which involve universities, public R&d laboratories and firms. The aim of this policy is to enhance the
districts, universities and research institutions in -volvements are stronger. 1 In spite of these initiatives, one must not forget
-tutions (university, engineering school, technical col -lege), research institutions (CNRS, INRA, INSERM and CEA. Individual inventors and designers are the
school/university †0. 213 (0. 587) †National research centre †â'1. 9709â â (â'3. 096) â'1. 8226â â (â'2. 997
level of education are confronted to a complex problem they recognise if the firm can rely on its own competencies to resolve this problem.
were discussed also at the seminars at the Universities of Orlã ans (LEO) and Strasbourg (BETA.
University Press, New york, pp. 159†178 Dosi, G.,1988. Sources, procedures, and microeconomic effects of innovation.
1depaul University 2, 3washburn University, 1700 SW College avenue, Topeka KS 66621 USA 1harold. welsch@depaul. edu;
2david. price@washburn. edu; 3michael. stoica@washburn. edu Abstract-The paper investigates the relationship between SME innovation, growth intentions and performance of small firms, by
Higher education institutions (User friendly ï Reduce the Local authority cost burden from SME The Global Innovation Scoreboard (GIS
and the academic community will not just happen but it needs to be facilitated and encouraged Policy Paper Recommendations
as they deem fit †not just in HEIS •Commercial vehicle to drive Innovation
As a result, global buyers instead of universities are gatekeepers of knowledge This enhances the likely impact of global value chains on the level of innovation
handicrafts), 2 staff of a financial institute and 2 university staff were interviewed. The information was counterchecked with information from active members of associations and
Out of Asia as †the university of craftâ€. Firms that entered more specialized market niches noted
a university teacher: I joint Out of Asia in 1998. There were not many trading companies at the
Universities 1, 9 1, 4 1, 9 1, 6 Finance Institutes 2, 1 2, 2 2, 7 2, 2
He conducted a Masters in Business Administration in Australia, worked in Australia, worked for Out of Asia in Yogyakarta,
university graduates are trained not in market-oriented industrial design. 2) Number of departments. Having marketing,
but this is caused by a higher education level and a more relevant previous position Table 11:
Î'1 University dummy 1. 953 Î'1 Role in value chain (nominal) 0. 554
Î'3 Secondary school completed dummy 0, 822 Î'4 Other position 0, 972 Insignificant entrepreneur level variables:
provided by the government in association with university staff and associations. In addition, many entrepreneurs train their own staff,
%Universities 6, 5%0, 0%9, 1%3, 0 %Business ssociations 10,0%0, 0%0, 0%3, 1
The main knowledge institutes are universities, especially the institute of arts (ISI. Universities are debit to the quickly growing absorptive capacity of firms, as many staff
graduated from one of the 70 universities. They are seen as too theoretical to directly benefit the
sector, but all universities increasingly pay attention to entrepreneurship and community services. At ISI, students can choose between more artistic and more commercial art studies.
But their role in innovation interactions is limited to teaching. There is no joint design development or
He is the master. Many of my designs (for other clients) are inspired by him. I have many
I have a master in cartography at Gadja Mada University from 1980 and was graded the best student of my year.
I wanted a government job, as everyone else, but was rejected twice because I lacked recommendation letters
first university graduate starting a business, at least ten years before a host of other university
whose entrepreneurs have a university degree (table 15). Firms with a medium level of absorptive capacity have a much lower innovation level than those with a high
University education (dummy) 15%63%68 %Global Value Chain characteristics Exporters(%)0%46%79 %Relational value chain(%of firms) 72%64%81
HIS Erasmus University Rotterdam: Rotterdam Gereffi, G. 1999. International trade and industrial upgrading in the apparel commodity chain.
University Library Groningen Ismalina, P. 2011. An integrated analysis of socioeconomic structures and actors in indonesian industrial clusters:
University Library Groningen Ivarsson, I, . and C. G. Alvstam. 2010. Upgrading in global value chains:
United nations University-Maastricht Economic and social Research and training centre on Innovation and Technology, 2008-044
for Industry and SME studies, Faculty of economics, University of Trisakti, 4 Tambunan, T. 2006. Transfer of technology to and technology diffusion among non-farm small and medium enterprises in
Center for Industry and SME Studies, faculty of economics, University of Trisakti, 3 Tambunan, T. 2005. Promoting small and medium entreprises with a clustering approach:
Lecturer, ISI (university of arts), Yogyakarta Ahmad, Director, Siji, Yogyakarta Ahmed Assegaf, Director, Tropical Handicrafts, Yogyakarta
Nurul Indarti, Deputy Director Academics and Research, faculty of economics and Business, University of Gadja Mada Pandit Pintoro, Director, Narti†s Silver, Yogyakarta
Poppy Ismalina, Director, Faculty of economics and Business, University of Gadja Mada Priyo Salim, Director, Salim Silver, Yogyakarta
University, Yogyakarta Triningsi, wife and business partner, Doni Silver, Yogyakarta Tumijo, silver artisan, Katogede, Yogyakarta
*Universities, 319**,272**,301**,351**1, 279**-043,141 Finance Institutes, 267**,326**,298**,308**,279**1, 166,025
Biber-Klemm, Susette University of Basel Burkert, Frank Bayer AG Leverkusen Chavunduka, Gordon Zimbabwe National Traditional Healers Association
Correa, Carlos University of Buenos aires Cottier, Thomas University of Berne Cueni, Thomas La Roche Daele, Wolfgang van den Science Center Berlin
DÃ bert, Rainer Science Center Berlin Dutfield, Graham Oxford university Eeckhaute, Jean Charles van EU Commission
Renã van Berkel, Curtin University of Technology (WASIG Liesel Gutierrez, BCSD Gulf of mexico Palgunadi Setyawan, DML Indonesia
e) A surge in patenting among universities and public-sector R&d institutions since the enactment of the Bayh-Dole Act in the US and
university-industry collaboration and the commercialization of publicly funded research results All these issues point to a more active utilization of
institutes and universities to industry as well as changes to the IP system in favour of the right holders
with universities, chambers of commerce and industry, science parks or other new types of institutional structures for improving access of
the national innovation system, such as universities R&d centres, IP offices, incubators, chambers of commerce and industry, SME associations, inventors
Promoting interaction between universities, public R&d centres and SMES in the field of innovation and
government and university programmes. It is generally felt that a closer interaction between universities and industry would enable enterprises
and society as a whole) to benefit from the innovative capacity of universities. In that context transparent and clear rules on ownership of
intellectual property and equitable sharing of income generated by commercialization of IP rights has often
universities become involved in patenting their R&d results. While analysis of the most appropriate mechanisms for fostering public-private partnerships
of university research results, often by means of J INTELLEC PROP RIGHTS, JANUARY 2005 42
â'Nottingham University Business school, UK University Commercialisation Survey for Financial Year 2002, http://www. auril. org. uk/webpages
/UKTT NUBS FY2002 FR. pdf â'OECD, Compendium of Patent Statistics (2003 â'OECD, Science, Technology and Industry
7 For more information on patenting at universities and public sector R&d institutions, see OECD, Turning science into
medium/large firms were most likely to collaborate with Higher education Institutes HEIS) in Ireland ï§Foreign owned firms were more likely than Irish firms to collaborate with research
partners, with 44 per cent and 32 per cent respectively engaged. Foreign owned firms were most likely to collaborate with other firms outside Ireland,
HEIS in Ireland ï§The most likely collaboration partner for all firms was HEIS in Ireland, rather than HEIS
outside of Ireland or collaborations with other firms either within or outside Ireland FORFÃ S BERD 2011/2012 ANALYSIS
Masters Phd Very likely Likely Not likely No 22 Firms were asked at what level of qualification they were likely to recruit more researchers
Businesses mostly partnered with higher education institutes in Ireland 57 %36 %42 %35%35 %0 %10
with 17 per cent of small firms collaborating with HEIS and almost a quarter of medium/large
was with HEIS in Ireland. Foreign firms were more likely to collaborate with firms outside of
Gordon at Northwestern University and Tyler Cowen at George Mason University put forth a number of arguments to support their claims,
discussion paper no. 07-18, Simon Fraser University Department of economics, September 2007 http://www. sfu. ca/econ-research/Repec/sfu/sfudps/dp07-18. pdf
University of Minnesota, March 2011 http://conservancy. umn. edu/bitstream/104630/1/Vig umn 0130e 11796. pdf For public sector literature examples, see:
Matilde Mas, â€oeict and Productivity Growth in Advanced Economies†(working paper, University of Valencia and Ivie, 2010
Evidence from a UK Supermarket Chain†(working paper, University Rovira i Virgili Department of economics, 2012), http://www. recercat. net/handle/2072/196650
and Benefits of Government Intervention, †(University of California, Irvine: Graduate school of Management and Center for Research on Information technology and Organizations, December 30
from the Asia-Pacific Region†(University of California, Irvine: Graduate school of Management and Center for Research on Information technology and Organizations, April 13, 2001
Implications of Cross-country Studies†(working paper, University of California, Irvine: Center for Research on Information technology and Organizations, February 1999), 25
City and Regional Planning from the University of North carolina at Chapel hill in 1989 Ben Miller is an economic growth policy analyst at the Information technology and
Australian Institute of Health Innovation, Faculty of medicine, University of New south wales, Sydney, NSW References 1 Lemay R. E-Health:
EU Cohesion Policy, Economic geography Working Paper, Faculty of Spatial Sciences, University of Groningen: Groningen Neffke, F.,Henning, M,
•Master headend (and the network operation centre (NOC: These elements are responsible for the reception of television channels (usually via fibre or
increasing tertiary education attainment Policy-makers and educational stakeholders recognise the contribution of ICT to achieving these
participants is in the Annex 2). The authors are grateful to Professor Nancy Law (University of Hong
Ola Erstad (University of Oslo), Paul Kelley Science+Technology in Learning), Marco Kools (OECD-CERI), Anne Looney (Irish National Council for
Department of Social Informatics and methodology at the Faculty of social science, University of Ljubljana, Slovenia The majority of the questionnaire items (see Annex 1) were measured for relevance on a seven
officer, university dean, etc. 16 10.7 Technology providers/developers 7 4. 7 Others 14 9. 4
IT providers), research (e g. research centres), higher education (e g. teachers trainers cultural bodies (e g. museums), educational practice (e g. school leaders, teachers, teacher unions
secondary education in Europe. In P. Kampylis, N. Law & Y. Punie (Eds. ICT-enabled innovation for learning in Europe and Asia:
decision-maker (e g. school head, chief education officer, university dean, etc technology provider/developer Other 2. Where do you come from
Roberto Carneiro Portuguese Catholic University, Portugal Miroslava Cernochova Charles University in Prague, Czech republic Jonatan Castaã o-Muã oz JRC-IPTS
Anusca Ferrari JRC-IPTS Conor Galvin University college Dublin, Ireland Seungyeon Han Hanyang Cyber University, South korea
Kampei Hayashi Japan Society for the Promotion of Science Panagiotis Kampylis JRC-IPTS Paul Kelley Science+Technology in Learning, United kingdom
Nancy Law University of Hong kong Chee-Kit Looi National Institute of Education, Singapore Carlos Medina Institute of Educational technologies, Spain
Tamotsu Tokunaga University of Tsukuba, Japan Keith Turvey University of Brighton, United kingdom Stella Vosniadou National and Kapodistrian University of Athens, Greece
Riina Vuorikari E-learning expert, Belgium 43 Participants in the'Scaling up ICT-enabled innovation for learning:
Asia †Europe expert seminar 'held in Hong kong SAR on 22-23 january 2013 Name Affiliation
Kai Ming Cheng University of Hong kong Seungyeon Han Hanyang Cyber University, South korea Ronghuai Huang Beijing Normal University, China
Dae Joon Hwang Korean Council for University Education, South korea Yu Kameoka Ministry of Education, Culture, Sports, Science and Technology, Japan
Panagiotis Kampylis JRC-IPTS Gwang-Jo Kim, UNESCO Bangkok Nancy Law University of Hong kong Chee-Kit Looi National Institute of Education, Singapore
Jingyan Lu University of Hong kong Naomi Miyake University of Tokyo, Japan Jonghwi Park UNESCO Bangkok
Yves Punie JRC-IPTS Mang She Education Bureau, Hong kong SAR Seng Thah Soon Ministry of Education, Malaysia
44 Annex 3 †Statistical analyses Table 12: Content and curricula policy recommendations-frequency distribution %1 2 3 4 5 6 7 Cu
m ul at iv e 6 a nd 7 Promoting through the curricula innovative pedagogical
Mellon University and is useful for assessing health information systems. Five levels are defined along the model†s continuum.
classification system with Clinical Terms (Read codes), developed by the College of American Pathologists and the United Kingdom†s Department of health, respectively.
Version 1. 1. Pittsburgh, PA, Carnegie mellon University, 2002 5. Spewak SH & Hill SC. Enterprise Architecture planning-developing a blueprint for data applications and
Innovation based at the University of Hawaii at Manoa in the United states of america. 13 A draft questionnaire was developed
SMES, research centres and universities Once organised, these consortiums can participate in the programme by answering calls for proposals
services i e. universities or research centres. The results of the research activities belong to the SME or
The Strategy also addresses the need for Higher education Institutes and business support agencies to improve engagement and collaboration with each other, with industry and with civil
innovation in our Higher education Institutes, incubation centres, government agencies and authorities, in our communities and in the industries which form the bedrock of this region.
State agencies, Higher education Institutes and business support organisations operating in the Region. This Strategy forms an evidence-based context for the Midwest Region†s R&i priorities
The Higher education Institutes in the Region have an extensive research and innovation remit and are continually progressing
this approach a company/innovator/Higher education Institute will work with external partners on new ideas to generate new business opportunities.
Higher education Institutes, Innovate Limerick Ltd. Limerick Economic Forum, the existing business support agencies, local authorities, Local Enterprise Offi ces and Chambers of Commerce all have
have completed tertiary education 49.4%60 %Table 2. 1 Europe 2020 Headline Targets & Targets set out in the National Reform Programme
Higher education Authority <12 10-49 50-249 250 +%Breakdown of Enterprises & Employees 0 %20
vouchers utilised in HEIS in the Region 3. 4 Educational Attainment The Midwest Region has a high level of educational attainment.
%Furthermore, figures from the Higher education Authority indicate that there is a high level of post -graduate research being undertaken in the Region
University of Limerick Mary Immaculate College Limerick Institute of Technology 2008-2009 102 5 1
The number of graduates from Higher education Institutes in the Midwest who secure employment in the Region is an indicator of academic and business performance.
Currently 28%of graduates from the University of Limerick are being retained in the Midwest Region.
by matching both undergraduate and postgraduate courses with market demand. Graduate profiles with the highest retention rates are in business and humanities, science, engineering and IT13
Higher education Institutes, public research bodies) and small businesses. Innovation Vouchers are available to assist a company to explore a business
despite having no University 24 in the Region (there are a number of other Higher Level Institutes),
companies and research teams within Higher education Institutes 25 Research & Innovation Strategy for the Midwest Region of Ireland 2014-2018
4. 1 Higher education Institutes 4. 1. 1 University of Limerick †Research Strengths The University of Limerick (UL) recognises the mutual benefit
that flows from engagement between the Midwest Region and the University†s research goals. They aim to actively create
synergies and critical mass through the establishment of research institutes and centres; engage in strong collaboration
the University, and provide focused support for research, both within faculties and across faculties. University of Limerick
currently has four research institutes, namely •The Materials and Surface Science Institute (MSSI), which
undertakes research focused on the design of materials for health, transport, energy and clean technology
Education & Research Facility at the University Hospital Limerick campus will provide for the necessary education
Education Institutes (HEI) and numerous national and international businesses and industries, many of whom have a
4. 2 Higher education Collaborations 4. 2. 1 Higher education Authority†s Proposed Regional Clusters The Higher education Authority†s (HEA) Report to the Minister for Education and Skills on System
Reconfiguration, Inter-institutional Collaboration and System Governance in Irish Higher education provides for a major programme of structural reform including institutional mergers and much
greater levels of institutional collaboration, with the creation of a series of regional clusters of institutions.
The vision for regional clusters is that they will function to create dynamic and innovative †regions of knowledge†capable of increasing regional capacity, capability and global
For the Midwest HEIS, clustering with the West HEIS from Galway-Sligo-Letterkenny will bring significant critical mass and competitive advantage in terms of research capacity
is a collaboration between the University of Limerick, Limerick IT, IT Tralee and Mary Immaculate College.
The Consortium†s vision is to transform the Higher education landscape in the Region with each partner contributing according
to its distinctive, yet complementary, strengths. The aims of the Consortium are to coordinate and develop specific innovations in the region,
to the research expertise in Higher education Institutes in order to generate innovate technologies which in turn will lead to job creation.
a University with support from partner colleges to deliver on the research needs of the companies
by the University of Limerick: The irish Centre for Composites Research and The Pharmaceutical Manufacturing Technology Centre.
The University also participates in a number of other research centres. Limerick Institute of technology is involved current in the International Energy Research
The Enterprise Research Centre in the University of Limerick has worked in collaboration with industry on a number of research initiatives.
Collaboration between Industry and Higher education Institutes The Croom Community Enterprise Centre opened in May 2013
d) The research strengths of the Higher education Institutes in the Region The above sectors have been identifi ed in this report as most likely to benefi t from smart
•Higher education Institutes †provide training, research and development •Organisations †industry organisations, organisations promoting collaboration etc
from Higher education, funding agencies and business owners/entrepreneurs to encourage interaction and communications between the relevant parties
Higher education institutions and communities. The yearlong festival built on the success of previous events that have been organised through the work of the
universities, research, finance and technology organisations to stimulate innovation through knowledge transfer Technology Transfer †Technology transfer is based on securing commercial opportunities for
The Technology Transfer Office in the University of Limerick plays a key role in this area in the Midwest Region
among companies of options for improving business performance such as collaboration with HEIS on innovation projects.
•To work with the Higher education Institutes in the Region to maintain and enhance their
•Higher education Institutes •Business Support Agencies •Chambers of Commerce Regional Level •Local authorities
HEIS Figure 6. 1 Bodies/Agencies with a Role in Implementation Regional Planning Guidelines (RPG) Implementation Steering
•Higher education Institutes •Business Support Agencies •Chambers of Commerce Regional Level •Local authorities
HEIS In addition to the working group of the RPG Implementation Steering Committee, there are a number of other agencies and organisations in
Higher education Institutes University of Limerick and Limerick Institute of technology have a key role to play. It is recommend
that they continue to engage with other HEIS, private industry business support agencies and Innovate Limerick Ltd. to ensure
that opportunities for research development and innovation are identifi ed and capitalised upon. It is recommended also that further
HEIS in the Region who have both experience and expertise in this area to ensure that the work
of the LEO complements the existing role of the HEIS in accessing EU funding under a variety of
Number of companies engaged in research with HEIS via Innovation Partnerships Number of companies involved in Enterprise Ireland/IDA
University of Limerick Technology Transfer Office Vistakon IDA Ireland Nestle Limerick Chamber of commerce Forfã¡s •Presentations to the Midwest RPG Implementation Steering Group
from Joan Calzada Aymerich from the University of Barcelona (Chapter 4), Jake Kendall from the Gates
an LDC, also features relatively high school connectivity, at 43 per cent, much higher than other LDCS such as Bangladesh (5 per cent
Data on broadband in secondary schools in Bangladesh are not available. Data for Nicaragua, Philippines and Indonesia do not include upper
and enrolment in primary education) and Goal 8 (fixed-telephone and mobile-cellular penetration and percentage of Internet
and secondary school curricula to meet the challenges of the information society; support the development of multilingualism on the Internet;
school or higher education studies) in Oman are offered one free computer per student Furthermore, Omantel provides discounted
achievement of primary education and literacy programmes in imparting basic literacy skills to the population, thereby enabling them to apply
â€oetotal enrolment in a specific level of education regardless of age, expressed as a percentage of the eligible official school age population
corresponding to the same level of education in a given school-year. †2. Imputation of missing data
higher education said â€oethe organization has a long 70 years) history of success...the need to change is
companies and governments to master Digital Transformation, drawing on our understanding of the digital economy and our leadership in business transformation and organization change
Tertiary education in%26.7%22.8%(2013 Reduction of population at risk of poverty or social exclusion in
-profit, university and private in order to answer the needs of community Open Data Definition Open data means that data should be freely available to everyone to use
%As regards the implementation of E-learning solutions in universities, in 2010 more than half of the
universities (58%)had E-learning solutions, and in the years that followed other 9 universities have
implemented such platforms by means of POSCCE and POSDRU financing Page 70 of 170 3. 1. 4
in all levels of education. 8 According to the European Digital Agenda, ICT represent a very important tool for improving the process
Unemployed registered1, by level of education Thousands of people 2009 2010 2011 2012 Total Unemployed2 709 627 461 494
University 50 50 39 37 Of which: women 29 29 24 23 1at the end of the year
Learning by levels of education 2009/2010 2010/2011 2011/2012 2012/2013 Number of learning facilities
Population enrolled in education systems by levels of education (thousands Total 4177 4029 3824 3734 Education level Preschool 666 674 674 581
A great number of universities have already been equipped with e-learning platforms (more than 70 %The achievement of basic ICT competences by the
The decrease of the scholastic population in the pre-university teaching system Low level of scholastic competencies, including digital
between universities The students and the teachers†mobility The lack of collaboration between the business environment
universities, SMM, regulatory forum The introduction of fiscal facilities for the companies which invest in the research, development and
school/university Primary school 1. Enrolling based on the identity documents of parents and the birth certificate of the child in the school
by the previous graduate education High school 1. Prior opting for desired high schools 2. Automatic allocation in high
schools, based on the means of the 8th grade exam, depending o preference University 1. Submission of Registration
2. Payment of the examination fee (if applicable 3. Examination 4. Result 4. 1 In case of promotion, the high
submitted in original at the faculty chosen 4. 2 In case of failure, you either repeat the registration process, you
Organisations, from grassroots movements, think-tanks and universities to big charities and public museums are hosting small-scale workshop spaces often with digital tools and
and developed in high schools, with the 25 best Call4school projects invited to participate in the fair
University, based in the United kingdom, and other models of distance learning have made education much more widely available.
which was born out of collaboration between Arduino and designers in the Master of Advanced Studies in Interaction design at SUSPI in Lugano.
A report published by Nesta and University of Cambridge in November 2014 forecasts the growth of alternative finance (including peer-to-peer business lending, peer-to
universities and public research institutes, and could include DSI products and services generated, as well as new types of actors such as Fab Labs and makerspaces
as well as national research institutes and traditional universities. Building on existing schemes, such as innovation partnerships and PPPS with bigger telecommunications corporations, new schemes
for cities, regions, health authorities and universities to pilot large-scale DSI experiments around collaborative economy, direct
University Press D. Watts and S. Strogatz (1998 â€oecollective dynamics of †small-world†networksâ€.
University of Wollongong This paper describes a major development and research study that investigated the use of
mobile technologies in higher education. The project investigated the educational potential of two ubiquitous mobile devices: Palm smart phones and ipod digital audio players (mp3
areas in higher education. This paper describes the project aims, design and implementation in four phases, together with a description of the project management and communication
design-based research, higher education Introduction Personal mobile devices such as ipods and mobile phones are now ubiquitous amongst student
populations in university, but many university teachers are less than confident in their use. Even if a
teacher is a competent and avid user of personal mobile devices, he or she may feel ill-prepared to use
universities. These are often excellent sources of information†and inspiration†for university teachers but few universities currently provide PD on personal mobile devices,
generally preferring to focus on more mainstream educational technologies such as computers, learning management systems software packages and audiovisual tools.
It is only at a surface level that widespread teacher PD appears to provide a solution.
technologies in universities to date, that is, practical and administrative functions rather than pedagogical purposes. Similarly, in terms of student use of mobile technologies, the focus of the debate has been upon
the learning experience of students in higher education Aims and scope of the project The project investigated the educational potential of mobile devices, specifically, †smartphonesâ€
combined mobile phones and PDAS) and ipods, in tertiary education. Originally, the project was focused on three devices commonly used by university students:
5. Implement the professional development activities for mobile learning across other faculties at the University of Wollongong and disseminate in web-based template form to other universities across
Australia and overseas The following questions framed the research 1. What are the technology affordances of smartphones
2. What are appropriate strategies for the professional development of higher education teachers in the pedagogical use of m-learning devices
environments in higher education 4. What pedagogical principles facilitate the use of m-learning devices in authentic learning
environments in higher education The project used a design-based research approach (e g.,, Reeves, 2000; Reeves, Herrington & Oliver
for university teachers, the design of 12 pedagogies to be implemented with either the phone or the ipod
and learning in higher education. This phase was conducted over the first six months of the project.
smartphones and Apple 30g ipods were purchased by the University from Teaching and Learning funds for use in the professional development workshops and implementations with students in classes.
higher education m-learning principles What pedagogical principles can guide the use of m-learning devices in authentic
higher education Phase 1 Phase 2 Phase 3 Phase 4 Year 1 Year 2 Yr 2 & beyond
Faculty teachers on the development of authentic tasks using devices in pedagogically appropriate ways •Trialling of
What are appropriate strategies for the professional development of higher education teachers in the pedagogical use of m-learning devices?
and IT staff in the Faculty and University in consultation with the project leaders and project manager.
The PD used an action learning approach rather than a fully preplanned scope and sequence of activities.
the workshop model is one that any university or institution could readily adapt because it uses existing
human and other resources to implement a self-sufficient, Faculty-or Department-wide solution to a
strategies facilitate the use of m-learning devices in authentic learning environments in higher education One class set (25) of each device was used in this phase to ensure specific affordances were available to
higher education? In terms of chronology, parts of this process were conducted concurrently with Phase 3 especially for those projects that were implemented earlier in the phase,
freely accessible and customisable manner to teachers in higher education. The principal vehicles for this was the conference,
people including teachers, IT and PD personnel from the university. It was a large and ambitious project
teacher professional learning, ICT, science education, visual education†albeit all were within the Faculty of Education.
The proliferation of mobile devices has proceeded throughout society at such a rate that higher education can no longer avoid exploring the educational potential of these tools.
for Learning and Teaching in Higher education References Brown, J. S.,Collins, A, . & Duguid, P. 1989).
Authentic learning environments in higher education (pp. 1-13. Hershey, PA ISP Herrington, J, . & Oliver, R. 2000).
of project innovations in higher education. Sydney: UTS Naismith, L.,Lonsdale, P.,Vavoula, G, . & Sharples, M. 2004).
e-teaching in higher education. Perth, WA: CRITC Olney, I. Herrington, J. & Verenikina, I. 2008.
instructional technology research in higher education. Journal of Computing in Higher education 16 (2), 97-116 Reimann, P,
. & Goodyear, P. 2004). ICT and Pedagogy stimulus paper. Retrieved October 5, 2005 from http://lrnlab. edfac. usyd. edu. au/Members/preimann/ICTINTPED/ICT-Pedagogies-v33. pdf
Higher education and Development, 12 (1), 45-58 Author contact: Assoc Prof Jan Herrington. Email: janh@uow. edu. au
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