•adoption of elearning for health professionals and students •collection, processing and transfer of patient information
health sciences for students and health professionals ehealth country profiles Presentation of all participating Member States ehealth data
Table 3. 3 Number of Phd Graduates †Midwest Region 2008-2010 23 Table 3. 4 Number Of high Potential Start ups per Region 2012 26
13 LIT Graduate Overview, 2012 & UL Final Destination Report, 2012 14 Figures relate to the number of businesses that received Innovation Vouchers rather than the number of innovation
No. of Phd Graduates in the Midwest Region 2008-2010 University of Limerick Mary Immaculate College
Table 3. 3 Number of Phd Graduates †Midwest Region 2008-2010 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. Limerick Institute of Technology has the highest proportion of graduates remaining in the Region at 53%(based on
2012 figures. Currently 28%of graduates from the University of Limerick are being retained in the
Midwest Region. In comparison to other rural regions the Midwest is improving its retention ability
including 135 graduates from many disciplines including Chemistry, Bio -Chemistry, Physics, and Engineering with 200 industry partnerships and
student cooperatives and 10 Jobbridge scheme placements 4. 0 Introduction The Midwest Region has a strong research
They will offer a high quality and better-integrated set of services to students, businesses and
thus achieving a greater impact on students and staff than is possible by any individual institution acting alone.
stakeholders in the Region such as the Education and Training Boards and adult learning providers to ensure a coherent and focused approach to advancing the social and economic goals of the
NEXUS †a †community supportive†environment for graduates who require support to start their
programmes and provide space for potential graduate companies of the programme. The centre provides traditional offi ce rental, personalised reception services, virtual offi ce
•To ensure that the Student Enterprise Programme currently undertaken by the Local Enterprise Offices continues to promote a culture of innovation amongst young people in the Region
start-ups and innovative companies, students and investors. They perform a valuable role in attracting private sector investment to a region
Number of Phd level graduates Number of patent applications Number of entrepreneurs/start-ups/spin outs supported with capital from private sources in the region through the
barriers, such as those related to poverty, literacy education or lack of electricity, as well as cultural and social barriers
is limited often to students and teachers and restricted to certain hours (see section 1. 5
necessary to enable students to use the Internet for educational purposes, and helps enhance education administration through the electronic
learner-to-computer ratio in schools Internet connectivity in schools also depends on the development of the national
purposes by both teachers and students. In some cases, computers have been introduced in schools without Internet access, which effectively
indicators (adult literacy, gross secondary enrolment, and gross tertiary enrolment and is given therefore less weight in the
%9. Adult literacy rate 10. Secondary gross enrolment ratio 11. Tertiary gross enrolment ratio 100
Literacy Bhutan 2012 2013 0. 0 0. 2 0. 4 0. 6 0. 8 1. 0 Mobile-cellular
Literacy Bolivia 2012 2013 0. 0 0. 2 0. 4 0. 6 0. 8 1. 0 Mobile-cellular
Literacy Bosnia and herzegovina 2012 2013 0. 0 0. 2 0. 4 0. 6 0. 8 1. 0 Mobile-cellular
Literacy Burkina faso 2012 2013 0. 0 0. 2 0. 4 0. 6 0. 8 1. 0 Mobile-cellular
Literacy Cape verde 2012 2013 0. 0 0. 2 0. 4 0. 6 0. 8 1. 0 Mobile-cellular
Literacy Estonia 2012 2013 53 Measuring the Information Society Report 2014 Figure 2. 3: IDI spider charts, selected dynamic countries, 2012 and 2013 (continued
Literacy Fiji 2012 2013 0. 0 0. 2 0. 4 0. 6 0. 8 1. 0 Mobile-cellular
Literacy Georgia 2012 2013 0. 0 0. 2 0. 4 0. 6 0. 8 1. 0 Mobile-cellular
Literacy Gambia 2012 2013 0. 0 0. 2 0. 4 0. 6 0. 8 1. 0 Mobile-cellular
Literacy Mali 2012 2013 0. 0 0. 2 0. 4 0. 6 0. 8 1. 0 Mobile-cellular
Literacy Oman 2012 2013 0. 0 0. 2 0. 4 0. 6 0. 8 1. 0 Mobile-cellular
Literacy Qatar 2012 2013 Chapter 2. The ICT Development Index (IDI 54 Looking to the future, the country released its
Literacy Thailand 2012 2013 0. 0 0. 2 0. 4 0. 6 0. 8 1. 0 Mobile-cellular
Literacy United arab emirates 2012 2013 55 Measuring the Information Society Report 2014 2. 3 Monitoring the digital
but rather levels of literacy and school enrolment. Data change very little over time and
literacy rates, a generally poor infrastructure and limited or lack of access to electricity (UN-OHLLS, 2013.
indicators measuring Goal 2 (literacy rate and enrolment in primary education) and Goal 8 (fixed-telephone and mobile-cellular
are offered one free computer per student Furthermore, Omantel provides discounted broadband Internet offers for eligible
Ministry of Education of Sri lanka and esri Lanka have undertaken several actions to improve digital literacy (Galpaya, 2011
potential privacy concerns) or of peer reviews that can hone and improve the analyses. Instead consumers of such research have no option but
Data on adult literacy rates and gross secondary and tertiary enrolment ratios are collected by the
1. Adult literacy rate According to UIS, the Adult literacy rate is defined as â€oethe percentage of population aged 15 years
and over who can both read and write with understanding a short simple statement on
achievement of primary education and literacy programmes in imparting basic literacy skills to the population, thereby enabling them to apply
such skills in daily life and to continue learning and communicating using the written word. Literacy
represents a potential for further intellectual growth and contribution to economic-socio -cultural development of society. †5
2. Gross enrolment ratio (secondary and tertiary level According to UIS, the Gross enrolment ratio is the
Adult literacy rate 0. 33 Secondary gross enrolment ratio 0. 33 Tertiary gross enrolment ratio 0. 33
literacy rate, secondary gross enrolment ratio and tertiary gross enrolment ratio The values of the sub-indices were calculated
discounts (for example, only to students, or to existing customers, etc 8. Local calls refer to those made on the same fixed network (on-net) within the same exchange area
discounts (for example, only to students, or to existing customers, etc 9. With convergence, operators are increasingly providing multiple (bundled) services such as voice telephony, Internet access and
Seconday Tertiary literacy rate Economy 2012 2013 2012 2013 2012 2013 1 Afghanistan 54.0 54.0 3. 7 3. 7 31.7 31.7
Seconday Tertiary literacy rate Economy 2012 2013 2012 2013 2012 2013 84 Lao P. D. R. 46.5 46.5 16.7 16.7 72.7 72.7
6. Pillar VI †Enhancing digital literacy, skills and inclusion †bridges the digital divide for all
literacy, skills and inclusion Employment rate R&d Climate change and energy sustainability Fighting poverty and social exclusion
literacy, skills and inclusion services, online Public investment in ICT R&d Energy use of lighting
literacy, skills and inclusion 2. ICT in Education Health, Culture and einclusion Investing in people†s
literacy, skills and inclusion VII-ICT enabled benefits for EU society Employment rate Climate change and
involved in learning and management of ICT-assisted activity VI-Enhancing digital literacy, skills and
inclusion 2. 4. Infrastructure development of ICT sector in the areas of interest: education health and culture
literacy, skills and inclusion 3. 3. Build on the comparative I-A vibrant digital single market
%of pupils trained with TIC skill Target: 75%by 2020 %education facilities using OER, Web 2. 0 in
of the quality of the learning process and digital skills Ministry of Education responsible Ministry for Information
the learning processes Ministry for Information Society (responsible Ministry of Education support Stimulate students to become more
involved in the learning process Ministry for Information Society (responsible Ministry of Education support Encourage the Life Long Learning
process Ministry for Information Society (responsible Ministry of Education support Page 21 of 170 Increasing general awareness of the
phenomenon of social exclusion Raising awareness among family and friends to benefit from support in the
Develop uniform digital literacy and Internet usage at the regional level Promoting the system of â€oelearning
Develop uniform digital literacy and Internet usage at the regional level Promoting the system of â€oelearning
%of pupils trained with TIC skill Target: 75%by 2020 %education facilities using OER, Web 2. 0 in
Provide the frame for OER Stimulate students to get involved Educate on ICT Technologiesensure equitable access to cost-effective
Encourage Life Long Learning Patient-centric service model Web 2. 0 platforms in the learning process
Improve availability of telemedicine equipment Contribute to Europeana Develop specific cultural content Monitoring & evaluation of healthcare
Develop uniform digital literacy Raise awareness on digital literacy Involve public and private entities for
This index is calculated as an accumulation of three factors ï online services (estimated in terms of the%of use of online services depending on the 4 degrees
future learning environments. Technology is a high spend consideration for most schools yet smarter spending on the right equipment
and infrastructure ensures that learners are engaged and motivated and that every pupil reaches their potential
In recent years, ICT skills have become essential in the learning process, once with the development of
technology and thus of e-learning products. Romania is part of the group of countries where ICT subjects
and the Internet in the learning process is the pupil access to these technologies. Besides the horizontal measures of improvement in the number of broadband connections
The ICT instruments supporting the learning process are the most representative in the support of development pursuant to the completion of classes and for continuous training of citizens, as
Such instruments provide flexibility to the learning and specialization process in time, entailing a new specialization when the economy of a country
of learning process 1. Education by curricular activity based on ICT This kind of education relies mainly on OER resources and Web 2. 0 on learning and evaluation based on
projects and e-Portfolio of results of the pupil or student, on creation of original digital content and
interaction On national level, a similar exercise was performed for the development on the level of ICT in education of
3. Continuous professional training-Life Long Learning with the help of ICT The objective of continuous professional training consists in providing knowledge and skills necessary to
The analysis of the PISA (Program for International Student Assessment) results in the national context
According to PISA 2009 in Romania, students coming from schools located in urban areas (with population between 100,000 and 1 million inhabitants) manage to achieve performance, on
average, by almost one level of competency higher than students in rural Romanian Indicators pertaining to ICT in Education
digital literacy, which will exert an indirect influence on the quality of future human resources If the investment plan will focus on a
materials and facilitate students 'access to information Additionally, the implementation of an ICT infrastructure, complemented
appropriate education to students teachers themselves should be trained on a regular basis on updates of the ICT-assisted educational
of the quality of the learning process Through the thorough preparation of teachers, pupils and students will
gain a competitive advantage that Page 71 of 170 and digital skills Operational will be useful when engaging
Learning process †LLL OER implementation efforts imply, in terms of ICT ï Providing the frame and
pupil/university students by creating, storing and sharing original content generated by them within OER Responsible:
the learning processes Enabler For a more flexible learning process a key objective of the European
Union is the implementation of ICT technologies type Web 2. 0 across all member countries.
within the classroom By using Web 2. 0 tools pupils and students can prepare both complex
inter/trans-disciplinary curriculum projects and extracurricular projects to develop social and entrepreneurial skills Social media sites can be used for
documentation on innovative concepts such as"classrooms in the mirror"or distribution of the latest Page 72 of 170
Web 2. 0 applications for schools Responsible: Ministry of Education with support from Ministry for
Stimulate students to become more involved in the learning process Operational Due to the novelty represented by
the technological factor, students will be stimulated to become more involved in the learning process which, over time, will have a positive
impact on their school performance with potential to reduce the dropout rate Interactive visual materials and
additional sources of information provided by the Internet will increase student engagement. Using ICT will also allow the adaptation of
learning subjects according to students†skills, supporting personalized and individualized learning Responsible: Ministry of Education with support from Ministry for
Encourage the Life Long Learning process Enabler Regarding lifelong learning, online learning platforms and the existing
in lifestyle and progress, including the development of modern skills, adaptation of teaching and learning
ï Public libraries Support Improved Digital Literacy Since it began in 2009, the â€oebiblionet†Romania programme has provided E-Skills training to more than
1. 300 participants, especially hard-to-reach citizens like the elderly, retirees, adults, students, and the
and informal education for citizens to develop digital literacy in all levels of education. 8 According to the European Digital Agenda, ICT represent a very important tool for improving the process
digital literacy-e-skills Increasing general awareness of the phenomenon of social exclusion Strategic Raising awareness among family and
Develop uniform digital literacy and Internet usage at the regional level Strategic Promoting the system of â€oelearning
Promoting opening the learning databases as an opportunity for informal education Enabler Provide trainings on the
communications will contribute to the implementation of the new learning methods increasing thus the teaching quality and accessibility
skilled/unskilled workers (20%),pupils/students (19%)and engineers, physicians, architects professors and economists (15%.%The proportions are almost identical in case of users using fixed
connections, whereas the Internet users using mobile connections come significantly as well from the category of contractors, free-lancers, managers or administrators (13
Learning by levels of education 2009/2010 2010/2011 2011/2012 2012/2013 Number of learning facilities
Total 8244 7588 7204 7069 Population enrolled in education systems by levels of education (thousands Total 4177 4029 3824 3734
Percent of population of learning age included within the learning system Total 78,7 77,6 76,0 76,2
Students structure, by specialization, from superior education, in 2012/2013 academic year Page 120 of 170
The majority of the pupils in the urban environment have a satisfactory level of digital alphabetisation
students and the improvement of the access to technology irrespective of the provisions of the
The students and the teachers†mobility The lack of collaboration between the business environment and the educational institutions
pupils, students, adults being in the process of continuous training persons which are in the situation of social exclusion:
among adult persons †LLL †Life Long Learning Detailed conclusions are described in the second field of action
structure of the population as well as the low e-literacy of the older population result in low penetration of Internet
%graduation rate Source: Directorate for Driving Licenses and Vehicle Registration Concluding contracts Medium Voting 1. Authentication (providing personal
school graduation diploma is submitted in original at the faculty chosen 4. 2 In case of failure, you either
%of pupils trained with TIC skill. indirect direct direct direct direct direct direct direct indirect direct direct
%of pupils trained with TIC skill. indirect indirect indirect direct direct direct indirect indirect indirect direct direct
share learning and best practice, and seek funding and sustainable new business models This research has identified the goals of policy, the policy tools and funding instruments
5. 4 Dissemination & learning 5. 5 Evaluation 6. 1 What should policymakers do REINVENTING
It brings primary sources into every classroom and allows for more open and rapid communication between teachers and students.
For instance, The Open University, based in the United kingdom, and other models of distance learning have made education much more widely available.
to combine open hardware technologies with new learning methods to experiment with new educational practices, enhanced by the way technology is integrated within the
learning environment Open standards A number of organisations affect DSI in Europe through acting as expert bodies on the
& constructing informal learning networks Fab academy; Institute for network culture; Coder dojo†s; and more generally the
and designer, started the Arduino project to enable students at the Interaction Design Institute Ivrea (IDII) to build electronic
Dissemination & learning 5. 5 Evaluation 4. 4 THE BETA â€oebottom-UP€ POLICY WORKSHOP TOOLKIT
Dissemination & learning 5. 5 Evaluation 66 Growing a Digital Social Innovation Ecosystem for Europe
DISSEMINATION & LEARNING EVALUATION In order to implement future DSI policy goals and strategies, several tools and in
DISSEMINATION & LEARNING EVALUATION There is a common sentiment that a strong public intervention at EU level is need
or playground installations †are funded by citizens themselves Seed funding is a very early-stage investment,
create new digital products, new public services or learning programmes The creation of a European network that would encompass regional innovation
5. 4 DISSEMINATION & LEARNING 81growing a Digital Social Innovation Ecosystem for Europe Firstly, tools for general dissemination should be included.
à Provide link between academic evaluation and evaluation reports (more professional, consultancy based, etc à Explore DSI specific indicators such as Open Data access, digital skills
goal it is to help †students use new technologies to design and make products that can make a difference to
technologies and new ways of teaching and learning Jan Herrington, Jessica Mantei, Anthony Herrington, Ian Olney and Brian ferry
mobile learning, mobile technologies, mobile learning, authentic learning design-based research, higher education Introduction Personal mobile devices such as ipods and mobile phones are now ubiquitous amongst student
populations in university, but many university teachers are less than confident in their use. Even if a
them with students in pedagogically innovative and appropriate ways. When these teachers seek to become informed of new technologies through conventional professional sources, such as journals, their
technologies are likely to deter rather than facilitate teachers†self-directed learning in new technologies An alternative to personal learning is group-based professional development (PD) classes provided by
universities. These are often excellent sources of information†and inspiration†for university teachers but few universities currently provide PD on personal mobile devices,
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
and communication technologies (ICTS) on pedagogical practice and student learning, namely:(a forming government policies;(
designing or reforming classroom implementation and (e) analysing costs and benefits (p 59). ) Few of these functions are addressed
problems and to engage students in authentic and meaningful tasks In an extensive literature review of mobile learning, Naismith, Lonsdale, Vavoula and Sharples (2004
proposed six broad theory-based categories of activity in the field:(1) Behaviorist theory-activities that
, Wood, 2004, classroom response systems for Proceedings ascilite Melbourne 2008: Full paper: Herrington 420 providing feedback on multiple choice questions;(
2) Constructivist theory-activities in which learners actively construct new ideas or concepts based on previous and current knowledge (e g.,
3) Situated learning-activities that promote learning within an authentic context and culture (e g.,, Proctor & Burton, 2003, multimedia tools at the Tate
4) Collaborative learning-activities that promote learning through social interaction e g.,, Palm Inc.,2005, teacher trainers use of personal digital assistants PDAS to beam questions for a
learning outside a dedicated learning environment and formal curriculum (e g.,, Wood, Keen, Bassu, & Robertshaw, 2003, breast cancer care in the delivery of text images and audiovisual materials to patientsâ€
6) Learning and teaching support-activities that assist in the coordination of learners and resources for learning activities (e g.,
, Perry, 2003, managing teachers†workloads using PDAS to record attendance, marks and organise lesson plans
Similarly, in terms of student use of mobile technologies, the focus of the debate has been upon the problematic use of mobile phones in schools (e g.,
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€
focused on three devices commonly used by university students: mobile phones, PDAS and mp3 players However, at the time, more and more mobile phones were incorporating PDAS into their functionality so
2. Engage teachers from a Faculty of education using an action learning professional development framework to explore
completing a complex task within an authentic learning environment 3. Implement the use of mobile technologies and authentic tasks in learning activities over a period of 3
-5 weeks in a range of different subject areas 4. Describe, categorise and disseminate resultant pedagogies and professional development activities
pedagogical use of m-learning devices 3. What pedagogical strategies facilitate the use of m-learning devices in authentic learning
environments in higher education 4. What pedagogical principles facilitate the use of m-learning devices in authentic learning
environments in higher education The project used a design-based research approach (e g.,, Reeves, 2000; Reeves, Herrington & Oliver
Authentic learning (Herrington & Oliver 2000; Herrington & Herrington, 2006) provided the basis for the pedagogical activity while action
Authentic learning situates students in learning contexts where they encounter activities that involve problems and investigations reflective of those they are likely to face in their real world professional
identified nine characteristics of authentic learning •authentic contexts that reflect the way the knowledge will be used in real-life
Action learning (Revans, 1982) was adopted as a professional development framework to assist in the design of each teacher†s learning environment.
The approach typically involves a small group of colleagues solving workplace problems utilising their own processes of sharing, reflection and facilitation
their functionality, the design and implementation of action learning professional development sessions for university teachers, the design of 12 pedagogies to be implemented with either the phone or the ipod
smartphones and Apple 30g ipods were purchased by the University from Teaching and Learning funds for use in the professional development workshops and implementations with students in classes.
Other necessary peripherals were purchased also such as memory cards, protective cases, microphones additional head phones and card readers.
m-learning affordances What are the technology affordances of smartphones, and mp3 players in higher
m-learning professional development What are appropriate strategies for the PD of higher ed teachers in
m-learning devices m-learning strategies What pedagogical strategies facilitate the use of m -learning devices in authentic
learning environments in higher education m-learning principles What pedagogical principles can guide the use of m-learning
devices in authentic learning environments in higher education Phase 1 Phase 2 Phase 3 Phase 4
Year 1 Year 2 Yr 2 & beyond Semester 1 August †Dec 06 Semester 2
Web-based learning Literacy education Reflective practice Adult education •Final project conference to present findings
and discuss model and principles •Finalisation of project website •Publication of edited book
-learning technologies Phase 2 Workshop resource processes and procedures for others to implement Phase 3
12 learning environments Effectiveness evaluation of whole project Peer review of chapters by team & reference group
usefulness of each device prior to the design of learning activities. These catalogues are available on the
pedagogical use of m-learning devices? This phase occupied the second semester of the project
individual†s likelihood of voluntarily making use of a particular type of technology for a learning-related
described by Revans,(1982) as an inquiry-based approach for professional learning that focuses on the
regular action learning meetings where project members, IT and PD personnel worked collaboratively reflecting and sharing ideas and experiences on a regular basis in order to find new ways to use mobile
worked within the workshop environment to plan an authentic learning environment that comprised 4-6
When teachers had designed their learning tasks, they were able to trial their ideas in the PD group during this phase,
and plan procedures to evaluate their learning environment when they were implemented in Phase 3 By the end of Phase 2, the teachers had designed learning environments ready to be implemented in Phase
3, each comprising: an authentic task (to be completed over a period of 4-6 weeks), a range of resources
During Phase 3, the learning tasks were implemented and evaluated with students in classes conducted over two semesters.
The focus of the project moved to the third research question: What pedagogical strategies facilitate the use of m-learning devices in authentic learning environments in higher education
One class set (25) of each device was used in this phase to ensure specific affordances were available to
students as they completed a task. Each device was implemented four times (2 times x 2 semesters with a
Students were issued with an appropriate device on loan to use individually or in groups, as they completed the given
observations, video recordings, individual interviews, journals, weekly logs, reflective essays, student blogs, content analysis of artefacts, and so on, to investigate the nature and effects of the pedagogical
At the end of this phase, teachers had implemented the learning tasks (with appropriate resources supports and assessment items) and uploaded descriptions of pedagogies to the project website
pedagogical principles facilitate the use of m-learning devices in authentic learning environments in higher education?
succinct case study descriptions and exemplars of the pedagogies developed for the m-learning devices. A
implementation and pedagogy of mobile devices, using a theoretical foundation of authentic learning rather than a transmissive, technology-driven perspective
learning tasks (†pedagogiesâ€) created by the teacher/researchers, a two day conference showcasing the
currently no specific and cohesive national policy on the use of mobile technologies in learning exists in
learning approach adopted for the professional development of participants. The project involved 19 people including teachers, IT and PD personnel from the university.
The individual projects covered a range of subject†such as physical education, adult education, literacy teacher professional learning, ICT, science education, visual education†albeit all were within the Faculty
of Education. Further information on the projects and their pedagogies can be found in individual
technologies, but to a range of other contexts requiring a self-reliant action learning approach. The action
Support for this paper has been provided by The Carrick Institute for Learning and Teaching in Higher
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