Students 8, 438 7 Adlershof in Figures Science and Technology Park 11 non-university scientific institutes (1, 760 employees
8, 034 students 445 technology oriented companies (5, 286 employees Media City 146 companies (1, 763 employees
Common learning Catalyst action Traffic avoidance Regional Development Fund grants & Cohesion Fund grants European Investment Bank (EIB
Common learning This category is aimed for projects that try to offer an alternative commercial service
European Journal of Interdisciplinary studies 45 Best Practices in Universities†Regional Engagement. Towards Smart Specialisation Cristina Å ERBÄ NICÄ
respect, as centres of knowledge, expertise and learning, universities are expected to drive economic development in the territories where they are located:
staff salary and student living expenditure in the region and universities†economic activity induced by additional expenditure in the regional supply chain.
-are engaged systematically in interactive learning through knowledge networks (Cooke 2001 Universities are assumed to accomplish a number of different functions in a regional
European Journal of Interdisciplinary studies 47 2. Research Method This study is aimed at highlighting universities†contribution to the success of regional
European Journal of Interdisciplinary studies 49 3. Research Results Denmark is represented in the fourth group by its capital region-DK1 †Hovedstaden
European Journal of Interdisciplinary studies 51 excellent young researchers to Vienna for founding their own research group (Regional
European Journal of Interdisciplinary studies 53 European commission (2011: Connecting Universities to Regional Growth: A Practical Guide
European Journal of Interdisciplinary studies 55 PT17 Portugal Lisboa Leader low SE11 Sweden Stockholm Leader †high
Learning and Innovation. Administrative Science Quarterly, 35 (1), 128-152 Criscuolo C. Squicciarini Mariagrazia, Lehtoranta Olavi (2010), R&d, innovation and
Macpherson A.,Robin Holt (2007), Knowledge, learning and small firm growth: A systematic review of the evidence, Research Policy, Volume 36 pp 172-192
-tions, and section five reflects on the process of institutional learning that fostered the changes followed by the program from its first call until now
the international medical community for evaluation and accreditation, which may allow its use worldwide As stated at the beginning of this section,
from the learning process associated with the concrete practice of the calls The context of the first call in 2003 was a deep social and economic crisis at the
reflection and learning. Furthermore, these interviews allowed for the detection of new research demands; they also allowed for detecting inconsistencies between
Judith Sutz is a professor at CSIC Academic Unit. Her area of research is science
the printing press was joined by the two other crucial factors †infrastructure and literacy †so all
literacy (in most villages at least one person for the first time was available who could read and write.)(
x Personalised education and new learning environments and knowledge commons x A multi-partner approach to education
x Awareness, learning and understanding x Experimentation 4. Collaboration x Cooperation x Involvement x Consultation
Flexible workspaces for students with no job providing start-up experience to avoid long-term problems Place making
Learning repair skills with volunteers in local centres promoting self -& collective repair, save money, increase reuse, creativity, &
new learning environments Quest to Learn (USA) Engaging children in education by using the seven principles of gaming
abilities, as well as preferred ways of learning Professor Why (PL Dissatisfaction with the current form of chemistry education, lack of
real experiments in schools (greatly impoverishes the study of chemistry), and need to show mostly teenagers the effects of
x European learning networks, such as gender mainstreaming, age management, inclusive entrepreneurship, migrant and ethnic minorities, reintegration of ex-offenders, social
economy as well as more self-regulation via, for example, project, flexible and homework, often using ICT, as well as more redundancies in this sector. 10 In some countries,
for students with no job providing start-up experience to avoid long-term problems -ICT for student start-ups in lab incubator environment as
part of knowledge and innovation community -Public funding, public/private partners and operation ->100 start-ups, 55%sustainable, one location
less critical in the Soe case aimed at graduate students. The Mission Leben case exemplifies using ICT to adapt
In some contrast, the student start-ups at the CSE deploy a great number of different ICT tools, both standard and bespoke, and typically
online screening tool for new student start-ups capturing ideas, strategies, key features partners, markets, funding, etc.
assets with needs, to action on problems, dependent on the ambition of the student start-up The student start-ups are also members of both online and offline start-up communities, with
strong mutual reinforcement between the two, and significant building of social capital (mainly bonding, but also some bridging types),
configuration, and is now starting to become part of a scale-free network by learning and
students, with an average of 4 people each including interns, about 55%are sustainable and about 20%are social enterprises
unemployed students create jobs. It has also been difficult to raise funds despite this success, given
increasing demand from unemployed students which is driving the success of the case Lessons learned and success factors
In the CSE incubator hub case for unemployed students, ICT is vital and so well integrated into all activities that the service
accreditation. The case has helped also increase from 21%to 66%of school pupils achieving good secondary school results, assist more than 6, 200 residents into
employment, 180 of whom have started their own business, and has seen the percentage of residents claiming benefits reduce from 40%to under 33
and relates mainly to technical problems due to lack of ICT literacy. Indeed when new members join the local currency scheme,
Learning repair skills with volunteers in local centres promoting self -& collective repair save money, increase
learning process. People without anything to repair can also enjoy a cup of tea or coffee, help with
technical problems due to lack of ICT literacy. More intractable barriers include that fact that much of the policy, legal and regulatory framework is not conducive to such bottom-up alternatives to
and Internet literacy which can preclude people from participating on the online platform Ironically, those with a distinct lack of these skills are usually poorer households
by informal training of visitors, learning new skills on their own repairs, who can then pass them on
the Repair Cafã s case is lack of computer skills and Internet literacy which can preclude people
In the Repair Cafã s case, standard ICT is an essential component for community building, learning
solve problems and devise new ideas and products, students in schools meet in structured classrooms at specified
while students listen; students work individually and reproduce this knowledge on assessments; and their use of ICT is limited.
This pattern is global 107 www. edudemic. com/best-infographics 109 The shift from a paradigm that is based on mass production and consumption of standardised goods and the
how students are tested, and how schools are structured The challenges that indicate that fundamental change is needed include the following
•Low levels of attainment †e g. many students in the UK leave schools with less than 5 A c (the national
) there is a high percentage of pupils in Denmark that do not finish school •Dispirited and demoralised work force
•Students coming out of school and university not ready for work/higher/further education
•Mismatch of skills †especially digital literacy •Need for lifelong learning, continuous up-or other-skilling
schools and classrooms, although they are surprisingly rare, even in developed countries. This is where there are
some examples of social innovation that are beginning to support the ICT-led transformation of learning
toward the breakthrough of student-led learning, where â€oeknowledge isn†t a commodity that†s delivered from
teacher to student but something that emerges from the students†own curiosity-fueled exploration†(Davis 2013
professors, we are experiencing the formation of a new era of education and educational techniques and methods
that enable a new style of learning which encourages the absorption of skills that are more in line with the inquiries
the promises of technology into tangible benefits for learning. Many of these challenges are related to costs or
benefits of technology in ensuring quality learning, ICT are seen increasingly as an integral part of modern education
improved and more engaging learning experience. These effects are limited not to the classroom, for example, the
108 www. edtechspot. com/this is-how-learning-will-look like-in-the-future-educational technology-and-mobile-learning
111 transformation of distance education into e-learning and blended learning offers new options for delivery and new
The ability of students to utilise ICT has become a new requirement for effective education systems. â€
and learning is assessed. The most visible phenomenon are Massive open online courses (MOOCS), which described in more detail in the
Technology also has large role to play in new certificates, qualifications & accreditation of formal
b) Learning analytics-Learning analytics involve the collection, analysis and reporting of large datasets relating to learners and their contexts.
Current developments are focused on three areas: understanding the scope and uses of learning analytics; integrating analytics into existing courses;
and expansion of learning analytics to new areas, particularly MOOCS. A central challenge is to develop analytics that are
Methods of learning analytics not only examine past interactions but also support future outcomes for students and educators.
Other key issues include secure data storage, appropriate levels of access, and providing the necessary infrastructure for storing and
c) Crowd learning-Crowd learning describes the process of learning from the expertise and opinions of
Such learning is often informal and spontaneous, and may not be recognised by the participants as a learning activity.
In this model virtually anybody can be a teacher or source of knowledge, learning occurs flexibly
and sporadically, can be driven by chance or specific goals, and always has direct contextual relevance to the learner.
It places responsibility on individual learners to find a path through sources of knowledge and to manage the objectives of their
learning. Crowd learning encourages people to be active in setting personal objectives, seeking resources and recording achievements.
The challenge is to provide learners with ways to manage their learning and offer valuable contributions to others
It fuses the creative knowledge building of inquiry learning with the mass collaborative participation exemplified by citizen science,
implemented as †edutainment†or †gamification†of learning, teaching practices can gain superficial elements of entertainment and reward.
This may encourage learners to continue, however misses the power of digital games for engagement, reflection and self-regulation.
linking the motivational elements of games with specific learning activities and outcomes, so that the game
help build affinity groups gathering learners into productive and self-organising communities f) Tangible Computing †Whilst this is still a very experimental and future oriented trend area, tangible
and connectivity with a profound impact on learning mechanisms. †The visualisation by Envisioning, shown in Figure 7. 3,
This infographic is the result of a collaboration between the design for learning experts TFE Research
education, the delivery of quality learning and teaching, teachers†professional development and more efficient education management, governance and administration.
2. Personalised education and new learning environments ICT presents an entirely new learning environment for students,
thus requiring a different skill set to be successful Critical thinking, research, and evaluation skills are growing in importance as students have increasing volumes of
information from a variety of sources to sort through. ICT is changing processes of teaching
thus fostering the authenticity of learning environments. ICT may also make complex processes easier to understand through simulations that,
again, contribute to authentic learning environments Thus, ICT may function as a facilitator of active learning and higher-order thinking (Alexander, 1999;
Jonassen, 1999 The use of ICT may foster cooperative learning and reflection about the content (Susman, 1998.
Furthermore, ICT may serve as a tool to curriculum differentiation, providing opportunities for adapting the learning content and tasks
to the needs and capabilities of each individual pupil and by providing tailored feedback (Mooij, 1999;
Smeets & Mooij, 2001. Social innovation here for instance brings additional content into the classroom such as in the
Professor Why example In a Personalised Learning Environment, learning starts with the learner. According to the National Educational
Technology Plan developed by the US Department of education, personalised learning is defined as adjusting the pace (individualisation), adjusting the approach (differentiation),
and connecting to the learner's interests and experiences. Personalisation is broader than just individualisation
or differentiation in that it affords the learner a degree of choice about what is learned, when it is learned
and how it is learned. 110 Within the context of this chapter personalisation includes individualisayion, which means the support of pupils with special needs †be it through
talent, cultural background or pysical ability. Social innovation emerges in both categories as a provider of new
solutions. For instance School of One is enabled an ICT math program which manages to mass-customise daily
as preferred ways of learning In this context there is one social innovation outcome examined for this focus area
ATC21S is a multi-stakeholder partnership to define learning progressions for 21stcentury skills, create innovative
educational content and ICT application developers, teachers, parents and learners to work towards and attain a
-Currently around 600 middle school students were involved with the math project -Project budget was estimated at around $1 million at its launch in 2009
Professor Why PL) 114 Dissatisfaction with the current form of chemistry education lack of real experiments
-Professor-Why combines computer generated images with real images and introduces users the world of science,
-The business model is to sell the license to Professor Why not only to schools but to every child which is interested in chemistry.
114 www. professor-why. pl 117 Focus area Case Social needs addressed Summary Years DE) 115
MOOCS to the virtual chemistry lab Professor Why were set up in order to provide personalised and effective teaching.
The idea is that learning can happen faster and better if teaching is customised to the specific strengths
and needs of each student; matched to his or her interests as well as preferred way of learning and that technology
enables learning anywhere and anytime Focus areas The sample of six cases comprises one widening access to education cases, three Personalised education & new
learning environments cases (with quest to learn featuring in the first and second category), and two multi-partner
and Professor Why is a private sector initiative. School of One enjoyed organic growth †it was set up a summer school project,
Professor Why Types and uses of ICT The types of ICT and its use varies across the three education focus areas,
model, as a tool to support teaching and learning. It is a school that uses the underlying principles of gaming to
create immersive and game-like experiences in a range of methods and for a range of learning outcomes and
therefore opens up new possibilities of learning, teaching and pedagogy and a different way of accessing
students or learners and teachers) and for action on problems (new, innovative products for issues such as low
create and underpin online communities where students can discuss topics related to courses as well as provide help to each other.
as the validation of the work of the students is sometimes based on peer assessments by fellow course participants.
Quest to learn is a school environment, meaning children are brought together, in a physical (and, in the case of
and without students to develop new ways for students to learn about everything from history to maths and English language to biology,
and gaming pedagogy to develop new tools for learning, and with students on the school curriculum in line with
the Common Core standards While the Quest to Learn partnership isn†t an organised online network,
innovative gaming-related curricula to engage young people in learning in response to the problem of low
Personalised education & new learning environments x ICT used †Personalisation and the development of new learning environments be it for virtual chemistry
experiments or using gaming technologies to teach maths are the key impact and starting point of most of the
gather new insight into learning in the 21. century. The focus is on â€oenot reinventing the wheelâ€, Daniel O†Keefe
It does make use of already existing digital tools to supplement learning and teaching such as the Google suite, Algodoo116, Brainpop117 and Dragon Box118.
In the area of new learning environments most cases display highly innovative technological state of the-art-the art solutions going beyond content creation to
experience creation to create new ways of learning or to at least experiment with new ways of learning.
example, SMALLAB (Situated Multimedia Art Learning Lab) aims to bring learning to life by using motion-capture
cases support knowledge communities for the students, teachers and sometimes parents or other pedagogical staff and to varying degree technical designers (for instance game designers in the Quest to learn example
perspective †be it the student or teacher. For example in School of One the student logs on and reviews his
instructions for the day, he might be scheduled to receive online instructions, or he just as well might be
scheduled to receive live instructions by a teacher along with 10 other students. The School of One program also
Students of approximately the same educational level are divided into a small number of teams. These
teams then serve as home base despite the individual students tailored instructions. This means that most of
Here specific issues such as assessment and accreditation will matter for future network models. The potential is
other schools in the city serving students with similar characteristics x MONDEY: MONDEY serves to increase the health
MOOCS provide significant learning options within a variety of topics, which potentially can tailor online education to the needs and interests of each participant.
However differentiation in learning possibilities and online pedagogy are still topics to be improved further on Coursera
The program focused on learning rather than teaching, and it makes the individual student the center of attention.
By use of information on the students†preferred teaching modalities, prior knowledge and learning pace, School of One helps the students fill gaps from previous years as well as
practice exactly the skills they need Personalised education and new learning environments 3. Increase in educational personalisation
x MOOCS: One of the strengths of Coursera is that learning occurs at the time and location that best suits the
participant. Hence the temporal dimension of learning is very personalised. Furthermore, the still growing large amount of MOOCS provides significant learning options within a variety of topics, which potentially
can tailor online education to the needs and interests of each participant. However differentiation in learning possibilities and online pedagogy are still topics to be improved further on Coursera
if it is a goal to strengthen educational personalisation 121 x SCHOOL OF ONE: The School of One is enabled an ICT math program
abilities, as well as preferred ways of learning x Professor Why: Each student or child can on her own without any teacher learn chemistry by playing a
game. It help to personalise the education, because each user is interested in a different form of learning
and a different context x Quest to Learn: Currently, many outcomes at quest to learn are anecdotal and soft.
However, some impact of the tailored learning environment can be noted: improved engagement, increased attainment, higher
than average school rating Multi-partner approach to education 4. Improved qualification and validation system
x MOOCS-Coursera†s way of organising its courses has changed the way students participate in education
Before learning was fixed to a specific time and space but with Coursera participation is more
time and space has moved discussion and collaboration from the traditional classroom to online forums and
Coursera is using the students as a resource to validate assignments blurring their role as simple students to
the student as well as valuable learning for the grader (Coursera, 2014 x MONDEY-With MONDEY, knowledge about early childhood development is easily accessible and easy to
the advanced learning takes a day or two. Also, in the future data generated by MONDEY allows for an
access only to a limited number of admitted students. MOOCS are drastically changing this institutional setup and
democratising access to higher education as there is open access for students meaning that anyone everywhere in the world can participate in an online course for free.
between student and teacher, open new learning possibilities and shift the learning focus and offer new forms of
plan a new school focused on using the principles of gaming with the principles of pedagogy to improve learning.
Mission Lab to develop effective learning materials and achieve purposeful integration of technology in the
classroom. It also serves as a resource for students to observe and participate in a live design process.
In this sense it uses several collaborative social innovation processes, notably consultation, engagement, participation, co -creation, design thinking and cross-sectoral collaboration
Personalised education & new learning environments As education becomes tailored to the individual student†s needs,
his or her learning curve might rise considerably Hereby gaps in the student†s prior knowledge is filled to create a better foundation for future learning.
This implies that individual students do no longer depend on their classmates to move forward or practice some skills in greater
detail. This makes the learning environment more flexible and adaptive to the students†individual needs and pace in
order to boost their learning experience. The School of One initiative has the potential to develop individual
capabilities and provide extra support in areas of greater difficulty. In such a way, the students are given effectively
the help and challenges estimated to provide them with the opportunity to learn. The School of One builds on
monitor the students†learning progression which creates a better awareness and understanding of what works, how
fast and effectively the students are learning as well as how the oral instructors collaborate and share knowledge
In addition, unused capacity also plays a part as high school students which excel at math as well as university students passionate about teaching get a chance to be involved.
Their abilities are utilised as support for the online instructions and they might often move on to try out their teaching skills in small groups of
students. These possibilities are unique as most other teaching instructions takes place in a full classroom which
might be much more demanding for a teacher resident. Given the often smaller groups of students and need for
one-to-one advice, the capacities of young teachers-to-be can be utilised and hopefully become useful and
At a much smaller scale Professor Why supplies the same support for the subject of chemistry by
Parents and educators are learning not only to handle a specific tool but also to value each step in its own and foster a child in its own development
and not to official accreditation The quest to learn example widens education in a different way †by making subjects accessible with a different, and
often ICT-enabled model of learning. Q2l has, and continues to, come up against a number of barriers.
of the public often believe that students and teachers at Q2l â€oeare playing video games all dayâ€, while many teachers
â€oethink game-like learning is quantifying the classroom or layering history on a Jeopardy-style gameâ€.
it staff and students †â€oethe process is important, rather than the product. It†s about the process and not games. †With regards the ICT specifically, one
Personalised education & new learning environments School of One exemplifies that it is possible to tailor education
united classroom given the extensive variety in math skills at school start. This phenomenon is thought to be
and students enter school with completely different backgrounds or in contexts of high mobility and transition from one school to the other (the
been recognised that it is impossible to deliver for a teacher addressing a full classroom. Here technological
innovation †as with any pilot, processes of how to ideally involve all user groups such as students and teacher for
the maximum outcome require a few rounds of students. At the same time a school like this is under pressure to
demonstrate significant success by producing students with significantly higher maths skills than ordinary schools Professor Why on the other hand does not represent an alternative school form
and thus struggles to attract enough users to be a sustainable business model to achieve significant outcomes in terms of higher achievement of its
students in chemistry. It needs to be cheap, state-of the art user friendly and attractive to a demanding target
described in the MONDEY case, not unknown to the sector of advanced learning and especially in early childhood
change the educational approach and teach in new ways and therefore widen access to education for pupils who
possibility of providing massive courses as there is unlimited space for students in an online class room.
matching society†s needs for education with the learning capabilities of the universities and thus it can be
reach a large amount of different students with their courses in a cost effective way. On the other hand, there is a
computer and Internet and digital literacy. Also, the rise of MOOCS potentially allow for a different value for money
quality of education. Further, quest to learn demonstrates the value of experimenting with ICT enabled education formats and to provide the possibility for such diversity in the educational approaches
Personalised education and new learning environments The role and use of ICT in social innovation
ways of learning through ICT. Without the ICT component, it would be much less innovative and also b) ICT
assets and needs as students with individual strengths, difficulties and preferred learning methods are met with the
Innovative learning isn†t reliant on ICT and can take place in analogue ways, but the approach is improved through
the strengths of Coursera is that learning occurs at the time and location that best suits the participant.
temporal dimension of learning is very personalised. Furthermore, the still growing large amount of MOOCS provides
significant learning options within a variety of topics, which potentially can tailor online education to the needs and
Professor Why for instance is still a small scale initiative in the â€oescience†yet it is a good example how public funds can help to
create an innovative way of learning chemistry for children. Both School of One and Quest to Learn were based on
students as well as more inclusion is apparent. The individually tailored programs of the School of One initiate might
i e. on how much students learn; not how much time they spend in the classroom. The School of One example suggests that there are alternative ways of â€oegood
schooling†and that †one size does not fit allâ€; as not all students will learn equally well by studying the same
curriculum and receiving instructions by use of the same teaching modes Multi-partner approach to education
April 2012 by the two Stanford computer science professors Andrew Ng and Daphne Koller. Four months later
Coursera had hit 1 million enrolled students across 196 countries (Coursera, 2012. By April 2014 Coursera had over
new learning tools centred on gaming and learning. In MONDEY€ s case reciprocity works. There are already first
widening access to education, personalised education & new learning environments and a multi-partner approach to education.
personalised learning experience and on a quite pragmatic note also might cut costs in higher education
Personalisation and the development of new learning environments-be it for virtual chemistry experiments 128
Professor Why) or using gaming technologies to teach math†s (School of One)- are the key impact and starting point
into learning in the 21st century All examples further clearly show that ICTS support communities to a varying degree.
communities of teachers and students alike are only virtual, whilst in most other examples ICT supports online as
social change in Germany by providing insight & support in the early learning environment. Amongst OEDC countries
education & new learning environments, and has in the subgroups of programmers and coders who design such
opportunity ICT provides to provide insight into learning mechanisms & evaluation possibilities in the education
For instance Quest for learning was developed by a partnership of state market and civil actors. The innovation process was opened up,
improve learning. It was reliant on this cross-sectoral collaboration to bring forward a range of knowledge
learning environments, the ICT enabled social innovation ideas started as projects turn non-for profits and
Professor Why however is an example of a private sector attempt to bring social innovation into the sciences in Poland.
as well as the personalised education & new learning environments show that ICT is enabling and supporting new
Particularly the personalised education & new learning environment category examples demonstrate that inclusion policy for new education providers to provide specific modules for the education market might need to be
digital literacy. MONDEY specifically also highlight the importance of requires a good framework for data security
new ways of learning might show better results 130 Table 6. 2: Education case analysis overview
digital literacy -Provides access to education anywhere and anytime -Opens higher education -May provide opportunities to
literacy Personalised education & new learning environment s Standard ICT solutions as well as bespoke techno -logical
solutions for instance gaming -Content creation -Issue identifi -cation -Matc -hing assets to needs -Online
with new learning approaches using digital gaming -Can provide solutions for special needs -Higher outcomes
in early learning environment -provide insight into learning mechanisms & evaluation possibilities in the education area
-New strategic business model currently run through a non-for profit setup †deals with specific
x Awareness, learning and understanding x Experimentation For example x Cooperation x Involvement x Consultation x Engagement
internet to spread the idea and the model for running nonprofit childrens†playgrounds across the USA by targeting community leaders and other local champions and opinion
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