, and innovative companies in dynamic clusters •Leading performance of the Business Incubation Centre

Common learning Catalyst action Traffic avoidance Regional Development Fund grants & Cohesion Fund grants European Investment Bank (EIB

Common learning This category is aimed for projects that try to offer an alternative commercial service

â Technical assistance for institutional support, that is, training and support needed for project preparation, development and implementation

European Journal of Interdisciplinary studies 45 Best Practices in Universities†Regional Engagement. Towards Smart Specialisation Cristina Å ERBÄ NICÄ

â€oeconstantin Brã¢ncoveanu†University of Piteå ti, Romania cpantelica@yahoo. co. uk Abstract The aim of this paper is to highlight universities†contribution to the success of innovation systems in

partnerships and involve frequent interactions between universities, businesses, policy-makers and innovation intermediaries. With a view to the future, universities are expected to bring their contribution to

regional smart specialisation and act as intermediary bodies for the implementation of several delivery instruments, thus drawing from the best practice cases presented within this paper

According to the EU Agenda for the modernization of Europe†s higher education institutions, linking universities, research and business for excellence and regional

development is a key issue for Member States and higher education institutions. In this respect, as centres of knowledge, expertise and learning,

universities are expected to drive economic development in the territories where they are located: they should bring

talented people into the region, harness regional strengths on a global scale and foster an

open exchange of knowledge, staff and expertise. At the same time, universities should act as the centre of a knowledge network

or cluster serving the local economy and society, if local and regional authorities implement smart specialisation strategies to

education policy should have an explicit regional dimension, such as in the Nordic countries, where universities†engagement with the business and the community has been

specific initiatives ranging from training opportunities, small loans and direct services to Vol. 4 â Issue 2 â 2012

and thus facilitate university †industry interactions Third, universities, business and governments should meet together within regional

bodies and foster the dialogue with regional governance institutions, such as regional agencies, regional development organizations, city and municipal development offices

framework consistent between the domains of higher education and territorial development, which facilitates conjoint actions at the sub-national level

mainly from direct purchasing of supplies by the university, the jobs emerging from the staff salary and student living expenditure in the region and universities†economic

activity induced by additional expenditure in the regional supply chain. The second wave surveyed other kinds of impacts,

including technology transfer and continuing education Finally, the third wave focused on universities†involvement in various regional economic

considered to have a RIS in place when its knowledge generation subsystem-universities research institutes, research associations, industry associations, training agencies

technology transfer organisations, specialist consultancies, government development programmes, etc. -and its knowledge exploitation subsystem-the regional industrial

-are engaged systematically in interactive learning through knowledge networks (Cooke 2001 Universities are assumed to accomplish a number of different functions in a regional

innovation system and their contribution has been studied with respect to their roles as economic entities, commoditised knowledge producers, shapers of human capital and

at the regional level, universities can serve as †antennas†for adopting external knowledge and mediator for local knowledge circulation, source of highly skilled labour, knowledge

providers in university †industry linkages and incubators for academic spin-offs, a relatively new route for commercialisation of academic inventions.

innovation systems provide a means for universities to engage with their local environments on activities which benefit both regional partners whilst strengthening

European Journal of Interdisciplinary studies 47 2. Research Method This study is aimed at highlighting universities†contribution to the success of regional

including universities: the percent of innovative enterprises collaborating with others for innovation measures the flow of knowledge between public research institutions and

European Journal of Interdisciplinary studies 49 3. Research Results Denmark is represented in the fourth group by its capital region-DK1 †Hovedstaden

the success in regional cooperation was due to the Danish University Act that has designated a third task for universities (OECD 2007),

but also to the new Government†s 2007 reform-â€oea structural reform of local and regional governanceâ€-that adopted the

universities from both sides of the border, regional authorities and business. The ambition behind this initiative was to make à resund a leading world science region building on its

platforms providing a coordinating link between the universities and the community, e g à resund Food Network, Medicon Valley Academy, à resund Environment Academy

region†s universities (Regional Innovation Monitor: Sweden, 2012. Finally, the Knowledge Navigator programme in Stockholm (2008 †2011/2012) involves different

universities and regional institutions to create a working model for knowledge transfer between academia and business, with a focus on SMES

The Universities of Applied sciences focus on applied research and technology transfer mainly addressing regional companies, playing a straightforward role in driving

whose goal is to promote firms†interaction and cooperation with universities and research institutes, but also with other innovative companies (Erawatch country profile:

Investigators addressing universities and research institutions that want to attract European Journal of Interdisciplinary studies 51 excellent young researchers to Vienna for founding their own research group (Regional

Innovation Monitor: Austria 2012 Finally, in The netherlands, there is a legal requirement for higher education institutions to engage regionally.

In this respect, the Ministry of Economic Affairs, Agriculture and Innovation is shaping the regional policy for universities, particularly around research

application and innovation (OECD 2007. Although the national level is responsible for the research policy in The netherlands, there still is a specific policy programme that

SME€ s and Universities of Applied sciences and to inform about new and existing forms of collaboration and activities in the field of knowledge exchange between universities of

applied sciences and SME€ s (Erawatch country profile: The netherlands, 2012. â€oethe Peaks in the Delta†(Pid) is the Dutch strategy aimed at supporting existing regional

strengths and higher education institutions are seen as nodes in the regions. For example in the Pid East (NL22-Gelderland), the †peaks†are formed by innovative clusters

around three universities, while priorities are related to strong research topics such as food, nutrition, health and technology.

health (around University of Maastricht), international law, peace and safety (The hague Academy for local governance), but also IT solutions †given the presence here of Philips

regional actors †including universities, such as the Knowledge Vouchers programme that offers incentives to enterprises to purchase services from knowledge institutes to

institutions of higher professional education, with the aim to improve their external orientation, especially with regard to SMES (Regional Innovation Monitor:

universities, but also the high support for cluster-formation, networks and collaborative platforms through different funding programmes such as Regional Growth Forums in

between universities, business and government. For all the countries and regions under review there are, however, some challenges for the future:

evidence that the knowledge diffusion from universities to enterprises isn†t functioning optimally yet (Erawatch country profile:

University engagement and regional innovation. European Centre for Strategic Management of Universities. Available from http://www. highereducationmanagement. eu/images/stories/modern%20conference%20regional

%20innovation-executive%20report. pdf Boucher, G.,Conway, C. and Van der Meer, E. 2003: Tiers of engagement by universities in

their region†s Development. Regional Studies 37 (9: 887†897 Cooke, P. 2001: Regional innovation systems, clusters,

Europe's higher education systems, EC COM 2011/567, Brussels. Available from http://eur-lex. europa. eu/Lexuriserv/Lexuriserv. do?

European Journal of Interdisciplinary studies 53 European commission (2011: Connecting Universities to Regional Growth: A Practical Guide

A guide to help improve the contribution of universities to regional development, with a view to

strengthening economic, social and territorial cohesion, in a sustainable way, September 2011 http://ec. europa. eu/regional policy/sources/docgener/presenta/universities2011/universities2011

of universities and local context in supporting the creation of academic spin-offs. Research Policy 40 (8): 1113-1127

The engagement of higher education institutions in regional development: an overview of the opportunities and challenges. Higher education Management

and Policy 20 (2): 3-33 Hollanders, H. 2012. Regional Innovation Scoreboard (RIS)( 2012: A report prepared for

Higher education and Regions: Globally Competitive, Locally Engaged. OECD Publishing, Paris ***Regional Innovation Monitor (2011: Annual Report 2012.

The Role of Universities in Innovation Systems and Regional Economies Expert meeting on â€oethe future of academic researchâ€, Vienna University of Economics and

Business Administration, 19-20 october 2006 Vol. 4 â Issue 2 â 2012 54 Appendix 1

European Journal of Interdisciplinary studies 55 PT17 Portugal Lisboa Leader low SE11 Sweden Stockholm Leader †high

MBS, the University of Manchester. UK June 2013 2013 Brief on INNOVATION PERFORMANCE ANNUAL REPORT ON EUROPEAN SMES 2012/2013

Learning and Innovation. Administrative Science Quarterly, 35 (1), 128-152 Criscuolo C. Squicciarini Mariagrazia, Lehtoranta Olavi (2010), R&d, innovation and

Macpherson A.,Robin Holt (2007), Knowledge, learning and small firm growth: A systematic review of the evidence, Research Policy, Volume 36 pp 172-192

*Academic Unit, University Research Council, Universidad de la Repã blica, Montevideo Uruguay†Leticia Mederos *Academic Unit, University Research Council, Universidad de la Repã blica, Montevideo

Uruguay†Judith Sutz *Academic Unit, University Research Council, Universidad de la Repã blica, Montevideo Uruguayâ€

Abstract This article discussed why specific efforts aimed at establishing direct relationships between social inclusion problems and research and innovation projects are needed,

-tions, and section five reflects on the process of institutional learning that fostered the changes followed by the program from its first call until now

expressing the university social commitment. Another, and by no means less impor -tant, answer is to foster the recognition of SIPS by the researchers†â€oeacademic

become richer and the university integration into society will become stronger The Intervening Actors We take Sá

that teachers retire, that public servants retire, and that we, rice-workers die before retiring. We die faster, without any doubt...

people from the university, at the extension services and at the chair of occupational medicine, but until recently, they simply understood death as a consequence of â€oeregularâ€

Education, and members of the United nations Development Program in Uruguay According to the usual dynamic of those meetings, an invitation was extended to university

researchers from all areas of knowledge and particularly to those with specific cognitive capacities which presumably could be placed at the service of finding answers to the

Faculty of engineering, and the results were tested successfully at the university hospital Hospital de Clã nicas The passage from prototype to production took a long time.

international funds, the technology was transferred from the university to a national electronics company, under university patent.

The company introduced improvements to the prototype and hired another company specialized in marketing of medical products

university hospital provided a vague spatial position of the location of the epileptic focus The unaffordable alternative was importing a special software

the neurosurgeons from the university hospital. It is no coincidence that the demand was expressed clearly by physicians:

the international medical community for evaluation and accreditation, which may allow its use worldwide As stated at the beginning of this section,

University Research Responds to the Advancement in the Conceptualization of the Problem The way to make operative the conceptualization described so far has been a

Unit of the University Research Council†s perspective. This group is, at the same time, a scholarly academic group and is in charge of the academic management

from the learning process associated with the concrete practice of the calls The context of the first call in 2003 was a deep social and economic crisis at the

-sion university program, the Metropolitan Integral Program To achieve this initiative, several meetings were organized by the Academic Unit

and publicly exposed to university researchers, public policy officials, and the general population through an open gathering called the

university research policy recognized itself as an actor in the process and assumed a protagonist role in facilitating encounters between researchers and other actors

consolidating the program as a University Research Council regular program. The new call presents similarities but also

the effort made from the university side to link these two actors, problem bearers or

policies, gender, and education An innovation was introduced also in the evaluation process: part of the appraisal

reflection and learning. Furthermore, these interviews allowed for the detection of new research demands; they also allowed for detecting inconsistencies between

university researchers, many of whom may want to formulate a project having as a starting point the suspicion of an SIP€ s existence but for which they lack clarity

This modality goes a step further in pushing the university research policy toward a hands-on strategy to link research and societal needs

makes even more valid the premise from which the university program â€oeresearch and Innovation Oriented to Social Inclusion†derives its normative vision:

However, we should not forget that the university by itself will never be able to assure the completeness of such travel.

Santiago Alzugaray is an anthropologist, Assistant professor at CSIC Academic Unit. His area of research is science, technology, and society.

Leticia Mederos is a sociologist and economic historian, Assistant professor in the CSIC Academic Unit. Her area of research is science, technology, and society.

Judith Sutz is a professor at CSIC Academic Unit. Her area of research is science

University Press Arocena, R, . & Sutz, J. 2010). Weak knowledge demand in the South: Learning divides and innovation policies

University 796 Santiago Alzugaray, Leticia Mederos, and Judith Sutz Copyright of Review of Policy Research is the property of Wiley-Blackwell

Young Foundation (United KÃ ngdom), University of Heidelberg Germany), Atlantis (Greece), Universidade Catã lica Portuguesa

the printing press was joined by the two other crucial factors †infrastructure and literacy †so all

literacy (in most villages at least one person for the first time was available who could read and write.)(

employment, place making, the sharing economy, health and education After the references section, there are also three annexes

It is also implies that the ICT generally requires special training for use as it is often unfamiliar being not a standard product

x Education x Environment x Civic engagement x Health x Life satisfaction x Safety x Work-life balance

x Education x Social protection Together, the OECD topics and the European PSI categories provide a detailed overview of the

x Education x Education 4. Education x Community x Housing x Civic engagement x Life satisfaction

and poverty, health and education, as well as demographic changes like ageing, climate change and energy The Tepsie themes also reflect one of the filters being used by the Commission funded Digital Social

x Education and skills x Participation and democracy x Culture and arts x Health and wellbeing

Education x Widening access to education x Personalised education and new learning environments and knowledge commons x A multi-partner approach to education

6 http://ec. europa. eu/europe2020/index en. htm 7 Digital Social Innovation study (2013-14:

http://digitalsocial. eu /11 ii) The types of social innovation outcomes being achieved or sought: based on the desk research

2. Improved employment supports, e g. training, tools, facilities, etc 3. Improved matching between work demand and supply

Education 1. Increase in education and personal skills (formal & informal)( numbers of people &

duration e g. lifelong learning 2. Increase in accessible educational content and tools 3. Increase in educational personalisation

x Awareness, learning and understanding x Experimentation 4. Collaboration x Cooperation x Involvement x Consultation

Flexible workspaces for students with no job providing start-up experience to avoid long-term problems Place making

Learning repair skills with volunteers in local centres promoting self -& collective repair, save money, increase reuse, creativity, &

Education Focus area Case Social needs addressed Widening access to education MOOCS (global Widening the access to higher education and addressing the societal

needs for lifelong education and the upskilling of the labour force by providing free online courses for everyone interested

Personalised education & new learning environments Quest to Learn (USA) Engaging children in education by using the seven principles of gaming

School of One (USA Mass-customisation of daily instructions of how and what math skills to practice

so as to meet each student†s specific needs and abilities, 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), and need to show mostly teenagers the effects of chemical experiments Multi-partner approach to

education MONDEY (Mile-stones of Normal Development in Early Years)( DE Improve early fostering & diagnosis of 0-3 year old childrensâ€

retarded development by supporting parents, pedagogical staff & scientists with monitoring & documentation of everyday situations

17 Employment Context This section very briefly summarises the main findings arising from the desk research carried out

across Europe in relation to strategic issues, trends and challenges which provides the general employment context, as well as some of the observed and expected roles and impacts of ICT within

this context. However, this is only done in this report in order to develop a framework for analysis and to identify three focus areas and relevant cases within the employment theme.

Deliverables D8. 4 and D8. 5 will examine both the empirical evidence presented here in the light of the full desk

x European learning networks, such as gender mainstreaming, age management, inclusive entrepreneurship, migrant and ethnic minorities, reintegration of ex-offenders, social

and training and skill problems x The changing roles of different interest groups and the reduction of the postwar political

economy as well as more self-regulation via, for example, project, flexible and homework, often using ICT, as well as more redundancies in this sector. 10 In some countries,

x Training and preparation for work can now take place more easily and cheaply online x People are able to find work that interests them/employees who fit their requirements much

This includes both initial education, training and other forms of preparation, as well 21 as retraining to help them get a new or better job.

x Improved employment supports (e g. training, tools, facilities, etc. using ICT 2. Finding employment ICT is an important tool in finding employment,

-Digitally coordinated education, exercises, networking -Prepares and matches both job seekers and potential employers, also with administrative support

for students with no job providing start-up experience to avoid long-term problems -ICT for student start-ups in lab incubator environment as

part of knowledge and innovation community -Public funding, public/private partners and operation ->100 start-ups, 55%sustainable, one location

less critical in the Soe case aimed at graduate students. The Mission Leben case exemplifies using ICT to adapt

In some contrast, the student start-ups at the CSE deploy a great number of different ICT tools, both standard and bespoke, and typically

online screening tool for new student start-ups capturing ideas, strategies, key features partners, markets, funding, etc.

alongside physical and traditional training workshops, mentoring, brainstorming and general informal hub/incubator serendipity, plus interaction with business angels, facilitators

assets with needs, to action on problems, dependent on the ambition of the student start-up The student start-ups are also members of both online and offline start-up communities, with

strong mutual reinforcement between the two, and significant building of social capital (mainly bonding, but also some bridging types),

configuration, and is now starting to become part of a scale-free network by learning and

in 30 cities, with an overall high evaluation of training x Jobbanken: 483 people with a mental illness trained, 387 started in a protected job or

internship (255 in private sector), with very low dropout (2011-2013 data 26 x Eslife: promotes initiative and autonomy amongst unemployed, underemployed and

as well as links into the wider higher education, innovation and specialist knowledge of the Copenhagen Business school 2. Improved employment supports, e g. training, tools, facilities, etc

x Surfen zum Job: 300 unemployed youth prepared for, and learnt how to find, employment

in 30 cities, with an overall high evaluation of training x Jobbanken: 483 people with a mental illness trained, 387 started in a protected job or

internship (255 in private sector), with very low dropout (2011-2013 data x Eslife: provides benefits of legal and insured work compared to informal work

x Mission Leben: comprehensive workplace and work process transformation to match the capacities and needs of people with a mental illness

students, with an average of 4 people each including interns, about 55%are sustainable and about 20%are social enterprises

unemployed students create jobs. It has also been difficult to raise funds despite this success, given

increasing demand from unemployed students which is driving the success of the case Lessons learned and success factors

by government and educational institutions. This shows the important role such civil organisations can play in conducting small scale experiments with new uses for ICT, alongside the mainstream

In the CSE incubator hub case for unemployed students, ICT is vital and so well integrated into all activities that the service

approach is increasingly focusing on the daily social needs of people for work, education, health

cooperatives, exchange and social currency networks, free universities, hacklabs, etc. The interesting aspect here is that the solutions being found are coming from ordinary people in their

â€oeevents, conferences, training, blogs, webinars, newsletters, books, films, guides, tweets, and more†â€. 27 The Transition Town Network is seen as a socioeconomic movement based on fiscal

-ICT affordable broadband for jobs, education & community -Holistic approach to local urban regeneration -Central and local government funding, public-private-civil

-5-fold increase in access, doubling training and digital inclusion cf. to average, lower unemployment by 6, 200,180 start-ups, 3-fold increase

in educational achievement, fewer benefits claimed Naprawmyto PL) 41 Facilitating local action and dialogue on local problems, and

-private-civil & university research partnerships, many local volunteers private operation -multiple locations in NL (90%of turnover;

-Local civil funding through subscriptions & from university; civil initiation, support from local mayor, and civil operation

Secondary school attendance is at its highest level in 10 years, and there are now 6 †Green

over 40%of residents have had basic ICT training, more than double the rate than Manchester†s average despite the district having the city†s highest rates of

accreditation. The case has helped also increase from 21%to 66%of school pupils achieving good secondary school results, assist more than 6, 200 residents into

employment, 180 of whom have started their own business, and has seen the percentage of residents claiming benefits reduce from 40%to under 33

%x Viedome: brings economic life and wellbeing back into communities by ensuring older and other vulnerable people remain longer in their homes or in the local community, spending

education and within neighbourhoods to do things for themselves as †digital pioneers†with a mutual aid ethos.

and relates mainly to technical problems due to lack of ICT literacy. Indeed when new members join the local currency scheme,

not only access to equipment, connectivity and training but also stimulating demand by developing good quality content

-ents & job training -Enabling new activities through efficiency, cheap -ness & flexibility -New partner

provide infrastructures & skills training, & base digital & other services on the social cultural & economic needs of localities

economy, environment, employment, education, health and community. It spans from individual 53 www. taskrabbit. com

house swaps between teachers in the UK and Australia in the 1950s, but at least in the era of the

different kinds of time and talent based on job-position, education, skill-sets, labour market regulation and legislation, collective bargaining agreements, tradition,

It can also mean that public school facilities are made available to citizen activities outside school hours,

Learning repair skills with volunteers in local centres promoting self -& collective repair save money, increase

mechanical services, business administration, computers, education, entertainment, event organisation, food, gardening, health and healing, household services, legal, transportation

learning process. People without anything to repair can also enjoy a cup of tea or coffee, help with

technical problems due to lack of ICT literacy. More intractable barriers include that fact that much of the policy, legal and regulatory framework is not conducive to such bottom-up alternatives to

and Internet literacy which can preclude people from participating on the online platform Ironically, those with a distinct lack of these skills are usually poorer households

by informal training of visitors, learning new skills on their own repairs, who can then pass them on

the Repair Cafã s case is lack of computer skills and Internet literacy which can preclude people

In the Repair Cafã s case, standard ICT is an essential component for community building, learning

to diagnosis and treatment is based on training and experience of clinicians. Smarter models will deliver more evidenced-based approaches and personalised care

promotion is seen to support personal and social development through providing information, education for health, and enhancing life skills.

and promote health education x mhealth-With ICT, mobile platforms and the storage capabilities of cloud computing, transmission and

Cancer Research UK researchers from the Universities of Cambridge, Leeds and Southampton in collaboration with the Citizen Science Alliance, a network of scientists, software developers and educators developing, managing and

utilising internet-based citizen science projects to further science and the public understanding of science and the

education seem to be much more successful at scaling internationally (through the copying of the business model

through improved training or real-time assistance with clinical decision making. Moreover to improve communications between health providers and patients outside of traditional doctor visits and to improve

Number 01-800, immediate and timely health service, equity in health, population education, increasing efficiency of services,

either through improved training or real-time assistance with clinical decision making. Moreover it helps to improve communications between health providers and patients

used to support patients with COPD for rehabilitation training, guidance, questions and answers, and monitoring of

Cancer Research UK researchers from the Universities of Cambridge, Leeds and Southampton in collaboration with the Citizen Science Alliance, a network of scientists, software developers and educators developing, managing and

utilising internet-based citizen science projects to further science and the public understanding of science and the

Education Context This section summarises the main findings arising from the desk research carried out across Europe in relation to

Education may not always be thought of as an innovative sector but as schools increasingly look to relieve

budgetary burdens and provide inspirational education experiences, a new breed of innovative social enterprises are emerging that can help on both counts

Social enterprises aid innovation in education written by Tim Smedley in the Guardian, 12-august 2013

education is slow to change and looks very much like it did at the beginning of the 20th century. While people in the

solve problems and devise new ideas and products, students in schools meet in structured classrooms at specified

teachers cover the standard content by lecturing in front of a large class while students listen; students work

individually and reproduce this knowledge on assessments; and their use of ICT is limited. This pattern is global

107 www. edudemic. com/best-infographics 109 The shift from a paradigm that is based on mass production and consumption of standardised goods and the

tremendous pressure for change on all components of the education system. It has profound implications for

taught, how it is learned, how teachers teach, how students are tested, and how schools are structured The challenges that indicate that fundamental change is needed include the following

•Low levels of attainment †e g. many students in the UK leave schools with less than 5 A c (the national

target); ) there is a high percentage of pupils in Denmark that do not finish school •Dispirited and demoralised work force

•Students coming out of school and university not ready for work/higher/further education

•Mismatch of skills †especially digital literacy •Need for lifelong learning, continuous up-or other-skilling

With ICT having provided access to a world of infinite information, the educational system is undergoing a

revolutionising transformation. The use of ICT has contributed to changing the way we communicate, process information and think.

In addition, innovation, creativity and independent thinking is becoming more important than ever in our increasingly global economy.

Commentators have begun to describe how schools are likely to look under the information technology paradigm and they are very different from current schools (UNESCO, 2002;

schools and classrooms, although they are surprisingly rare, even in developed countries. This is where there are

some examples of social innovation that are beginning to support the ICT-led transformation of learning

This means that the current model of public education that has dominated the educational system ever since the industrial revolution is becoming outdated.

Trends point toward the breakthrough of student-led learning, where â€oeknowledge isn†t a commodity that†s delivered from

teacher to student but something that emerges from the students†own curiosity-fueled exploration†(Davis 2013

Another important trend has been the democratisation of education, which has been triggered by issues relating to poverty, uneven access to education and the rising costs of education.

These issues can be regarded as push-factors and the driving force behind the transformation of the existing educational system.

In combination with the development and sophistication of ICT, as well as driven by social innovative initiatives;

open education, open universities, Massive open online courses (MOOCS) and online learning are affecting the way education is being delivered today and onwards.

With ICT diminishing geographical distances and enabling people from all over the world access to top education through courses offered on web-based teaching platforms and by the world†s leading

professors, we are experiencing the formation of a new era of education 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 While recognising the potential value of ICT in education, many countries face significant challenges in transforming

the promises of technology into tangible benefits for learning. Many of these challenges are related to costs or

infrastructural and technical issues, such as lack of access to technology or poor connectivity. This is particularly the

case in low-income countries. Other barriers include the lack of relevant content in a language understood by the

user and limited access to open education resources 110 Figure 7. 2: The future of learning108

to a major transformation of the education landscape. Although there is no consensus as yet regarding the actual

benefits of technology in ensuring quality learning, ICT are seen increasingly as an integral part of modern education

systems. Policy-makers are thus attentive to the need to ensure alignment between the development of ICT in

society, their integration in schools and their use in pedagogy As the recent UNESCO report Transforming Education:

The Power of ICT Policies (2011) summarises: â€oethe opportunities offered by the use of technology in education are many.

It transforms the pedagogy 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-mobile-learning

111 transformation of distance education into e-learning and blended learning offers new options for delivery and new

opportunities for in service teacher training and support. The capacity of ICT to build borderless networks represents possibilities for innovative peer learning across territories and countries.

In addition to redefi ning access to knowledge and instructional design and provision, the penetration of ICT in all dimensions of economic, social and

cultural activities has far-reaching implications in terms of the skills required to become an active member of

society. The ability of students to utilise ICT has become a new requirement for effective education systems. â€

ICT trends currently transforming education can be described as follows a) Anytime-anywhere education-The appearance of the â€oeweb 2. 0†was an inflection point in Education, as it

allowed the creation and sharing of educational content. The new technology allowed anytime-anywhere scenarios and Higher education was quick to adapt, with leading universities like MIT or the Open university

in the UK leading the wave of innovations in the way teaching is delivered and learning is assessed.

The most visible phenomenon are Massive open online courses (MOOCS), which described in more detail in the following.

Technology also has large role to play in new certificates, qualifications & accreditation of formal

and informal education for instances through badges. Greater awareness and presence of badging through social networks is required still,

but the core technology of a †badge backpack†has already been refined b) Learning analytics-Learning analytics involve the collection, analysis and reporting of large datasets

relating to learners and their contexts. Current developments are focused on three areas: 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.

Other key issues include secure data storage, appropriate levels of access, and providing the necessary infrastructure for storing and

querying large data sets c) Crowd learning-Crowd learning describes the process of learning from the expertise and opinions of

others, shared through online social spaces, websites, and activities. 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.

It places responsibility on individual learners to find a path through sources of knowledge and to manage the objectives of their

learning. Crowd learning encourages people to be active in setting personal objectives, seeking resources and recording achievements.

It can also develop the skills needed for lifelong learning, such as self -motivation 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,

changing the consumer relationship that most people have with research to one of active engagement.

The concept is that people who are not research professionals engage in collaborative, inquiry-based projects.

e) Gamification-There is increasing interest in the connections between games and education. When implemented as †edutainment†or †gamification†of learning,

teaching practices can gain superficial elements of entertainment and reward. This may encourage learners to continue,

however misses the power of digital games for engagement, reflection and self-regulation. New approaches of †intrinsic integration†are

linking the motivational elements of games with specific learning activities and outcomes, so that the game

-play is both engaging and educationally effective. Game designers can achieve this by developing games

and curiosity that match the pedagogy. They can manipulate aspects of †flow†(a player†s feeling of absorption in the game)

help build affinity groups gathering learners into productive and self-organising communities f) Tangible Computing †Whilst this is still a very experimental and future oriented trend area, tangible

and connectivity with a profound impact on learning mechanisms. †The visualisation by Envisioning, shown in Figure 7. 3,

influence education in the upcoming decades109. Envisioning is an independent technology research foundation based in Brazil.

This infographic is the result of a collaboration between the design for learning experts TFE Research

or supporting social innovation within education 1. Widening access to education Information 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,

overcome distance, allow for exchange of experience and provide digital class rooms for anyone, anywhere.

MOOCS are a good example of ICT enabled social innovation, as they display a completely new dynamic of delivery of and participation in Education

The involvement of the private sector underscores the value multi-stakeholder partnerships can add, and shows the

vested interest the private sector has in the Education system and the resources it commits to support it.

MOOCS are much more flexible than traditional academic institutions, and can therefore quickly adapt to the demands of

the job market 109 Source: http://www. envisioning. io/education 113 Figure 7. 3: Envisioning the future of educational technology

114 In this context there are two social innovation outcomes examined for this focus area x Increase in education and personal skills (formal and informal)( numbers of people and duration e g. lifelong

learning x 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

Critical thinking, research, and evaluation skills are growing in importance as students have increasing volumes of

information from a variety of sources to sort through. ICT is changing processes of teaching

and learning by adding elements of vitality to learning environments including virtual environments for the purpose.

ICT provides opportunities to access an abundance of information using multiple information resources and viewing information

from multiple perspectives, 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;

Smeets & Mooij, 2001. Social innovation here for instance brings additional content into the classroom such as in the

Professor Why example 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. Personalisation is broader than just individualisation

or differentiation in that it affords the learner a degree of choice about what is learned, when it is learned

and how it is learned. 110 Within the context of this chapter personalisation includes individualisayion, which means the support of pupils with special needs †be it through

talent, cultural background or pysical ability. Social innovation emerges in both categories as a provider of new

solutions. For instance School of One is enabled an ICT math program which manages to mass-customise daily

instructions of how and what math skills to practice so as to meet each student†s specific needs and abilities, as well

as preferred ways of learning In this context there is one social innovation outcome examined for this focus area

x Increase in educational personalisation 3. A multi-partner approach to education A new type of education partnership has emerged in the past decade, with the emphasis on joint strategic planning

coordination of implementation processes and assessment of outcomes. There is a growing acceptance that systemic education transformation can only be successful

if a holistic approach is taken with multi-stakeholder partnerships at the heart of effective education

110 http://en. wikipedia. org/wiki/Personalized learning 115 Vignette: Assessment and Teaching of Twenty-first Century Skills:

ATC21S ATC21S is a multi-stakeholder partnership to define learning progressions for 21stcentury skills, create innovative

assessment methodologies, set new standards of formative assessment, provide teaching and reporting tools and policy reports.

The resources are made accessible to all; the outcomes are made available as creative commons on the

supporting education initiatives and believe that, as employers of tomorrow†s talent, they share a common interest in

improving education. The academic side is led by the University of Melbourne, involving over 250 international researchers, specialists, developers and practitioners.

Cognitive labs and pilots are run in six countries (Australia, Costa Rica, Finland, The netherlands, Singapore and the USA.

Particularly in the context of innovation of education with new technologies, multi-partnership approaches have

society, professional development and training institutions, technology and telecommunication providers educational content and ICT application developers, teachers, parents and learners to work towards

and attain a shared goal. 111 There are plenty of examples of such partnerships In this context there is one social innovation outcome examined for this focus area

Six cases are analysed in the education theme as summarised in Table 7. 1 Table 6. 1:

Education cases: summary Focus area Case Social needs addressed Summary Widening access to education MOOCS

global Widening the access to Higher education and addressing the societal needs for lifelong education and the

upskilling of the labour force, by providing free online courses for everyone interested -MOOC is an abbreviation for Massive open online course

-A MOOC is aimed an online course at unlimited participation with free and open access for everyone with a computer with internet access

-Coursera (Coursera. org) is currently the biggest MOOC platform with over 600 different free courses

-In April 2014 7. 1 million users were registered -Coursera is collaborating with 108 of the most well-known

and highly regarded universities in the world delivering free online courses including universities such as Stanford, Yale, Princeton, London and Edinburgh University

Personal -ised education & new learning environ -ments Quest to Learn USA) 112 Engaging children in

education by using the seven principles of gaming -Quest to Learn (Q2l) is a collaboration between the Institute of Play, New

Visions for Public schools and the New york city Department of education. Q2l combines learning and gaming to meet the needs and interests of children who

are increasingly engaging in digital media platforms School of One USA) 113 Mass-customisation of

daily instructions of how and what math skills to practice so as to meet each student†s

specific needs and abilities, as well as preferred ways of learning -Currently around 600 middle school students were involved with the math

project -Project budget was estimated at around $1 million at its launch in 2009 -Initiated in New york city (Middle schools in The bronx, Brooklyn and

Manhatten), now present in middle schools all over the country -The costs are borne today primarily by the individual schools

-After its launch in 2009, the School of One was named one of TIME magazine's

top 50 inventions of that year, and the program has led indeed to fundamentally new perspectives on education

Professor Why PL) 114 Dissatisfaction with the current form of chemistry education lack of real experiments

in schools (greatly impoverishes the study of chemistry), and need to show mostly teenagers the effects of

chemical experiments -Professor-Why combines computer generated images with real images and introduces users the world of science,

which can be explored both at school and at home -It also offers the possibility to do virtual experiments

-The business model is to sell the license to Professor Why not only to schools but to every child which is interested in chemistry.

The license will be either on PC or on mobile devices -Currently approx. 200 users, but only launched in May2014

education MONDEY Mile -stones of Normal Develop -ment in Early Improve early fostering & diagnosis of 0-3 year

-Advanced training for pedagogical personnel & parents in diagnostic skills -It can be used via the Internet or in paper form (Kurzskalen/short scales) by

114 www. professor-why. pl 117 Focus area Case Social needs addressed Summary Years DE) 115

All six cases examined use ICT as an important tool to innovate in the education sector.

MOOCS to the virtual chemistry lab Professor Why were set up in order to provide personalised and effective teaching.

The idea is that learning can happen faster and better if teaching is customised to the specific strengths

and needs of each student; matched to his or her interests as well as preferred way of learning and that technology

enables learning anywhere and anytime Focus areas The sample of six cases comprises one widening access to education cases, three Personalised education & new

learning environments cases (with quest to learn featuring in the first and second category), and two multi-partner

approach to education cases Funding and actors Most of these actor are multi-partner initiatives with different sources of funding.

The quest to learn initiative as well as MONDEY are (or were at least in the beginning partly) foundation financed.

MOOCS famously emerged from a Stanford experiment with a course on artificial intelligence and Professor Why is a private sector initiative.

School of One enjoyed organic growth †it was set up a summer school project, which then led to an after school

The scale of the examined cases is very different †for instance there is a significant difference between MOOCS and

Professor Why Types and uses of ICT The types of ICT and its use varies across the three education focus areas,

as described below Widening access to education x ICT used †Both examples chosen for this section inherently build on technology,

and particularly the event of the internet in the case of the MOOCS and gaming technologies for the Quest to Learn example.

ICT is the main enabler for Coursera (MOOCS) as education is provided through a digital online platform using existing, â€oeoff the

shelf†technology. Examples of this are videos of lectures, questions with instant feedback and quizzes â€

model, 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, teaching and pedagogy and a different way of accessing

knowledge. Here technology is developed also to bridge the uses of bespoke technologies to the school-context

students or learners and teachers) and for action on problems (new, innovative products for issues such as low

engagement in education or gaps in education due to mobility, illness etc x Online platforms, communities and networks †In both cases, ICT is used to setup platforms and to build

Particularly in the MOOCS example, ICT is used in order to create and underpin online communities where students can discuss topics related to courses as well as provide

help to each other. The online communication and contact-made possible by ICT-is used also in the

as the validation of the work of the students is sometimes based on peer assessments by fellow course participants.

By April 2014 Coursera offered the following functionalities in the majority of the courses: Overall description;

Quest to learn is a school environment, meaning children are brought together, in a physical (and, in the case of

The teachers and game developers at Quest to Learn work both with and without students to develop new ways for students to learn about everything from

history to maths and English language to biology, while also developing skills such as team working and problem

The Cop is engaging a range of actors to share explicit knowledge, both on pedagogy, gaming

and gaming pedagogy to develop new tools for learning, and with students on the school curriculum in line with

the Common Core standards While the Quest to Learn partnership isn†t an organised online network,

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

x ICT used †Personalisation and the development of new learning environments be it for virtual chemistry

experiments or using gaming technologies to teach maths are the key impact and starting point of most of the

case studies analysed for the education theme. In other words using technology to overcome distance or to change the traditional way of teaching are the fundamental starting points of the development of these

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. The focus is on â€oenot reinventing the wheelâ€, Daniel O†Keefe

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.

example, SMALLAB (Situated Multimedia Art Learning Lab) aims to bring learning to life by using motion-capture

cases support knowledge communities for the students, teachers and sometimes parents or other pedagogical staff and to varying degree technical designers (for instance game designers in the Quest to learn example

and key processes in the education cycle have been made very explicit in all examples and are supported by the relevant technologies to enable a seamless experience from the usersâ€

perspective †be it the student or teacher. For example in School of One the student logs on and reviews his

instructions for the day, he might be scheduled to receive online instructions, or he just as well might be

scheduled to receive live instructions by a teacher along with 10 other students. The School of One program also

Students of approximately the same educational level are divided into a small number of teams. These

teams then serve as home base despite the individual students tailored instructions. This means that most of

MOOCS however have opened up closed networks and have been recognised as a potentially disruptive and transformative approach

Here specific issues such as assessment and accreditation will matter for future network models. The potential is

opening up best education (and the added advantage the ivy-league education holds) as well as offering specific

education in a dispersed way Multi-partner approach to education x ICT used †ICT enable virtual or physical intervention in all aspects of education.

For instance, MONDEY is an example of an ICT-enabled and supported multi-partner approach. The MONDEY platform provides access to

information. It creates and produces data by collecting data on the children monitored. Giving information on

development and at the same time train diagnostic skills of educators. While MONDEY is pretty much hierarchical, the data collection follows a bottom-up approach.

platform or making the filled in short scales available for the MONDEY team or giving feedback during training

invests into training sessions with MONDEY trained lecturers. Participation in these sessions is honoured with a

Widening access to education 1. Increase in education and personal skills (formal & informal)( numbers of people & duration e g. lifelong

learning x MOOCS: MOOCS provide access to higher education and address the societal needs for lifelong education and the upskilling of the labour force by providing free online courses for everyone interested.

Theoretically for people with all educational levels as there are no admission requirements. However the MOOCS such as

US based Coursera are in practice primarily helping those already educated interested in additional educational/professional development (Sharples, 2013

x Quest to Learn: Quest to Learn has witnessed increased attainment with the transformed curriculum. Data

from the Department for Education shows that, in 2013, Q2l†s average score on The english Language Arts

state exam was higher than the average overall citywide test score for Middle schools and on a par with

other schools in the city serving students with similar characteristics x MONDEY: MONDEY serves to increase the health

and wellbeing of babies and toddlers (By 2014,1085 children are documented, 384 children are or have been monitored constantly).

MONDEY fosters an increase in personal and collective health skills since it helps to disseminate knowledge and trains skills

x 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

if it is a goal to strengthen educational personalisation x School of One: 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

x 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 x 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

so as to meet each student†s specific needs and abilities, as well as preferred ways of learning x Professor Why:

Each student or child can on her own without any teacher learn chemistry by playing a game.

It help to personalise the education, because each user is interested in a different form of learning

and a different context x Quest to Learn: Currently, many outcomes at quest to learn are anecdotal and soft.

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 and validation system

x MOOCS-Coursera†s way of organising its courses has changed the way students participate in education

courses. 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. Furthermore, the detachment of education from

time and space has moved discussion and collaboration from the traditional classroom to online forums and

communities. Finally the assessment of the students†work is sometimes based on peer review and hence Coursera is using the students as a resource to validate assignments blurring their role as simple students to

a more instructor oriented role. 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 x MONDEY-With MONDEY, knowledge about early childhood development is easily accessible and easy to

apply as it is free of costs. Education and personal skills of parents and professionals are improved by MONDEY.

They learn about early childhood development either by visiting the website, reading the book or using the short scales to monitor one child or several children.

Also, professionals and parents can get training in diagnosis of early childhood development by MONDEY trained lecturers.

The duration of the training depends on the audience and its needs: for parents, it normally takes an evening, for professionals

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 Other Other outcomes were reported, not directly linked to any focus are, as below

5. Scaled educational impact, actual or predicted (more sectors, groups, localities x MOOCS: MOOCS lifelong learning and improves learning possibilities for all those who are interested.

In April 2014 7. 1 million users were registered at Coursera and the number of Courserians (people signed up at

Coursera) is constantly rising x MONDEY: In the future data generated by MONDEY allows for an evidence-based approach in the

development of early childhood education Social innovation processes In the following the social innovation processes and social practices reported by cases are summarised by focus area

drawing on the process taxonomy presented in section 2 Widening access to education 122 The education sector is suffering from disengagement

and often mismatch between skills developed and skills required by the workforce. Further the elitist education markets of particularly the US and the UK are seen to be

closing knowledge off, particularly to those in poorer countries. Social innovation has many roles to play in widening

access to education and therefor opening education. The New york times named 2012 the year of the MOOC, Time

magazine dedicated its October 2012 Issue, titled â€oereinventing College, †to an analysis of the role that MOOCS could

play in repairing the higher education system. Traditionally the need for higher education in society has been handled by higher education institutions such as universities offering courses in specific geographical locations with

access only to a limited number of admitted students. MOOCS are drastically changing this institutional setup and

democratising access to higher education as there is open access for students meaning that anyone everywhere in the world can participate in an online course for free.

Furthermore courses are designed to support an indefinite number of participants, so there are no admission quotas limiting access (Yuan, 2013.

It can be debated whether MOOCS are a social innovation but they certainly have the potential outcome of social innovation and of bringing

innovation into a sector that in itself has been described as a social innovation too. Alongside earlier models of open

universities, distance learning and ICT enabled education MOOCS enable new ways of providing Higher education and possible transformation of the organisation of Higher education.

They present a shift in the relationship between student and teacher, open new learning possibilities and shift the learning focus

and offer new forms of participation, collaboration and assessment in Higher education At the same there are plenty of social innovation initiatives ranging in scale

and ambition trying to innovate the education sector through the use of ICTS. Quest for learning was developed by a partnership of state, market and

civil actors. The innovation process was opened up, bringing a range of actors together to deliberate,

negotiate and plan a new school focused on using the principles of gaming with the principles of pedagogy to improve learning.

It was reliant on this cross-sectoral collaboration to bring forward a range of knowledge, experience and

understanding to create the innovation. Teachers, games designers and curriculum experts come together in Mission Lab to develop effective learning materials

and achieve purposeful integration of technology in the classroom. It also serves as a resource for students to observe

and participate in a live design process. In this sense it uses several collaborative social innovation processes, notably consultation, engagement, participation, co

-creation, design thinking and cross-sectoral collaboration 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. The School of One initiative has the potential to develop individual

capabilities and provide extra support in areas of greater difficulty. In such a way, the students are given effectively

the help and challenges estimated to provide them with the opportunity to learn. The School of One builds on

traditional teaching principles and by use of ICT it is possible to apply all the best material and knowledge attainable

to provide customised playlists of skills. By use of the online platform it is also much easier to assess and constantly

monitor the students†learning progression which creates a better awareness and understanding of what works, how

fast and effectively the students are learning as well as how the oral instructors collaborate and share knowledge

with and through School of One. In addition, unused capacity also plays a part as high school students

which excel at math as well as university students passionate about teaching get a chance to be involved. Their abilities are utilised

as support for the online instructions and they might often move on to try out their teaching skills in small groups of

students. These possibilities are unique as most other teaching instructions takes place in a full classroom which

might be much more demanding for a teacher resident. Given the often smaller groups of students and need for

one-to-one advice, the capacities of young teachers-to-be can be utilised and hopefully become useful and

123 enjoyable for all. At a much smaller scale Professor Why supplies the same support for the subject of chemistry by

offering the opportunity of virtual experiments to make chemistry more attractive and practical as a subject and less

theoretical Multi-partner approach to education Individuals gain or train their skills and capabilities with regard to diagnosis of early childhood development by

reading about and dealing with MONDEY. One can assume that in the long run, when capabilities and skills

disseminate, collective effects also emerge. Problems in development of children will be recognised early so children might be fostered earlier

and better and therefore grow up healthier. Knowledge is generated by MONDEY with two regards: so far, tacit knowledge about early childhood development gets to the people spending a lot of time with

babies and toddlers; conversely, researchers gain new knowledge by getting new and representative data for future

research. Awareness on important steps in childhood development is increased. Parents and educators are learning not only to handle a specific tool

but also to value each step in its own and foster a child in its own development

Trust in MONDEY and its team is important to get valuable and sensitive information from parents as MONDEY aims

not only to monitor children and give a feedback but also to gain new data for future research.

Widening access to education MOOCS come with transformational promise for widening access to education, and thus supporting life long learning, hard policy issues such as youth unemployment or regional skills shortages.

However, MOOCS neither have a sustainable business model at the moment nor acceptable completion rates to actually live up to its potential First

the low completion rates can be perceived as an indicator for possible pedagogical problems. For the moment, most

MOOCS are a digital form of the traditional teacher-centred instruction and hence online pedagogy could be further

improved for many MOOCS in the future. Furthermore concerns regarding assessment have been expressed around cheating and plagiarism with online learning.

This is especially the case if the courses are eligible for academic credits or give participants opportunities to earn an official certificate from a higher education institution (Yuan

2013). ) Finally, quality assurance of the courses is primarily left to reflections and informal evaluations of course

participants during and after the courses, and not to official accreditation The quest to learn example widens education in a different way †by making subjects accessible with a different, and

often ICT-enabled model of learning. Q2l has, and continues to, come up against a number of barriers.

The main barrier to overcome is that of preconceived notions, both from the public and the education community.

Members of the public often believe that students and teachers at Q2l â€oeare playing video games all dayâ€, while many teachers

â€oethink game-like learning is quantifying the classroom or layering history on a Jeopardy-style gameâ€.

By developing professional development workshops for external teachers and involving Q2l teachers in game development as part

of their professional development, Q2l is trying to overcome this. In addition, initially Q2l felt it had to â€oegive

124 teachers things, rather than helping them to developâ€. Q2l soon realised, however, that the process of co

-development and co-creation is the most important aspect to the school, it staff and students †â€oethe process is

important, rather than the product. It†s about the process and not games. †With regards the ICT specifically, one

Being a public school Q2l receives the same funding as other public schools in New york, which is a financial challenge.

But, in addition Q2l is â€oebounded by the barriers placed on public schools, such as firewalls which Q2l has had to work round for

years†Technically however, both examples require good ICT skills, good (and affordable) ICT bandwidth and in the quest to

whilst for the MOOCS most barriers and challenges as well as drivers seem to be embedded in the business & delivery model of free education or at least â€oeaccessible anywhere, anytime†education

Personalised education & new learning environments School of One exemplifies that it is possible to tailor education

and thereby overcome the growing difficulties of a united classroom given the extensive variety in math skills at school start.

This phenomenon is thought to be especially pronounced in large cities like New york where immigration is rule

and students enter school with completely different backgrounds or in contexts of high mobility and transition from one school to the other (the

implication of the trend of increasingly mobile workforces. A clear driver has been need the for an improved

been recognised that it is impossible to deliver for a teacher addressing a full classroom. Here technological

innovation †as with any pilot, processes of how to ideally involve all user groups such as students and teacher for

the maximum outcome require a few rounds of students. At the same time a school like this is under pressure to

demonstrate significant success by producing students with significantly higher maths skills than ordinary schools Professor Why on the other hand does not represent an alternative school form

and thus struggles to attract enough users to be a sustainable business model to achieve significant outcomes in terms of higher achievement of its

students in chemistry. It needs to be cheap, state-of the art user friendly and attractive to a demanding target

Multi-partner approach to education The main barrier for new partners to enter the formal institutional framework of the education sector is that the

â€oesubject†is highly vulnerable and thus data needs to be highly secure. Further all of the systems require a high

pedagogues or teachers and often involve additional change management processes. For instance the barrier described in the MONDEY case, 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.

Much is gained here by the trainings for professionals and parents through MONDEY trained lecturers. Confidence can grow by face to face contact

and certainty is won in dealing with the matter. After being trained by using MONDEY for a longer period the reluctance is gone

Widening access to education The role and use of ICT in social innovation In the examples reviewed in this chapter ICT have a crucial role in widening access to education and enabling new

educational approaches. MOOCS have widened the access to higher education for a large group of people in society by changing the way higher education is provided

and organised. In order to improve the general access to MOOCS the main success factor has been ICT as an enabling technology as well as the general acceptance and use of ICT in

society (and the availability of broadband. ICT is essential for the emergence of MOOCS as the social innovation of

MOOCS is completely based on the capability to use ICT and offer education online for everyone with access to a

computer with an internet connection. Whilst there have been based paper concepts for open universities/open education, ICT are considered widely as a game changer for education.

Quest to Learn exemplifies how ICT can change the educational approach and teach in new ways and therefore widen access to education for pupils who

otherwise would have fallen behind in maths Strategic and operational considerations related to ICT in social innovation

ICT is the main enabler for online education that is provided through a digital online platform. The concept of

openness independent of time and space with free access at any time beyond geographical borders would not be

feasible without the use of ICT. Furthermore ICT removes limitations of the lack of physical space

and enables the possibility of providing massive courses as there is unlimited space for students in an online class room.

Hence Coursera and the concept of MOOCS in general would not be possible without ICT. Coursera is an online platform

matching society†s needs for education with the learning capabilities of the universities and thus it can be

categorised as a variation of the matching assets to needs platform-type. Coursera is enabling social innovation by

offering a platform from where higher education institutions and the teachers involved in the different courses can reach a large amount of different students with their courses in a cost effective way.

On the other hand, there is a societal as well as individual need and demand for (lifelong) education. Until now the ability to meet the need for

lifelong education at a societal and individual level has been hampered by the high costs related to further

education. Furthermore, not all companies are interested in financing and freeing time for educational activities for their employees,

and as many people are under a lot of time-pressure in their spare-time it can be difficult to find

time and be flexible for a traditional higher education course. Through the use of ICT, Coursera and MOOCS have

offered a possibility Policy issues related to ICT in social innovation ICT has been transforming 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, access to a

computer and Internet and digital literacy. Also, the rise of MOOCS potentially allow for a different value for money

approach within public education systems, and for new approaches to dissemination of content and management of

quality of education. Further, quest to learn demonstrates the value of experimenting with ICT enabled education formats and to provide the possibility for such diversity in the educational approaches

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

Quest to learn is an example of both: a) social Innovation using ICT, as it is innovatively engaging children in new

ways of learning through ICT. Without the ICT component, it would be much less innovative and also b) ICT

supported social innovation. Coursera is a good example of how the ICT-development can lead to a social innovation

that would not had happen without the technological development as well as society†s willingness and ability to use

digital platforms. The main features of MOOCS are enabled all by ICT. The School of One platform effective matches

assets and needs as students with individual strengths, 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 and can take place in analogue ways,

but the approach is improved through the use and integration of 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 and the number of Courserians

people signed up at Coursera) is constantly rising. As Coursera is accessible to everybody who has access to the

internet and because the courses are free Coursera contributes to society with a widening of education possibilities

for potentially many different social classes. However Coursera is primarily targeting the educational needs for the

higher educated as demographic data for Courserians shows that 75%have a Bachelor†s degree or higher.

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 â€oescience†yet it is a good example how public funds can help to

create an innovative way of learning chemistry for children. Both School of One and Quest to Learn were based on

pilot initiatives that scaled Policy issues related to ICT in social innovation The need for customised education only grows as societies become ever more fragmented due to globalisation

immigration, and urbanisation. Furthermore state budgets are tight and the need for class rooms with more

students as well as more inclusion is apparent. The individually tailored programs of the School of One initiate might

make that transition easier. Therefore this example possibly suggests that ICT enables customised education and

that this might need to be enabled in turn by education policy. A more radical policy angle would of course be to

question or review education policy as whole and review core indicators of â€oegood educationâ€. As a wider debate

suggests education is shifting towards focusing on the outcomes †i e. on how much students learn;

not how much time they spend in the classroom. The School of One example suggests that there are alternative ways of â€oegood

schooling†and that †one size does not fit allâ€; as not all students will learn equally well by studying the same

curriculum and receiving instructions by use of the same teaching modes Multi-partner approach to education

The role and use of ICT in social innovation MONDEY is first and foremost a diagnostic tool.

It helps parents and pedagogical personnel to develop diagnostic skills and provides an easy to use tool for doing so.

Coursera, currently the biggest MOOC platform, was launched as a for-profit company in April 2012 by the two Stanford computer science professors Andrew Ng and Daphne Koller.

Four months later Coursera had hit 1 million enrolled students across 196 countries (Coursera, 2012.

By April 2014 Coursera had over 7 million users, offering over 600 different courses and partnering with 108 universities.

As of December 2013 Coursera had received over $85 million in venture capital (Crunchbase, 2014. It has been crucial for MOOC€ s success

that it has been able to make strategic collaborations with some of the most renowned universities around the

world. The partnerships have been critical in order to secure the extensive supply of educational possibilities available at Coursera.

Furthermore, the marketing value of some of the biggest universities worldwide partnering with Coursera should not be underestimated.

Quest to learn is also a partnership between several state, market and civil organisations †Institute for Play, Center for Transformative Media and New york city Department of education

The school resides in a wing of the Bayard Rustin Educational Complex, a building with a number of small schools

that share a cafeteria and renovated library. Curricula are developed with teachers, designers and curriculum experts collaborating in Mission Lab. Teachers,

games designers and curriculum experts work together to develop new learning tools centred on gaming and learning.

In MONDEY€ s case reciprocity works. There are already first insights into the development of children gained

which are congruent with perceptions by professionals in day nurseries. Interaction between observers and scientists shows that children are changing †at least in Germany

methodological approach in section 2, are summarised below as they relate to the education theme.

widening access to education, personalised education & new learning environments and a multi-partner approach to education.

For instance MOOCS provide access to education anywhere and anytime and have been named as one of the innovations most likely to transform the education landscape.

Why? MOOCS have the potential to open higher education, and make the best education in any topic available to anyone with a computer and Internet connection

Apart from widening access to education, MOOCS are further an example of how technology is enabling a more

personalised learning experience and on a quite pragmatic note also might cut costs in higher education

Personalisation and the development of new learning environments-be it for virtual chemistry experiments 128

Professor Why) or using gaming technologies to teach math†s (School of One)- are the key impact and starting point

of most of the case studies analysed for the education theme. In other words using technology to overcome distance

or to change the traditional way of teaching are the fundamental starting points of the development of these

initiatives. 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 All examples further clearly show that ICTS support communities to a varying degree.

In the MOOCS case communities of teachers and students alike are only virtual, whilst in most other examples ICT supports online as

well as physical communities. 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. Amongst OEDC countries

Germany has a rather low acceptance of institutional childcare below Kindergarten age(>3). Most cases remain

small world networks, and increase social capital, with the MOOCS being the exception of also including random

network effects and scale-free networks. Network effects could potentially also have a role in personalised

education & new learning environments, and has in the subgroups of programmers and coders who design such

opportunity ICT provides to provide insight into learning mechanisms & evaluation possibilities in the education

and ambition trying to innovate the education sector through the use of ICTS. Most of these are examples of multi-stakeholder partnerships.

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. It was reliant on this cross-sectoral collaboration to bring forward a range of knowledge

We can then find different operational setups †in the category of personalised education & new

learning environments, the ICT enabled social innovation ideas started as projects turn non-for profits and

Professor Why however is an example of a private sector attempt to bring social innovation into the sciences in Poland.

or at educational institutions, or whether they become core elements of the curriculum but organised in a new way.

Examples both in the widening access to education category as well as the personalised education & new learning environments show that ICT is enabling

and supporting new organisational setups that may provide improved educational outcomes Policy issues related to ICT in social innovation

the key policy area for education is to enable experimentation to allow for innovative solutions to emerge that provide clear outcomes in better education

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. This potentially includes new forms of regulation to include personalised education formats. Standard requirements for schools might need to be revised.

The widening access to education example demonstrates that a clear associated policy area are the importance of affordable broadband,

access to a computer and Internet and digital literacy. MONDEY specifically also highlight the importance of requires a good framework for data security

and data protection 129 Concluding, education for all is one of the most significant social innovations in itself,

yet the current system has definitive need for innovation and for improvement of education outcomes.

The three focus areas chosen were derived from background research into potential for ICT innovation and emerging social innovation practices and

help demonstrate that social innovation is already transforming education as we know it and questioning whether

new ways of learning might show better results 130 Table 6. 2: Education case analysis overview

Focus area and social innovation outcomes ICT use Online platfor ms Commun -ities Net -works

Social innovation processes Barriers Drivers Role of ICT in social innovation Operational and strategic Policy issues

education Standard ICT solutions Internet & platform technol -ogy crucial -Content creation -Issue identifi -cation

education -Lack of -Good ICT infrastructure -High level of digital literacy -Provides access to education

anywhere and anytime -Opens higher education -May provide opportunities to cut costs in higher education

-New strategic business model currently run through a non-for profit setup The main policy implications

demonstrated are the importance of affordable broadband access to a computer and Internet and digital

literacy Personalised education & new learning environment s Standard ICT solutions as well as bespoke techno -logical

solutions for instance gaming -Content creation -Issue identifi -cation -Matc -hing assets to needs -Online

knowledge communities -Also enables offline communities and builds social capital Starting as small world scaling to

scale-free -Building capacity and skills -Trust collaboration relationships -Knowledge and idea sharing -Legacy working

with new learning approaches using digital gaming -Can provide solutions for special needs -Higher outcomes

education approaches -Public funded strategic ICT use and experimenta -tion done both through the civil

formal education sector New forms of regulation may be needed to include personalised education formats. Standard requirements for

schools might need to be revised Multi -partner approach to education Standard ICT alongside traditional activities

-Content creation -Issue identify -cation -Match -ing assets to needs -Comple -menary on -and offline

in early learning environment -provide insight into learning mechanisms & evaluation possibilities in the education area

-New strategic business model currently run through a non-for profit setup †deals with specific

segments in education or offers project modules to schools Might require inclusion policy for new

education providers to provide specific modules for the education market Possibly requires adaptation of specific policies regarding data

security 131 References Bertot, J. C.,Jaeger, P. T, . & Hansen, D. 2012). The impact of polices on government social media usage:

Issues challenges, and recommendations. Government Information Quarterly, 29 (1), 30-40 Botsman, R.,Rogers, R. 2010) â€oewhat's Mine Is Yours:

University Press Chadwick, A. 2009a. Web 2. 0: New Challenges for the Study of E-Democracy in an Era of Informational Exuberance

University, Cambridge, Massachusetts, USA Green, C. H.,(2012) â€oetrust and the Sharing Economy: A New Business model#,White paper

effectâ€, joint workshop between the TEPSIE project and MESHLABS, University of California, Berkeley, 18-19 april

Hotel Industryâ€, Boston University School of management, Research Paper Series No. 2013-16 Reed, M. S.,Dougill, A j,

Improved employment supports, e g. training, tools, facilities, etc 12. Scaled employment impact, actual or predicted (more sectors, groups, localities

Education 7. Increase in education & personal skills (formal & informal)( numbers of people & duration e g

lifelong learning 8. Increase in educational personalization 9. Improved education and personal skills (quality and level

10. Increase in accessible educational content and tools 11. Improved qualification & validation system 12.

Scaled educational impact, actual or predicted (more sectors, groups, localities 13. Other (specify 139 2. Social innovation processes and new social practices

x Awareness, learning and understanding x Experimentation For example x Cooperation x Involvement x Consultation x Engagement

internet to spread the idea and the model for running nonprofit childrens†playgrounds across the USA by targeting community leaders and other local champions and opinion

education, public participation and the realisation of economic opportunities. Two important types of social capital have been identified by Putnam (2007),

< Back - Next >

Overtext Web Module V3.0 Alpha
Copyright Semantic-Knowledge, 1994-2011