Synopsis: Education: School:

He is a graduate from the National Institute of Polytechnics in Grenoble with a Master†s degree

across Europe have been learning from each other through cooperative policy learning in 204 interregional projects supported by the INTERREG IVC territorial cooperation programme

for 2014-2020, INTERREG EUROPE, is developing †Policy Learning Platforms†which will stimulate a

process of continuous policy learning among all interested regional policy stakeholders around Europe Michel Lamblin Erwin Siweris

the present report also points out that implementing effective learning processes in this (relatively) new area, where there are still very few certain recipes for success,

external review schemes, and in general the adoption of an †evaluation culture†for innovation support; this has been done in several of the INTERREG IVC projects that are

for shortened policy learning cycles †which can be achieved through the combination of strengthening regional practices and implementing external practices within the life span of a single project

What is their learning effect on the still running INTERREG IVC projects? Are there possible

and create mutual learning 8 8. Based on the findings of the analysis, can specific recommendations be provided to individual

†Public Procurement for Innovation (PPI) as Mission-oriented Innovation Policyâ€, Charles Edquist, Professor CIRCLE (Centre for

Innovation, Research and Competence in the Learning Economy), Lund University, Sweden, 2012 6 †Community Framework for State Aid for Research and development and Innovation†published in the Official Journal of the

proposes to professionalise the management of SMES by organising learning networks by and for entrepreneurs.

and students together and forge new influences on companies via students studying different disciplines. Until 2010, the programme had been conducted in more

than 130 municipalities in Sweden, supporting approximately 800 companies An office runs for seven weeks in the summer.

discussions concerning location, financing, companies, and students. After the summer, there are follow-up and reporting activities.

The students are selected annually via a database of at least 350 students from all over the world (mostly Swedes.

The selection of students depends on the type of company. If the company continues to use the design,

they have the option to employ the student or contact other consultancy firms. Each local design project costs â 75 000 for the

cost of the office, material, phones, cars, documentation, including salaries for Project manager Supervisor, and eight students for seven weeks

This GP has a lot in common with †Summer Entrepreneur†(also a GP from MINI -EUROPE), but is aimed at overcoming SME weaknesses in terms of design skills:

o Bioenergy for the region, to build cooperation between Phd students and companies o Innovation assistant, to support newly graduated employment

Unlocking Cornish Potential-Graduates for Cornwall†s businesses. Similarly to Innovation assistant, it aims at promoting the employment of recently graduated staff in SMES with no or little

This has been achieved in particular through interactive policy learning between policymakers the sub-project partners 53 GPS described below or in the MINI-EUROPE Good Practices Catalogue:

including those related to learning and managing knowledge assets •Cluster Support Environment Model (NW England) in the MINI-EUROPE project

Innovation Management ERIK-ACTION Parenthood project Professionalise SMES management by organising learning networks by and for entrepreneurs (§3. 2. 2

Promotion of cooperation between design students and SMES §3. 2. 2 Very high ICT ERIK-ACTION PRAI/VINCI Support for the setting up of Virtual Enterprises based on ICT

projects agree on the fact that transferring a GP is a mutual learning experience, requiring face-to-face

suggest a need for shorter learning cycles, with the combination of both the strengthening of regional

This proposal is similar to the H2020 call †Peer learning of innovation agencies†57

mutual learning and benchmarking 3. 4. 1 Synergies with other INTERREG IVC PROJECTS The INTERREG IVC Capitalisation exercise focused on 12 different themes, two of them directly related

Learning from others and learning from one†s own success and failures is undisputedly a key element

are still very few †sure recipes†for success. Implementing effective learning processes involves however

or other external review schemes, and overall the adoption of an †evaluation culture†for innovation support;

support in Europe through the structured interregional learning process that enables regions to share practices.

students, and in New Products By design (PERIA), or ICT, as addressed in the PRAI/VINCI

which focused on the hiring of Phd students by SMES, PERIA with the Creation of R&d units

professionals and recent university graduates as innovation assistants in companies, with responsibilities for the development of innovation processes.

the School in Business Economics and Law at the University of Gothenburg allows master students in

entrepreneurial students with SMES showing potential growth or experiencing a form of growth barrier For a year, the students practice to lead, manage

and develop a company, 2-3 days per week while acquiring theory in class. The companies obtain knowledge to deal with challenges in various growth

phases and the students prepare to start or lead and drive growth companies The Tuscany Region has selected this good practice to potentially contribute to its 2014-2020 regional

Employment of young graduates in innovation projects within SMES Innovation Systems awareness raising, tutoring and consultancy for SMES;

ERIK ACTION represents a step further in the policy learning and sharing process initiated in previous

focused on university students, and therefore lie outside the scope of the present analysis. The other

knowledge transfer from more experienced regions (in terms of innovation systems) to learning ones, resulting in the improvement of local policies and support to business support

/Phd students INGENIUM II public VC Technical Commercial Service (coaching Managers School Training Individualized Analysis (Coaching

INTERREG IVC principles of policy learning and sharing, this development around existing policy measures offers an easier and faster option to address service/non-technological

and students together and forge new influences on companies via students studying different disciplines. Up to 2010 the programme had

been conducted in more than 130 municipalities in Sweden, supporting approximately 800 companies An office runs for 7 weeks in the summer.

location, financing, companies, and students. After the summer there are activities for follow up and reporting. The target is to raise awareness of design as a means for SMES to develop their business

The students are selected annually via a database of at least 350 students from all over the world (mostly

) The selection of students depends on the type of company. If the company continues to use

the design they have the option to employ the student or contact other consultancy firms.

and 8 students for 7 weeks This GP, which has a lot in common with †Summer Entrepreneurâ€,

Macedonia, Greece and by learning from input from the members and from the GPS transferred by the

including those related to learning and managing knowledge assets Main conclusions and recommendations •A sub-project such as †IART Territories†highlights the potential role of regional intermediaries

Peer learning of innovation agencies. Call in the Innovation in Small and Medium-sized Enterprises work programme. 2014.

In this learning process, entrepreneurial actors have to play the leading role in discovering promising areas of future specialisation,

Structural change, not just the accumulation of capital, is a driver of economic growth. As such smart specialisation aims to accelerate structural change by encouraging the

learning processes. But the smart specialisation approach goes further, it suggests the need to consider incentives (e g.

and committing to a process of policy learning and deployment Both diagnostic tools and indicators should

the attendant discovery and learning processes Source: ECOOM-Centre for Research & development Monitoring at Leuven University

together, the lower the cost of production, the greater the learning and network effects The OECD carried out a survey among regions7

learning process. Thus, the entrepreneurs discover emerging activities of future specialisation and other stakeholders contribute to identify existing capabilities (e g. research capabilities) but also barriers (e g

graduates have the right skills and transversal competences required by the market (EC-IPTS (2011)).

•Developing mutual learning practices to provide policy makers opportunities to learn from good practice examples but also failures carried out by other governments

policy development & policy learning. The emphasis on policy learning is one of the key elements

i) stimulating the entrepreneurial spirit of its staff and students; ii) providing advice and services to SMES;

participating in schemes promoting the training and placement of high level graduates in innovative businesses; iv

introduction of peer reviews and a more deliberate use of foresight and scenario planning, not least since high-tech regions like Brainport are operating in highly dynamic and unpredictable

and accreditation testing infrastructure. The latest stage prioritized the enhancement of local industry technology capabilities to help commercialize fusion and convergence photonics

and accreditation services locally. The foundation of future development of local clusters, the regional network of industry, universities and research institutes emerged through project implementation.

Accordingly, policy learning and an interactive point of view should be embedded within the whole cycle of policy making

strongly influential in vehicle styling, with many British designers and graduates from British institutions directly employed by vehicle manufacturers around the globe.

and improve the quality of education within the region from early childhood, to ensure that the region can sustain its skilled workforce;

to encourage SMES to employ recent university graduates in order to strengthen their technological and innovation capacities.

Lower Austria made positive learning experiences with the establishment of these tools among others, and will in the future continue to support them, in the

Participative policy making in Upper Austria means continuous reflection and learning at various levels and in intercommunion with different actors.

In order to take advantage of the exchanges, new learning culture needs to be established, in particular inter-organizational one, comprising representatives from

ii) pre-incubation program focused on people (not only students or graduates) who have the ambition to start their own business;

and iii) cluster development services †most important the building up (incl. soft facilitation of cooperation) of the Centre of

for supporting most talented Phd students in science and engineering; and iii) several special schemes focused on raising secondary level students†motivations concerning research and

technology including Science Learning Centre (Centre for popularisation of science •Internationalization: i) consultancy focused on drawing FP7 funds;

might be as little as two new Phd graduates per year. As a small country, it is unlikely that Estonia solves

a) support for entrepreneurship of higher-education students and academics; b common innovation bonds (new instrument encouraging to test ideas at early stage;

especially scientists, students and entrepreneurs in the process of preparing and implementing RIS 2013 -2020. The Marshal Office of the Maå opolska Region delivers analytical and organisational support

and bring together, in an interactive and iterative process of entrepreneurial action and policy learning, the

iterative process, requiring analysis, experimentation and learning, supporting interaction and fine-tuning amongst relevant actors and lead institutions

such as the number of students enrolled in different educational programs could be of relevance. However, this data should be rather detailed in order

know the number of engineering students in a country or region without knowing their specific field of

the critical processes of entrepreneurial discovery and policy learning. They are valuable aids to assess

but this country sees a growing use of peer reviews as a complementary assessment method It is not possible through this enquiry to assess the quality

%Foresight Peer reviews Expert assessments SWOT analyses International benchmarking Regions'use of assessment methods not at all seldom regularly

%Foresight Peer reviews Expert assessments SWOT analyses International benchmarking Countries'use of assessment methods not at all seldom regularly

•Mutual learning and expert support to improve the stakeholders involvement process and the interlinkages between quantitative and qualitative inputs into strategy formation process

Are people (incl. young people, university graduates, etc. keen to start up their own business or do they rather prefer jobs in established enterprises or public

graduates/engineers/professors moving easily between universities and firms and back? Do universities train scholars and graduates to become entrepreneurs

•Does current academic education fit to the needs of the regional economy †do regional

employers absorb graduates or are forced graduates to look elsewhere INNOVATION-DRIVEN GROWTH IN REGIONS: THE ROLE OF SMART SPECIALISATION

 OECD 2013 197 •How many permanent/temporary international research fellows, professors, and students do work

in your region? What is the share of international staff in scientific/creative positions? How many

research, living labs, student placement schemes, brokerage and technology demonstration events, share of regional business representatives in university management boards?

Educational institutions of higher learning (colleges and universities) primarily represent academia in this paradigm. However, educational institutions at other

Professor Ph d. Nicolescu Ovidiu Management Faculty Academy of Economic Studies Bucharest, Romania inst. manager@gmail. com

Professor Ph d. Popa Ion Management Faculty Academy of Economic Studies Bucharest, Romania popaion 2000@yahoo. com

Professor Ph d. Dobrin Cosmin Management Faculty Academy of Economic Studies Bucharest, Romania cdobrin@yahoo. com

Professor Ph d. Nicolescu Ciprian Management Faculty Academy of Economic Studies Bucharest, Romania cnicolescu@yahoo. com

Student of Entrepreneurship Arnold Thondhlana Lecturer Accounting Sciences and Finance Department Nicholas Kakava Coordinator in Consumer Sciences

would lead to better innovative capabilities in terms of higher order learning, and consequently can improve organizational performance including environmental management

helpful to adopt innovations because of their competent learning and innovative capabilities They said the quality of human resources was an essential factor influencing technical

ï Various kinds of technological effort which induce further accumulation of techno -logical capabilities, such as formal and informal Rand D, formal and informal (on-the

innovation and collective learning in small businesses†Education and Training 42 (4): 228-37 Morris, L. 2011.

Saunders, M.,Lewis, P. &thornhill, A. 2009), Research methods for business students 5 th ed.,Pearson, England

campaigns, organisation of sustainable homework and home-school transport services, and mobility measures for large events.

Investigations indicate that such measures do not require large financial INNOVATION IN URBAN MOBILITY-POLICY MAKING

Computers that do not really help to raise the quality of education DDT, a substance that fails to free the world of famine,

and through learning by doing and learning by using among policy-makers, innovation managers in businesses and other parties

and innovation (and learning) processes. This is a major deficiency for our understanding of the development of innovation systems or innovation networks, given that it is precisely

Ruud Smits is †Professor of Technology and Innovation, more particularly the Strategy and Management of

Learning process; Industrial co-operation; Internal technological capabilities 1. Introduction Stereotypes usually associate innovation with the

acquires its specific character through a learning process. In this perspective, we should place em -phasis on the production activity

These collaborative relationships entail learning Lundvall, 1993 •As one of the †four contemporary paradigms in the

which governance structures best promote learning etc. †(Foss, 1996, p. 12 2. 2. Co-operation as a learning process

Knowledge for production purpose cannot be con -sidered as free. The role of the firm is not to allocate

over time through a learning process and become tacit and specific to the firm (Foss, 1996.

†Know-how has a strong learning-by-doing character, and it may be essential that human capital in an effective team configu

•The second reason relates to learning. Collaborative relationships might take a hierarchical form. How

This interactive learning has following three dimen -sions (Lundvall, 1993 â Technical learning exists when interaction be

-tween users and producers induces an under -standing of reciprocal needs â Communicative learning involves the establish

-ment of technical codes, tacit and specific to the partners â Social learning limits opportunism by creating

similar behavioural codes The access to external linkages is assumed to be crucial for SMES competitiveness

Coefficient (t of Student model 1 Coefficient (t of Student model 2 Coefficient (t of Student

model 3 Constant â'0. 3033 (â'0. 685) 0. 3701 (0. 877) 0. 3554 (1. 496

Categories of firms Very small enterprises 1†9 employees â'0. 9152â (â'1. 938) â'1. 2468â â (â'2. 536) â'1. 1226â â (â'2. 936

and external learning Firms do not delegate their research activities to other industrial corporations. To keep initiative and

transfer while diversity of knowledge elicit †learning and problem solving that yields innovation†(Cohen and Levinthal, 1990, p. 133

the learning capacity and contribute to the success of cooperative projects. Following three factors which

Coefficient (t of Student model 1 Coefficient (t of Student model 2 Coefficient (t of Student

model 3 Constant 0. 0791 (â'0. 389) 0. 1321 (0. 347) â'0. 469+(â'1. 7997

Research intensity â'0. 0208 (â'0. 176 Size (number of employees) â'0. 00018 (0. 861

Innovation and learning: the two faces of R&d. The Economic Journal 99 (9), 569†596

new perspective on learning innovation. Administrative Science Quaterly 35 (3), 128†152 Demsetz, H.,1991.

Co-operation as a learning process SMES and external communication The crucial role of the manager during the innovation process

Relation between absorptive capacity and external learning Links between R&d intensity and successful innovation The contribution of executives to successful collaborative relationships

•Learning from the Leaders •Key Recommendations Barriers to Innovation for SME€ s ï Lack of willingness to invest in upskilling and human

university graduates are trained not in market-oriented industrial design. 2) Number of departments. Having marketing,

Î'2 Diploma dummy 2, 175 Î'2 Staff number 0. 006 Î'3 Secondary school completed dummy 0, 822

the entrance of new firms and incremental learning of existing firms. Firms established by high

•Learning-by-doing is an important intrinsic process. All firms make mistakes when they

at what price provides a very strong learning signal. Even stronger is the signal when a buyer

At ISI, students can choose between more artistic and more commercial art studies. But their role in innovation interactions is limited to teaching.

Gadja Mada University from 1980 and was graded the best student of my year. I wanted a

graduates joined him. What changed The first change is that the ease of doing business improved.

This provides the 270,000 students in Yogyakarta with an IHS Working Paper 27.2013. Innovation in SMES.

A new perspective on learning and inno. Administrative Science Quarterly 35 (1): 128 Cooke, P. 2001.

A novel approach to national technological accumulation and absorptive capacity Aggregating cohen and levinthal. The European Journal of Development Research 20 (1): 56

A case of technology learning among IKEA-suppliers in china and southeast asia. Journal of Economic geography Advance Access, joeg. oxfordjournals. org

"Student working group, 2010 Lall S. 2001. Competitivenss, technology and skills. Northampton: Edward Elgar Lalls..2003.

Learning and innovation: What's different in the (sub) tropics and how do we explain it?

Knowledge, learning and small firm growth: A systematic review of the evidence Research Policy, 36 (2), pp. 172-192

A Framework to Study Learning and Innovation in Developing Countries. Oxford development studies, 36 (1), pp. 39-58

learning curve, use of complementary sales and service capabilities, technical complexity, ongoing innovation, relationships based on trust and use of

•development of demand-driven, easy-to-use and affordable services for all users, learning from the success of portable navigation systems and Web 2. 0 social networks

%Diploma Bachelors Masters Phd Very likely Likely Not likely No 22 Firms were asked at what level of qualification they were likely to recruit more researchers

or likely to recruit at Diploma level (down from 38 per cent in 2009 FORFÃ S BERD 2011/2012 ANALYSIS

increased organizational performance by expanding industry learning and organizational efficiency. 66 In France, Chevalier, Lecat,

nchez, â€oeinformation technology and learning Their relationship and impact on organisational performance in small businesses, †International Journal of

Graduate school of Management and Center for Research on Information technology and Organizations, December 30 1992), http://crito. uci. edu/papers/1993/pac-005. pdf

Graduate school of Management and Center for Research on Information technology and Organizations, April 13, 2001 http://www. crito. uci. edu/git/publications/pdf/pac-037d. pdf

Jeffrey Braithwaite, MBA, Phd, FCHSM, Director, Centre for Clinical Governance Research Australian Institute of Health Innovation, Faculty of medicine, University

and Training (E&t) and for learning in general. It is highlighted however also that the full potential

costs and mainstreaming of ICT-enabled learning innovations (ICT-ELI) in Europe This report is part of the project"Up-scaling Creative Classrooms in Europe"(SCALE CCR) launched

by the Information Society Unit at JRC-IPTS1 in December 2011 and completed in June 2013 on

Project Leader ICT for Learning and Skills 1 The Institute for Prospective Technological Studies (IPTS) is one of the seven scientific institutes of the

participants is in the Annex 2). The authors are grateful to Professor Nancy Law (University of Hong

of the seven cases of ICT-enabled learning innovations from Asia and Europe and for her input to

Science+Technology in Learning), Marco Kools (OECD-CERI), Anne Looney (Irish National Council for Curriculum and Assessment), Irene Pateraki (Greek etwinning National Support Service), Helle

modernise E&t systems, true ICT-enabled learning innovations (ICT-ELI) are needed that improve significantly upon the status quo and achieve scale and systemic impact.

This set of 60 recommendations was developed during the'Up-Scaling Creative Classrooms in Europe'(SCALE CCR) project and based on several consultations (two expert workshops and seven

x Encourage a shift of ownership of assessment from teachers to learners x Revise examination systems in order to include also assessment of key competences and

and be active lifelong learners. Policy should x Invest significantly in updating Continuous Professional Development provisions

Teachers and learners need to be empowered to connect with other people and ideas in order to open up and broaden the learning experience.

This can be done via small networks of schools and small networks of teachers. Policy should

x Ensure that all learners have equal and ubiquitous ICT access, in and out of school

and orchestrating learning instead of transmitting knowledge Recommendation 2-School staff professional development area Support and motivate teachers to develop

skills (e g. through in service training, peer-learning and informal and non-formal learning as lifelong learners themselves

Recommendation 3 †Infrastructure area Ensure that all learners have equal and ubiquitous ICT access, in and out of school

Recommendation 4-School staff professional development area Enable teachers to develop their ability to adopt

e g. formative assessment) for diverse learning settings and purposes Recommendation 5-Organisation and leadership area

learning gains 7 1. Introduction 1. 1 Background and context Educational stakeholders recognize ICTS as key enablers of innovation and creativity in Education

and Training (E&t) systems and for learning in general. Throughout Europe, there are diverse national policies for ICT in education and many activities are undertaken to promote the use of

learning practices In order to modernise E&t systems, true ICT-enabled learning innovations (ICT-ELI2) are needed that

improve significantly upon the status quo and achieve scale and systemic impact. Large-scale pilots in real-life environments have been conducted in the E&t context in many countries in Europe and

The project †Up-Scaling Creative Classrooms in Europe†(SCALE CCR), 3 which was launched by the

x define and classify ICT-enabled learning innovations4 across a range of settings and participants, including groups of learners and teachers5 at system level, both within and

outside formal education settings x develop the concept of Creative Classrooms6 (CCR) and the related reference parameters

2 ICT-ELI will be used as an abbreviation of ICT-enabled learning innovations throughout this report

and also in this report, the term ICT-enabled learning innovations is used to mean profoundly new ways of using

the use of ICT, dealing with both formal and informal learning in school settings and in adult education

6 Creative Classrooms can be defined as innovative learning environments that fully embed the potential of

ICT to modernise learning and teaching practices. Creative refers to innovative practices, such as collaboration and personalisation,

whereas the term Classrooms is considered in its largest sense as including all types of learning environments, in formal and informal settings

9 2. Research approach The development of a comprehensive set of policy action recommendations for mainstreaming ICT

of learning innovations and inputs from real settings for the development of policy recommendations. In particular, 2 workshops with etwinning teachers were organized during the

part in a webinar was organized by the etwinning Creative Classrooms Group. 7 Findings from the

7 http://groups. etwinning. net/web/creative-classroom/welcome 10 and implementation strategies of effective ICT-ELI with significant scale and/or impact at system

officer, university dean, etc. 16 10.7 Technology providers/developers 7 4. 7 Others 14 9. 4

Future of Learning Linkedin Group; 11 the etwinning Creative Classrooms Group; 12 the 10 http://groups. etwinning. net/web/creative-classroom/welcome

13 European Civil Society Platform on Lifelong learning; 13 the European Forum on Learning Futures and Innovation;

14 the European Forum of Technical and Vocational education and Training; 15 the DG EAC Thematic Working group on ICT and Education;

16 and the SCALE CCR website. 17 Survey analytics showed that most of participants entered the survey through a direct link from the

dissemination channels such as Linkedin, SCALE CCR webpage and etwinning Creative Classrooms Group. No reminders were sent,

11 http://www. linkedin. com/groups/Future-Learning-2266966/about 12 http://openeducationeuropa. eu/en/blogs/join-jrc-ipts-line-consultation-policy-recommendations

13 http://www. eucis-lll. eu/news/public-consultations/ipts-online-consultation-up-scaling-creative-classrooms

/q=story/european-forum-learning-futures-and-innovation 15 http://www. efvet. org/index. php?

involving large and diverse groups of learners teachers and other educational stakeholders, has different enablers

learning environment is, the more challenging it is to scale up and a great individual and collective

and scaling up high-quality, innovative ways of learning and teaching through new technologies and digital content

Last but not least, scaling up ICT-ELI does not refer to future classroom scenarios but to what is emerging in today's practices,

communities, families and individuals around the world and agencies for learning innovation initiatives may emerge at any of these levels (Kampylis, Law, et al.

The mainstreaming of innovative teaching and learning practices, which lie at the core of ICT-ELI

Curricula should promote innovative teaching and learning practices made possible by the use of ICT;

the term content refers to the resources for innovative teaching and creative learning. There is a

order to facilitate the innovative teaching and learning practices that lie at the core of ICT-ELI.

and learning practices made possible by the use of ICT to flourish and become mainstream.

learning settings (e g. self-regulated learning), should not be'add-ons 'but should replace ineffective practices that increase teachers'and learners'workload without adding value.

Hence there is a need for flexible curricula that would lessen teachers'workloads and give them the

timetables, content and pedagogies enabling students not only to acquire knowledge but also to develop key competences and 21st century skills

on innovative teaching and learning practices and their impact on learning outcomes. Such evidence-based research,

have great potential to stimulate innovative teaching and learning practices (European commission 2013a). ) Combined with traditional educational resources,

is envisioned in the study programme. 149 60.4 4. Encouraging the regular update of learning content and curricula based on research

findings. 149 60.4 5. Promoting the use of Open educational resources (OER) for broadening and updating the content and process of learning. 149 57.7

6. Promoting the involvement of education stakeholders (e g. teachers, parents, researchers etc.)) in the co-development of flexible and research-based curricula. 149 56.4

learning (e g. self-directed learning. 149 53.0 Relevance according to four groups of participants There are no differences between the four groups of participants according to recommendation

from teachers to learners; and to promote a formative assessment paradigm where assessment is considered to be an integral part of the learning process

This area focuses on the conceptual shift from traditional assessment of knowledge acquisition to innovative ICT-enabled assessment approaches that better capture key competences and 21st

examination, certification and accreditation strategies in order to allow innovative teaching and learning practices to further be implemented and mainstreamed (Table 4

assessment to learners (68.8%).%)Assessment for learning (as opposed to the assessment of learning) is considered as a learning experience †assessment is integral part of the learning

process (Redecker, 2013. Hence, ownership of assessment is related to ownership of learning. In this way, self-assessment and reflection against learning goals allow learners to take ownership of

their learning, in collaboration with their teachers and peers, and become self-directed and self -regulated learners

Policy-and educational decision-makers should encourage and support not only the assessment of factual knowledge but also the assessment of 21st century skills and key competences

Assessment-related issues were raised also by many of the workshop participants organized in the context of SCALE CCR as obstacles/challenges for sustained implementation and scaling up of ICT

-ELI (Kampylis, Law, et al. 2013). ) One of the big challenges has to do with the lack of specificity or

learning process (67.6%).%)Formative assessment practices are more effective in the context of ICT -ELI because they provide students with information

and feedback on how they are progressing considering their prior achievements according to their learning goals,

and are better at fostering skills and competences than the summative assessment practices. This is because they allow

students to understand which skills they need to develop further and which content areas they need

ongoing, integral and authentic part of the learning process, providing valuable formative information to the learner and the teacher to improve their practices.

Policy action is needed to reform examination systems to allow ICT-ELI to further develop and mainstream

examination systems in order to allow innovative teaching and learning practices to flourish by†N %9. Encouraging a shift of ownership of assessment from teachers to learners by giving

them an active role in their own assessment (i e. self-assessment. 141 68.8 10. Revising examination systems in order to include assessment of both factual

an integral part of the learning process. 142 67.6 12. Promoting the use of ICT tools in order to reform assessment practices (e g. cloud

integral part of the learning process 3. 3 Area 3: School Staff Professional Development In a snapshot

be active lifelong learners and acquire the key competences and skills required in the context of

European commission, 2013c) that for implementing sustained learning innovations, school staff professional development is a crucial factor.

and orchestrating learning instead of just transmitting knowledge (81.3%).%)These teacher competences imply a wider more systemic view of teachers'professionalism (compared with teaching competences that refer

to their role in classroom), as they also include their role outside school e g. in the local community

which also requires learning and changes in their practices by all the stakeholders involved (Kampylis, Law, et al.

educate self-confident and competent students As shown in the Survey of Schools: ICT in Education (European commission, 2013c), less than one

third of EU students are taught by teachers for whom ICT training is compulsory and around 70%of

EU students are taught by teachers who invest their own spare time in developing ICT-related skills

learning), as lifelong learners themselves (80.1%).%)As one of the participants pointed out, such"ICT

"Innovative pedagogical practices made possible by the use of ICT lie at the core of learning

assessment) for diverse learning settings and purposes (80%).%In particular, teachers'professional skill sets should shift from subject knowledge towards expertise in pedagogy (e g.

orchestrators, and facilitators of learning Depending on the context and local specificities and needs, several models of continuous

blended learning approach, with networked learning as the online component and a limited number of offline meetings, all of which are directed towards fostering collaboration and network building

support a blended approach to continuous professional learning and development that combines online professional networks, face-to-face exchanges, informal learning etc.

69.9%).%)In addition policies should encourage and incentivise teachers to share their innovative practices with peers

and orchestrating learning instead of transmitting knowledge 134 81.3 14. Supporting and motivating teachers to develop

and ICT skills (e g. through in service training, peer-learning and informal and non -formal learning), as lifelong learners themselves

136 80.1 15. Enabling teachers to develop their ability to adopt and adapt innovative pedagogical

practices (eerror-Flatefilter: stop reading corrupt stream due to a Dataformatexception g. formative assessment) for diverse learning settings

and purposes. 135 80.0 16. Recognizing the role of teachers as agents of change (rather than objects of change

Promoting a blended approach to continuous professional learning and development that combines online professional networks and self-organized face-to-face

such as learning analytics, which would allow them to monitor and personalize learning processes 135 48.9

Relevance according to four groups of participants For teachers/trainers and others the priority for policy-and educational decision-makers should

as lifelong learners themselves Policy/decision-makers said the most important priority should be to update initial teacher

assessment) for diverse learning settings and purposes"and"Supporting and motivating teachers to develop and update their digital competence and ICT skills,

as lifelong learners themselves "21 3. 4 Area 4: Research In a snapshot ICT-ELI constitute complex'ecosystems'that evolve over time and therefore, continuous and

pedagogical, technological and organisational practices and the possible learning gains ICT-ELI constitute complex'ecosystems'that evolve over time (Kampylis, Law, et al.

success and failure are integral parts of the learning innovations:""†failures should be expected as

can enhance learning. Research focusing on the implementation strategies of ICT-ELI (72.5 %and on models for embedding new tools, such as technology-based assessment, in teaching and

learning practices should be supported. This would provide learning institutions and educational stakeholders with proven practical models that support the take up of innovative tools

Policy-and decision-makers should also promote research that happens at micro-level (e g teacher-led research) empowering"†each school/institution to develop a culture of

several fields, both at micro-(classroom/school) and macro-level (national/international. However findings and knowledge are scattered often and incomplete:"

learning analytics, big data research, etc. to study in depth the complex'ecosystems'of ICT-ELI 61.8

possible learning gains 131 72.5 22. Supporting the application of various research methods (e g. teacher-led research

learning analytics, big data research, etc. to the study of complex'ecosystems'of ICT-ELI 131 61.8

policy-makers, school leaders, teachers, learners, parents, IT providers, educational content providers etc 129 58.0 26.

Changes in learning institutions'organisation and leadership strategies are required for sustainable implementation and progressive mainstreaming of ICT-ELI.

Policy-makers should empower learning institutions to develop well-articulated innovation strategies (with both long-term vision and short

allow innovative teaching and learning practices to flourish. Furthermore, policy actions should focus on knowledge exchange and dissemination of innovative practices;

strategies will also require changes in learning leadership, which should be as open and 23

structures/routines and leadership models to make learning innovation a mainstream activity Policies should encourage learning organisations to embrace the technological opportunities

available for opening up their learning materials (e g. open educational resources) and practices and also support informal learning.

Policies are needed that help learning organisations to promote networking with other organisations and stakeholders across sites and also within the same

organisation, in order to encourage the emergence and scaling up of learning innovations. For instance, policies at micro,

leadership strategies needed to allow learning organisations to envisage and follow their own pathways to innovation and to scale up in an'organic'way, focusing on authentic learning for the

21st century 24 Table 7: Organisation and leadership policy recommendations Policy-and decision-makers could ensure that effective organisational practices

for learning by N %29. Supporting knowledge exchange (e g. participation in national/international conferences and workshops) to gain a further understanding of how innovative practices

learners and values like equity and inclusion are taken into account. 122 63.1 42. Encouraging learning organisations to build on their strengths, available resources and

readiness to implement innovation for learning, following a step-by-step approach that could lead to a sustainable momentum towards a radical (or even disruptive) end

122 60.7 43. Supporting multi-stakeholder involvement in the creation and sharing of the common

innovative teaching and learning to flourish. 122 59.0 46. Setting evaluation, communication and feedback mechanisms (e g. platforms for

collecting big and/or rich data and learning analytics) right from the start of different

organisational practices reach beyond the model of isolated learner/classroom/school. ICT opens up a whole new frontier in learning, empowering both teachers

and learners to connect with ideas and people beyond the classroom walls-such as peers, experts and parents-giving the sense of being a

part of something larger than oneself. Policy-and decision-makers should design and implement strategic plans for connecting knowledge, innovative practices and people/efforts in order to open

up and broaden the learning experience at local level and beyond ICT-enabled learning innovation is a complex and slow process that requires cultural change and

collaboration between stakeholders from policy (e g. Ministries of Education and local authorities business (e g. 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 families, and the wider public (e g. local communities) to build trust

and broaden the learning experience at local level and beyond (European commission, 2013a Connectedness (e g. Law et al.

teachers and learners with other educational stakeholders at local level and beyond in order to open up

and broaden the learning experience and mainstream ICT-ELI. Research reveals that effective implementation of new pedagogical technologies is ensured best through

and maintenance of †learning networks†that provide opportunities for professional peer exchanges (65.8%)(e g.

timetables and learner grouping, in order to meet local needs (self-organisation-grass roots innovation 121 52.1 50.

structures, such as national and/or transnational inter-linked portals (64.2%),to aggregate learning opportunities and knowledge exchange on a large scale.

disseminating innovative teaching and learning practices and should be supported further by policy -makers (61.3 %Table 8:

teachers and learners to connect with people and ideas in order to open up and broaden the learning experience by

N %51. Encouraging and supporting the development of small teacher networks (up to 10 participants at local level and/or beyond) for learning from each other in a more flexible

and personalized way 120 65.8 52. Encouraging the development of small networks of schools (i e. up to 10 schools) for

aggregate learning opportunities on a large scale (e g. learning resources for School Staff Professional Development) and exchange knowledge

networks) that offer a wider range of opportunities for peer learning and collaboration than the smaller networks

of small teacher networks (up to 10 participants at local level and/or beyond) for learning from

and/or transnational inter-linked portals, to aggregate learning opportunities on a large scale (e g learning resources for teachers'professional development) and exchange knowledge

boundaries of the learning across time and space whereas user-centred and flexible physical spaces

could enable innovative teaching and learning practices. Policy should increase efforts and investment in infrastructure developments (e g. broadband, cloud computing, creative learning

spaces etc. to support effective implementation and progressive mainstreaming of ICT-ELI For further development and mainstreaming of ICT-ELI an ICT infrastructure of appropriate

boundaries of the learning space across time (access to resources 24/7) and space (virtual learning spaces).

levels of infrastructure provision and teacher and student use, confidence and attitudes However, development of infrastructure varies a lot between and within countries;

public-private partnerships between learning organisations, research centres, IT developers etc. to support R&d into technological innovations that fit the local needs (65.8)

that all learners have equal and ambiguous ICT access †in and out of school (80%.

support structures (e g. helpdesk services) needed to implement smoothly all the necessary learning technologies. Infrastructure is a key enabler of educational innovations

Updated ICT infrastructure should be complemented by physical learning spaces that offer inspiration, flexibility and comfort and allow innovative teaching and learning practices to flourish

69.2%).%)For instance, the ground-breaking design of Hellerup school in Denmark, entails rethinking the physical spaces in which learning takes place (e g. user-centred premises and furniture) and

high investment in school infrastructure to support the longstanding innovation history of the school Kampylis, Breä ko, et al.

learning spaces to facilitate innovative teaching and learning practices In conclusion, policy should increase efforts and investment in infrastructure developments

e g. broadband, cloud computing, creative learning spaces etc. to support effective implementation and progressive mainstreaming of ICT-ELI

infrastructure for enabling innovative teaching and learning practices by: N %57. Ensuring that all learners have equal and ubiquitous ICT access, in and out of

school. 120 80.0 58. Increasing efforts and investment in ICT infrastructure (e g. broadband, cloud computing) of appropriate performance and interoperability (any device, anywhere, any

innovative teaching and learning practices, based on research findings on the impact of factors such as ventilation, lighting,

and noise on learning 120 69.2 60. Supporting public-public and/or public-private partnerships between learning

organisations, research centres, IT developers etc. to support R&d of technological innovations that fit the local needs and context

important recommendation is to ensure that all learners have equal and ubiquitous ICT access in

infrastructure to support effective implementation and evolution of innovation for learning is more important 3. 8 Interrelation between the seven areas and top recommendations

and orchestrating learning instead of transmitting knowledge 81.3 134 14. Supporting and motivating teachers to develop

and ICT skills (e g. through in service training, peer-learning and informal and non -formal learning), as lifelong learners themselves

80.1 136 57. Ensuring that all learners have equal and ubiquitous ICT access, in and out of

school. 80.0 120 15. Enabling teachers to develop their ability to adopt and adapt innovative pedagogical

practices (e g. formative assessment) for diverse learning settings and purposes. 80.0 135 29. Supporting knowledge exchange (e g. participation in national/international

conferences and workshops) to gain a further understanding of how innovative practices are made possible by the use of ICT

possible learning gains. 72.5 131 As can be seen from the table above, it is recommended highly that more investment be

ensured that all learners to have equal and ubiquitous ICT access, in and out of school

approaches, assessing key competences and giving learners an active role in their own assessment Student assessment and evaluation are an integral part of the teaching

and learning process and as such must be integrated thoughtfully into the planning and delivery of content and curriculum.

Thus changes in Content and Curricula should go hand in hand with changes in Assessment strategies and examination systems in order to have sustained a impact on scaling up ICT-ELI.

curricula and learning objectives are ineffective, if assessment practices remain the same (Cachia Ferrari, Ala-Mutka, & Punie, 2010

but also changing teaching and learning practices. This means increasing teacher competence in the teaching practices applicable to new

learning practices Organisation and leadership has an overall influence, and directs and supports teachers in their

and learning practices, made possible by the use of ICT, to flourish and become mainstream

certification and accreditation strategies in order to allow innovative teaching and learning practices to be implemented further and mainstreamed

enhance learning 8. Policy actions at micro-,meso, -and macro-level are needed for empowering learning

institutions to develop well-articulated innovation agendas (with both long-term vision and short-term goals) that include changes in organisation structures/routines and leadership

models, which result in learning innovation being regarded as a mainstream activity 9. Policy should encourage

and support connectedness of teachers and learners with other educational stakeholders at local level and beyond in order to open up

broadband, cloud computing, creative learning spaces etc. to support effective implementation and progressive mainstreaming of ICT-ELI

Innovating Learning: Key Elements for Developing Creative Classrooms in Europe. EUR 25446 EN. Luxembourg: Publications Office of the

European union Bocconi, S.,Kampylis, P, . & Punie, Y. 2013a). Case report 2: 1: 1 learning initiatives in primary and

secondary education in Europe. In P. Kampylis, N. Law & Y. Punie (Eds. ICT-enabled innovation for learning in Europe and Asia:

Exploring conditions for sustainability, scalability and impact at system level (pp. 36-51. EUR 26199 EN.

Framing ICT-enabled Innovation for Learning: the case of one-to-one learning initiatives in Europe.

European Journal of Education, 48 (1), 113-130 doi: 10.1111/ejed. 12021 Bocconi, S.,Kampylis, P,

elements for developing Creative Classrooms in Europe. elearning Papers, Special edition 2013,8-20 Boyatzis, R. E. 1998.

Creative Learning and Innovative Teaching Final Report on the Study on Creativity and Innovation in Education in EU Member States

Innovative teaching and learning for all through new Technologies and Open educational resources COM (2013) 654 final

) Supporting teacher competence development for better learning outcomes. Retrieved 15 november 2013, from DG Education and Training

Key Data on Learning and Innovation through ICT at School in Europe 2011 Retrieved 15 december 2013, from Education, Audiovisual and Culture Executive agency

A new paradigm for learning innovation in the 21st century Retrieved 20 november 2012, from Centre for Strategic Education

innovation for learning. EUR 25445 EN. Luxembourg: Publications Office of the European Union Kampylis, P.,Breä ko, B,

ICT-enabled innovation for learning in Europe and Asia: Exploring conditions for sustainability, scalability and impact at system level (pp. 52-62.

-enabled innovation for learning in Europe and Asia: Exploring conditions for sustainability scalability and impact at system level.

ICT-enabled innovation for learning in Europe and Asia Exploring conditions for sustainability, scalability and impact at system level (pp. 21-35

and establishing learning organizations. New york: Springer Marshall, M. N. 1996. Sampling for Qualitative Research. Family Practice, 13,522-526. doi

Knowledge construction with technology in Japanese classrooms Coref). ) In P. Kampylis, N. Law & Y. Punie (Eds.

ICT-enabled innovation for learning in Europe and Asia: Exploring conditions for sustainability, scalability and impact at system

Creating Effective Teaching and Learning Environments. First Results from TALIS Retrieved 10 november 2013, from OECD Publishing

Innovative Learning Environments, Educational research and Innovation. Retrieved 10 november 2013, from OECD Publishing, http://dx. doi. org/10.1787/9789264203488-en

What Students Know and Can Do retrieved (Volume I 15 November 2013, from OECD Publishing, http://www. oecd. org/pisa/keyfindings/pisa-2012

eassessment for 21st Century Learning and Skills. In A Ravenscroft, S. Lindstaedt, C. D. Kloos & D. Hernã¡

21st Century Learning for 21st Century Skills-Proceedings of the 7th European Conference of Technology Enhanced

Developing and mainstreaming ICT-enabled learning innovations in Europe This survey is part of the study'Up-Scaling Creative Classrooms in Europe'(SCALE CCR) undertaken

by JRC-IPTS on behalf of the Directorate General education and Culture. The objectives of the study are to

-define what is meant by Creative Classrooms -develop policy recommendations for mainstreaming systemic innovation in Education and Training

decision-maker (e g. school head, chief education officer, university dean, etc technology provider/developer Other 2. Where do you come from

organisational and pedagogical aspects of innovation for learning. Please read them carefully and evaluate how relevant they are for developing and mainstreaming ICT-ELI in Europe.

learning practices (enabled by ICT) to become mainstream by 1 2 3 4 5 6 7

what is envisioned in the study programme Promoting curriculum development that leaves room for teachers to work in small

updating the content and process of learning Promoting through the curricula innovative pedagogical practices made possible by

informal learning (e g. learning by trial and error Encouraging the regular update of learning content and curricula based on research

findings 37 5a. If you have additional policy recommendations regarding content and curricula, please write

strategies and examination systems in order to allow innovative teaching and learning practices to flourish by 1 2 3 4 5 6 7

integral part of the learning process Revising examination systems in order to include assessment of both factual knowledge and key competences

Encouraging a shift of ownership of assessment from teachers to learners by giving them an active role in their own assessment (i e. self-assessment

teachers, and/or by students, which provide information to be used as feedback to enhance learning

Formative assessment is ongoing and repetitive (during the learning process) and typically involves qualitative feedback (rather than scores

6a. If you have additional policy recommendations concerning assessment, please write them down 7. The following recommendations refer to School Staff Professional Development.

and orchestrating learning instead of transmitting knowledge Enabling teachers to develop their ability to adopt and adapt innovative pedagogical

practices (e g. formative assessment) for diverse learning settings and purposes Helping teachers to acquire much greater proficiency in data handling and methods

such as learning analytics, which would allow them to monitor and personalize learning processes Supporting and motivating teachers to develop

and update their digital competence and ICT skills (e g. through in service training, peer-learning and informal and non

-formal learning), as lifelong learners themselves Promoting a blended approach to continuous professional learning and

38 1 2 3 4 5 6 7 development that combines online professional networks and self-organized face-to

-face collaboration Motivating and supporting teachers to make their innovative (pedagogical) practices more explicit and visible to peers and other stakeholders, such as parents

community and businesses 7a. If you have additional policy recommendations concerning School Staff Professional Development, please write them down

possible learning gains Supporting the application of various research methods (e g. teacher-led research control groups, experimental research, longitudinal studies, social networks analysis

learning analytics, big data research, etc. to the study of complex'ecosystems'of ICT-ELI Supporting research on the perspectives of various actors and stakeholders such as

policy-makers, school leaders, teachers, learners, parents, IT providers, educational content providers etc Supporting research on (physical and mental health, security and legal issues related

and participatory leadership allow the progressive take up of innovation for learning by 1 2 3 4 5 6 7

innovative teaching and learning to flourish Developing a well-articulated innovation agenda which has both long-term vision

as timetables and learner grouping, in order to meet local needs (self-organisation -grass roots innovation Ensuring the political commitment and sustained effort over time that is required

learners and values like equity and inclusion are taken into account Encouraging the development of a'culture of innovation'at system level

collecting big and/or rich data and learning analytics) right from the start of different pilots or initiatives

Encouraging learning organisations to build on their strengths, available resources and readiness to implement innovation for learning, following a step-by-step

approach that could lead to a sustainable momentum towards a radical (or even disruptive) end

and realise strategic plans to empower teachers and learners to connect with people and ideas in order to open up

and broaden the learning experience by 1 2 3 4 5 6 7 Encouraging the development of small networks of schools (i e. up to 10 schools) for

participants at local level and/or beyond) for learning from each other in a more flexible and personalized way

networks) that offer a wider range of opportunities for peer learning and collaboration than the smaller networks

aggregate learning opportunities on a large scale (e g. learning resources for School Staff Professional Development) and exchange knowledge and'success stories'of

innovation for learning 10a. If you have additional policy recommendations concerning connectedness, please write them down

innovative teaching and learning practices by 1 2 3 4 5 6 7 Increasing efforts and investment in ICT infrastructure (e g. broadband, cloud

evolution of innovation for learning Ensuring that all learners have equal and ubiquitous ICT access, in and out of

school Supporting public-public and/or public-private partnerships between learning organisations, research centres, IT developers etc. to support R&d of

technological innovations that fit the local needs and context Re) designing and/or (re) arranging physical space/infrastructure to allow for

innovative teaching and learning practices, based on research findings on the 41 1 2 3 4 5 6 7

and noise on learning outcomes 11a. If you have additional policy recommendations concerning infrastructure, please write them down

Participants in the expert workshop'Scaling up ICT-enabled innovation for learning: Inputs from Asia

Paul Kelley Science+Technology in Learning, United kingdom Marco Kools CERI-OECD Carmen Lazaro à taca School, Spain

Participants in the'Scaling up ICT-enabled innovation for learning: Asia †Europe expert seminar

study programme 0. 7 3. 4 2. 0 11.4 22.1 26.8 33.6 60.4 Encouraging the regular update of learning content and

curricula based on research findings. 2. 0 3. 4 5. 4 6. 7 22.1 30.2 30.2 60.4

process of learning 2. 7 4. 7 4. 7 12.1 18.1 26.8 30.9 57.7 Promoting the involvement of education stakeholders

effective practices from informal learning (e g. learning by trial and error 2. 0 2. 7 4. 7 13.4 24.2 26 26.8 26.2 53.0

from teachers to learners by giving them an active role in their own assessment (i e. self-assessment

the learning process 2. 1 2. 1 5. 6 9. 2 13.4 30.3 37.3 67.6

orchestrating learning instead of transmitting knowledge 3. 0. 7 4. 5 10.4 28.4 53.0 81.3 Supporting and motivating teachers to

peer-learning and informal and non-formal learning), as lifelong learners themselves 7 1. 5. 7 5. 1 11.8 23.5 56.6 80.1

Enabling teachers to develop their ability to adopt and adapt innovative pedagogical practices (e g. formative assessment) for

diverse learning settings and purposes 2. 2 1. 5 5. 2 11.1 33.3 46.7 80.0

professional learning and development that combines online professional networks and self-organized face-to-face collaboration 7 2. 2 4. 4 8. 1 14.7 27.2 42.6 69.9

as learning analytics, which would allow them to monitor and personalize learning processes 1. 5 3. 0 5. 2 11.9 29.6 25.9 23.0 48.9

1-not relevant at all; 7-very relevant 46 Table 15: Research †policy recommendations-frequency distribution

focusing on the possible learning gains 8. 8 3. 1 7. 6 15.3 31.3 41.2 72.5

learning analytics, big data research, etc. to the study of complex'ecosystems'of ICT -ELI 8. 8 4. 6 8. 4 23.7 29.8 32.1 61.8

learners, parents, IT providers, educational content providers etc 1. 5 2. 3 6. 1 9. 9 22.1 35.1 22.9 58.0

the well-being of teachers and learners and values like equity and inclusion are taken into account

Encouraging learning organisations to build on their strengths, available resources and readiness to implement innovation for learning,

following a step -by-step approach that could lead to a sustainable momentum towards a radical (or even disruptive

learning to flourish 8 4. 1 4. 1 9. 8 22.1 26.2 32.8 59.0 Setting evaluation, communication and feedback

rich data and learning analytics) right from the start of different pilots or initiatives 8 1. 7 6. 6 16.5 17.4 26.4 30.6 57.0

structures and routines, such as timetables and learner grouping, in order to meet local needs (self -organisation-grass roots innovation

local level and/or beyond) for learning from each other in a more flexible and personalized way

learning and collaboration than the smaller networks 2. 5 4. 2 4. 2 11.7 20.0 27.5 30.0 57.5

implementation and evolution of innovation for learning 8 1. 7 2. 5 10.0 14.2 23.3 47.5 70.8

Ensuring that all learners have equal and ubiquitous ICT access, in and out of school. 2. 5 1. 7 1. 7 6. 7 7. 5 33.3 46.7 80.0

partnerships between learning organisations, research centres, IT developers etc. to support R& D of technological innovations that fit the local needs and

learning practices, based on research findings on the impact of factors such as ventilation, lighting, and noise

on learning 8 4. 2 2. 5 5. 8 17.5 30.8 38.3 69.2 1-not relevant at all;

in the study programme 5. 59 1. 5 68 5. 78 1. 1 32 5. 93

and process of learning 5. 62 1. 65 68 5. 41 1. 39 32 5. 54

of effective practices from informal learning (e g learning by trial and error 5. 35 1. 47 68 5. 75

Encouraging the regular update of learning content and curricula based on research findings 5. 72 1. 38

the learning process 5. 68 1. 45) 66 6. 07 1. 19) 29 5. 81

from teachers to learners by giving them an active role in their own assessment (i e. self-assessment

orchestrating learning instead of transmitting knowledge 6. 25 1. 24) 60 6. 24 0. 99) 29

diverse learning settings and purposes 6. 02 1. 22) 61 6. 41 0. 82) 29

as learning analytics, which would allow them to monitor and personalize learning processes 5. 47

1. 47) 62 5. 14 1. 22) 29 5. 38 1. 33) 26 5. 22

training, peer-learning and informal and non -formal learning) their digital competence and ICT skills,

as lifelong learners themselves 6. 27 1. 2) 62 6. 34 0. 9) 29 5. 96

1. 11) 26 6. 26 1. 41) 19 Promoting a blended approach to continuous professional learning and development that

combines online professional networks and self-organized face-to-face collaboration 5. 9 1. 35) 62 5. 93

orchestrating learning instead of transmitting knowledge 6. 25 60 6. 24 29 5. 77 26 6. 53 19

diverse learning settings and purposes 6. 02 61 6. 41 29 6. 04 26 6. 11 19

as learning analytics, which would allow them to monitor and personalize learning processes 5. 47 62 5. 14 29 5. 38 26 5. 22 18

1. 47)( 1. 22)( 1. 33)( 1. 44 Supporting and motivating teachers to develop and update (e g. through in service

training, peer-learning and informal and non -formal learning) their digital competence and ICT skills,

as lifelong learners themselves 6. 27 62 6. 34 29 5. 96 26 6. 26 19

1. 2)( 0. 9)( 1. 11)( 1. 41 Promoting a blended approach to continuous professional learning and development that

combines online professional networks and self-organized face-to-face collaboration 5. 9 62 5. 93 29 5. 62 26 5. 95 19

timetables and learner grouping, in order to meet local needs (self-organisation-grass roots innovation 5. 5 52 5. 59 27 5. 16 25 5. 35 17

that the well-being of teachers and learners and values like equity and inclusion are taken into account

collecting big and/or rich data and learning analytics) right from the start of different

Encouraging learning organisations to build on their strengths, available resources and readiness to implement innovation for

local level and/or beyond) for learning from each other in a more flexible and personalized way

learning and collaboration than the smaller networks 5. 47 1. 72) 53 5. 31 1. 38) 26

Ensuring that all learners have equal and ubiquitous ICT access, in and out of school

partnerships between learning organisations, research centres, IT developers etc. to support R& D of technological innovations that fit the local needs and

and learning practices, based on research findings on the impact of factors such as ventilation, lighting, and

noise on learning 5. 75 1. 48) 53 5. 81 1. 3) 26 5. 83

Technologies for learning are considered as key enablers of educational innovation. However, their full potential is not being

mainstreaming of ICT-enabled learning innovations (ICT-ELI) in Europe. This report presents 60 recommendations for immediate

recommendations were developed in the context of the'Up scaling Creative Classrooms in Europe'(SCALE CCR) project,

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