mobile media are enabling a disruptive transformation of the teaching and learning process This paradigm challenges traditional assumptions that have characterized long educational
institutions and processes, including basic notions of space time, content, and learning outcomes. Innovative educators have an opportunity to blend face-to-face and digital
learning models to advance an engaged, effective, efficient and affordable model of learning in the 21
learning dimensions, including the direction of communication, the level of interactivity, the media of communication, the constraints on the educational process, and the learning
outcomes. Recommendations for implementing new teaching and learning techniques are offered Keywords: Digital technologies; Social media; Networked society;
the forces advancing the emerging digital learning paradigm as well as the possible consequences of this fundamental transformation in teaching and learning
In the early 1980s the author was working on his doctoral dissertation at the University of
financially strapped doctoral student, it was free (Wikipedia, 2013a). Adventure had no graphics just words on an amber screen.
developments laid the foundation for a third educational paradigm of engaged learning taking shape three decades later
wide range of creative digital learning tools such computer algorithms for analyzing student writing and providing instantaneous user feedback in online media simulations.
the methods of teaching and learning;(2) it reshapes the content of what is taught and learned
relationships between and among students, teachers and educational institutions. Early digital developments had an evolutionary influence on one, two or three of these areas, but paradigm
highly effective from a learning perspective, but it is very expensive, typically requiring one-on-one instruction.
media technology, great teachers mentored their pupils using primarily oral communication The second paradigm of education emerged with the advent of analog media technology
It is a model of learning based on one-to-many communication. Put in its simplest terms, it†s a broadcasting model of education.
lectures to a group of students assembled in a classroom. Students read printed materials typically outside of class time and complete assignments to facilitate
and test their comprehension of course materials. This model is generally less effective than direct mentorship because it
efficient for mass learning of facts, methods and principles, and was suited particularly well for the
interconnectedness among students and teachers and features many-to-many communication and multidirectional mentorship (see Figure 1). The professor is no longer in the role of the grand
master of knowledge. Instead, she or he is a mentor and guide, and students engage in a shared
process of knowledge exploration and discovery. This paradigm represents the decline of hierarchy in learning.
It portends the end of courses. Learning becomes fluid and boundary spanning and interconnected. It is built on crowdsourcing.
exploration and discovery between and among students and the person formerly known as the instructor, adapting Jay Rosen†s apt description of the rise of the citizen journalist in the digital age
Featuring online video learning modules available on an almost unlimited number of subjects, the Khan academy and MOOCS are especially
Their value is particularly high when learning analytics and artificial intelligence are used effectively to optimize
and customize student engagement and learning in real time (Fournier, 2011. Interactive, on-demand multimedia resources such as the Khan
Academy enable students to learn the basics of any discipline asynchronously (Khan academy 2013). ) But they are limited severely in terms of giving the individual student direct, interactive
access to the human course instructor. As A j. Jacobs, editor at large for Esquire magazine, noted
The professor is in most cases, out of students†reach, only slightly more accessible than the pope or Thomas
Several of my Coursera courses begin by warning students not to e-mail the professor We are told not to †friend†the professor on Facebook†(2013
Though extremely efficient, MOOCS are still largely an extension of the second educational paradigm, bringing the idea of one-to-many education to an extreme.
and expert systems to provide student feedback and learning customization, the ability of these systems to function effectively is limited largely to
courses designed to advance subject matter mastery. They have limited utility where student learning objectives involve developing new knowledge, solving new problems, and innovation
The emerging third paradigm of education IS about students learning creative problem solving innovation and generating new knowledge.
It embraces a return of mentoring but in a cost -effective form. In Industrial Age education most mentoring has been limited to doctoral education
independent studies, and interaction with graduate students. Outside of formal team projects collaboration among students is frowned sometimes even upon as a form of cheating
The arrival of the third educational paradigm does not spell the end of the previous paradigms
The rise of the second paradigm did not spell the end of the first paradigm.
People, the first tuition-free, fully online four-year university to be granted accreditation http://www. uopeople. org
/Hybrid Learning One development from the late 1990s worth noting here is hybrid learning. Hybrid courses
combine face-to-face instruction and online learning. In one hybrid journalism course the author taught in the late 1990s, students working outside of formal class time could efficiently
communicate and collaboratively learn via their electronic group (e-group. They used the e-group
Importantly, the e-groups included not just students currently enrolled but many who had taken previously the class
These course graduates, so to speak, were still active participants in the class as mentors to current students.
Appropriately enough, the students introduced the instructor to the particular e-groups software tool they used for online collaboration
In this context, course management tools such as Blackboard and ecollege, at least as implemented at most colleges, have a fundamental flaw:
each semester students are locked out at the end of the term. Instead, minimizing the potential to achieve maximum cross-generational
education, these alumni are blocked as possible mentors to current students. Because these commercial course management systems are linked to the official university registrar, students
who sign up for a class are enrolled automatically in the online section, which is a useful efficiency
In the emerging third paradigm, creative problem solving and innovation are the primary learning outcomes. Educators need to develop new assessment methods using the unique capabilities of
Entering this third paradigm of education, learning can transcend a variety of constraints that have
that innovative educational environments designed for this third paradigm can overcome many traditional learning constraints, including cost and choice (2013.
Long argues that the end of these constraints creates an environment for â€oelearning unleashed. †It is an educational
environment that puts increasing control in the hands of the learner. But it means educators must
Deeply Engaged Learning As suggested by Google†s Eric Schmidt and Jared Cohen, the interconnected student can become
an active collaborator in a continuous learning process (2013. Mobile technology, including wearable devices such as Google glass, enables the use of geo-location to foster deeply engaged
learning. School has long been bounded by space and time and the physical qualities of student
and teacher. Emerging technologies allow student and teacher to transcend these constraints. It†s 118
worth noting that more than half (56 percent) of adults in the U s as of 2013 use a smartphone
effective as a teaching and learning platform for minority populations. Of course, these networked digital technologies raise important privacy issues that must be managed in an
New Learning Methods Geocaching is a globally popular game of scavenger hunting that has moved efficiently from the
students could play a game of geocaching where the objectives are to find and advance knowledge
Forge to improve computational protein structure modeling. †Students can use mobile devices to access the interactive 3d graphic and explore the protein structure in ways previously inaccessible
locations, allowing students to engage their physical world in entirely new ways. In collaboration with Columbia University computer science Professor Steven Feiner, the author developed in the
late 1990s real-world AR enhancements described as a â€oesituated documentary†(Hà llerer, Feiner & Pavlik, 1999.
Columbia University students used the geo-location capability of AR to tell and explore stories from the University†s past,
including the 1968 student strike, Prof. Edwin Armstrong†s invention of FM radio, and nuclear physicist Enrico Fermi†s early work leading to the
Today, students could use the fusion of digital media and AR to collaboratively study their
Students interested in culture could use this AR fusion to collaboratively report and tell unique local stories to a global audience.
Students of paleontology could use AR to study collaboratively dinosaurs in a real-world environment enhanced by 3d virtual dinosaurs that once roamed that space.
Students in 21st century Canada might gain a new understanding of their environment†s ancient past by encountering 3d animated
This kinesthetic learning approach builds on a well-established body of educational research called legitimate peripheral participation (LPP)( Wikipedia, 2014a;
In LPP, students engage actively in the real work of a discipline under the mentorship of a faculty member with
expertise in the discipline. Students studying history, for instance, might use a variety of mobile devices to conduct community history.
They might do recorded oral histories and shared digitally shooting photographs and video and analyzing the material collected in the context of historical
but it engages students in a process that both enriches their learning and can contribute, at least peripherally, to the field.
multi-modal learning greatly facilitates student comprehension (Prince, 2004. LPP is just one form of active learning.
Other forms can involve wider use of mobile devices. Clickers, for instance, enable students to answer questions posed by
the instructor during live class. The instructor can instantly gauge student learning and customize her or his instruction accordingly.
Moreover, learning analytics based on such data are increasingly being incorporated across digital learning environments. Mobile devices such as
smartphones or tablets can be used easily as well as clicker apps and other tools for active learning are widely available at low or no cost (Socrative, 2014.
This is a strategy to take advantage of many students†natural inclination toward ubiquitous and often non-stop mobile
device use. Rather than fight against the tide, so to speak, this is an approach to exploit it for
Active learning via these or other digital devices such as those in MOOCS also provides the
instructor with real-time learning analytics. Research shows big data analytics are an effective tool to enable the professor to make instant adjustments to optimize learning and further diagnostics
of teaching effectiveness as well as learning assessment (ELI, 2011 Research further suggests that learning is increasingly a process of social engagement.
Steinkueler and Duncan report on a study of players of the popular online game â€oeworld of Warcraft†(Wow
2013). ) Their investigation shows that the dominant use of the discussion board for Wow is the
students do not (Chinn & Malhotra, 2002. This evidence suggests that social engagement, or peer-to-peer learning, brings important implications for learning in the third paradigm
The author†s own teaching experience over the past two decades confirms these findings. His
with classroom learning supplemented by a student -moderated discussion board. Students actively engage in social knowledge construction on these
boards, asking each other questions, seeking advice and developing new strategies for completing course assignments Networked, digital and mobile technologies also provide a window to better engage a diverse
student population. In one of the author†s hybrid courses, a speech-impaired student was for first
time able to fully participate as a peer with her classmates through online text-based discussion
New initiatives are demonstrating the value of digital, wearable devices for providing improved access to educational content for persons with disabilities (Markoff, 2013
one of the author†s best students spent the entire semester working and studying at sea.
Another semester, an exceptional student stationed in the military and living halfway around the world, was able to fully participate in the online course.
each of these cases, students in an Industrial Age course would not have been able to contribute
E-texts can support collaborative reading and learning. Digital tools using artificial intelligence can enable real-time customization of learning as they are beginning to do
with some MOOCS. Merging 3d printing with AR experiences could transform learning. Students studying archeology might
not only see a 3d animated version of New york City†s 19th century Seneca Village, the community of African-american property owners who once occupied much of
the space today filled by Central park. They could hold and examine in detail 3d physical facsimiles of objects from Seneca Village still in the ground and identified by ground-penetrating
The coalescence of learning analytics and artificial intelligence holds promise. Consider the case of Narrative Science (Northwestern University Innovation and New Ventors Office, 2014.
professors, Kristian Hammond and Larry Birnbaum, and a technology executive, Stuart Frankel Narrative science â€oetransforms data into stories and insights through its proprietary artificial
summaries based on an AI analysis. In the future each learner could have access to a customized digital teacher via such an intelligent system
their students. In particular, human teachers should focus on three domains that can frame all knowledge: 1) ethics (a moral compass), 2) context (the interpretation of knowledge in historical
learning process. This paradigm challenges traditional assumptions that have characterized long educational institutions and processes, including basic notions of space time, content, and
learning outcomes. Innovative educators have an opportunity to blend face-to-face and digital learning models to advance an engaged, effective, efficient and affordable model of learning in the
21st century. This emerging paradigm includes changes in at least five key teaching and learning dimensions, including the direction of communication, the level of interactivity, the media of
communication, the constraints on the educational process, and the learning outcomes Recommendations for educational innovation based on this emerging paradigm include the
following. First, educators can build on and incorporate digital resources more broadly into teaching at any level and in any field.
digital, networked mobile media to create an ongoing virtual classroom community. Second students can become lifelong learners...
and teachers. The line between teacher and student can blur, much as the line between professional journalist
and citizen reporter has blurred. In the 21st century, teachers will serve as guide and students will be active participants in a continuous
learning process helping to create, discover and share knowledge. This transition is vital because knowledge is advancing at an ever-faster pace
and no one person can manage alone. Third, ethics should be the moral compass that guide learning in the digital,
their students Finally, it is critically important, as Evgeny Morozov warns, to avoid falling into the trap of
Yet, the promise of an engaged community of lifelong learners is within sight. To turn this vision into a reality will require the collective effort of a new generation of
teaching for 21st century learning. Education should no longer be about going to school or class In the third paradigm, education can become a process of shared discovery and collaborative and
Seven Things You Should Know About First Generation Learning Analytics. EDUCAUSE Learning Initiative Briefing. Retrieved on 24 february 2014 from http://www. educause. edu
/library/resources/7-things-you-should-know-about-first-generation-learning-analytics Fournier, H.,Kop, R,
. & Sitlia, H. 2011). The value of learning analytics to networked learning on a personal learning environment.
Retrieved on 9 june 2013 from file://C:/Users/User /Downloads/18150452. pdf Geocaching. (2014. Geocaching.
Retrieved on 24 february 2014 from http://www. geocaching com /Hayes, P. Jr. 2013). ) Nonverbal communication and computer mediated communication to
/Lave, J. & Wenger, E. 1991), Situated learning: Legitimate peripheral participation. Cambridge University Press. ISBN 0-521-42374-0
Learning unleashed: Innovation in teaching and learning achieves critical mass. Featured presentation at the Technology in Higher education conference at the Qatar
Does active learning work? A review of the research. Journal of engineering education, 93 (3), 223-231
Learning futures: Emerging technologies, pedagogies and contexts Featured presentation at the Technology in Higher education conference at the Qatar
Kinesthetic learning. Retrieved on 24 february 2014 from http://en. wikipedia org/wiki/Kinesthetic learning Wikipedia (2014b.
John V. Pavlik, Professor, Department of Journalism and Media Studies, School of Communication and Information, Rutgers University, New brunswick, New jersey, United states
Peter S. Davis is professor and chair of the Department of Management in the Belk College
-ties as Dynamic Accumulation Pro -cesses, †Simulation Modeling Practice and Theory 10, 271†296
the quality of the educational system†where the country continues to trail its top 10 peers at 28th
Although the quality of education in Hong kong is good (12th), participation remains below levels found in other advanced economies
large market size (19th) and high educational standards in particular its high enrollment rates (it is ranked 20th on
longstanding challenge and the quality of education 116th) does not seem to match the increasing need for a skilled labor force.
quality of education in the country (77th), and its low research and innovation capacity (70th. As the economy
highest in the world (11th), the quality of the educational system is assessed as poor (122nd. This and the low
of the quality of education. If not addressed, poor educational quality†particularly in math and science 89th) †could undermine the country†s innovation
and the quality of the educational system receives mediocre marks. Yet it is clear that by far the biggest
Learning and experimentalâ â€-category. Additionally,  â€oea smart -ï grid electricity network for plug-in hybrids and fully electric carsâ †is a major objective
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
creating a virtuous policy learning cycle13. As the Fifth Cohesion Report states,'the starting point for a result-oriented approach is
evaluation component associated with policy learning capabilities, etc This section presents each of the steps as defined above,
3.'Cluster'in depth case studies and peer reviews: to move beyond the figures that are available for comparison, more qualitative studies can be carried out on activity domains
Interactive learning with customers and suppliers Experimentation in studios and project teams Strong codified knowledge content
professions and they are fashioned invariably in action learning environments where there is a high degree of novelty associated with the activity.
of action learning which generated useful information as well as helped to maintain the active engagement of the business community
Learning by doing will help these public sector bodies to appreciate the needs of firms, but more formal
action learning programmes will also be needed. A good example of such a programme is the Place-Based Leadership Development Programme,
Certifications/accreditations Industrial Phds Support to creativity Innovation benchmarking Emerging instruments Competitiveness poles Competence centres
Proactive tools focusing on learning to innovate Global connections Excellence poles Cross-border technology centres
If such learning mechanisms are introduced properly in pilot projects, they can provide a model for performance-based funding mechanisms,
bases, ad hoc surveys, peer reviews, and more rarely, regional or national statistics. If the programmers use the latter,
Student placements academic-industry cooperation projects or networks Improved skill technical competence and knowledge base change of behaviours
support a process of policy learning and adaptation Formulating and implementing a national/regional research and innovation
implementation of the strategy, pilot projects and others, learning activities (inside and outside the region), new events that have occurred after formal adoption of
spirit of their staff and students, provide advice and services to SMES, and participate in schemes promoting the training and placement of high level
graduates in innovative businesses. They can also host incubators for spin-offs in science and technology parks
graduates have the right skills and transversal competences. By having businesses cooperating with the educational side of Universities, talent attraction and
innovative way, fostering graduates with regional relevant competences and with transversal skills including entrepreneurial attitude
services, e-education, e-inclusion, e-skills, entrepreneurship, digital literacy, e -content, creativity, culture, living labs, smart buildings and neighbourhoods
The Alliance and its Policy Learning Platform might prove another useful forum for managers of European Structural
accelerate the learning path Strategic and inclusive approach to investments and the use of financial
empowerment, co-creation and learning For these reasons social innovations offer a way of tackling societal challenges
support a process of policy learning and adaptation? How is it to be communicated 7. 1 Does the document identify concrete, achievable goals?
support a process of continuous policy learning and adaptation? If not, are actions foreseen to build up capabilities for that
Peer learning of innovation agencies...17 INNOSUP 6 †2015: Capitalising the full potential of online-collaboration for SME innovation
peer-learning and uptake of new approaches. In addition several actions will focus on the identification, further
Horizon 2020 participate actively in the learning and capacity building activities of the project either as beneficiaries in consortium or as beneficiaries of a financial support
Peer learning of innovation agencies Specific challenge: Innovation support agencies, i e. the regional and national agencies that
significant contributions to formulating the requirements for a permanent learning mechanism for SME innovation support agencies
learning activities have to be based on clear methodologies and they have to be driven demand, launched at the moment agencies
Furthermore peer learning activities need to benefit from a secretariat or an animation structure that assures horizontal
'twinning+'methodology that combines elements of traditional peer reviews and twinning in small learning groups of interested agencies
It is the objective of this action to make available to national and regional innovation agencies
these two methodologies as elements of a permanent peer learning environment and to give incentives to the agencies to engage more frequently in peer learning activities
Scope: The proposed activities will provide incentives in the form of small lump sum grants
to national and regional innovation agencies for engaging in peer learning on all topics relevant for design and delivery of innovation support programmes for SMES.
joint learning activities shall be available at any time when need and opportunity for policy
learning in agencies arises. While peer learning is open for all relevant topics only the
ï The number of innovation agencies engaged in peer learning activities significantly increases. The results of the peer learning are taken up by national and regional
investigated and developed by peer learning activities of national and regional 17 See for example â€oemaking public support for innovation in the EU more effectiveâ€, Commission staff
and accelerates the learning process Type of action: Coordination and support actions, lump sums for participating agencies (EUR
ï The platform will facilitate peer-to-peer learning among the coaching community and will ensure the international dimension for coaching,
ï Workshops, training, peer-learning and other actions to improve the capabilities for design-driven innovation among business development organisations, incubators and
innovative practices and trends in Europe as well as enhance learning across the EU Associated Countries and between the relevant stakeholders (National authorities and support
learning and inclusion This societal challenge will continue to be supported under the future research and innovation programme Horizon 2020
Experimentation and learning are happening fast. As a result, the series must be considered a work-in-progress,
robust, accessible and affordable connectivity network, technical literacy, skilled users and support systems functional markets, and supportive regulatory and policy frameworks
technical literacy, effective rule-setting and industry oversight, functioning markets, and more. In addition relevant content, applications,
major firms have implemented technical literacy programs. Helping to grow the number of technology users †regardless of which technologies they are using †lays the groundwork for firms†own individual future
Microsoft Partners in Learning Microsoft Math and Science Education Technology Training and Entrepreneurship Support Cisco Networking Academies
train community members in Kwa-Dukuza. 75%of the program†s graduates go on to further education or
runs their activities, usually in partnership with business or computer science professors who can ensure pipelines of students.
Government partners usually have money but no programs of their own; they will contribute funds or matching funds and,
student interns or other employees †which Microsoft can co-fund †responsible for administrative support
wages or first year salaries for graduates that obtain jobs. Programs like this are common in mature markets as
Microsoft†s Innovation Centers target university students, technical partners, and aspiring entrepreneurs †those with the potential, at the present time, to start
All partners must expect considerable learning and adjustment to take place. Companies in different industries, government agencies, non-governmental organizations,
and classroom courses delivered by partner organizations •Market, trade, customs, and other information on the 64 biggest importing countries
employment and entrepreneurship in a high-skill, high-value industry sector for more than 50,000 students. In the process
They decided to train students to do this, and found that it worked. Not only were students able to maintain their
schools†computer networks, they were also able to leverage those skills in the job market after graduation
With the strong support of Chairman John Morgridge, the network administration training was formalized and expanded, and began to be offered in high schools, community colleges,
and even prisons †provide classroom space, computers and other equipment, instructors, and students, often in partnership with other organizations, including funders
By 2000, the Networking Academy program had expanded enormously, but had been unable to penetrate into the least-developed countries (LDCS.
as once graduates go out into the working world, they are likely to purchase the Cisco systems
offering scholarships and dedicated classes. For instance, USAID has provided $300, 000 in scholarships for women in Algeria, Morocco, Tunisia, Bangladesh, Nepal, Mongolia,
and Sri lanka to attend their local Networking Academies. With UNIFEM, USAID has developed gender programs in the middle East which have achieved 50
tracking student success, revising the curriculum accordingly, and providing annual professional development sessions for instructors, enabling them to keep up with technological advances
UNV, Cisco Learning Institute, and Cisco Corporate Philanthropy to help LDC-based Networking Academies do
than 50,000 students have passed now through the program. 94 Approximately 40,000 of these have been in
Africa, where more than 10,000 students have obtained CCNA certification For students, the Networking Academies†greatest impact has been to expand economic opportunity in the form
of jobs and small business opportunities. In a recent impact assessment of Academies in Africa, a research firm
economies frequently forced graduates to relocate to find work. Fifty-nine percent, almost all of those that
Cisco†s Networking Academies now train more than 500,000 students per year in Factors more than 10,000 Academies in 165 countries †more than twice the number of countries in which it has
Over two million students have been trained since the program began in 1997.98 Given its philanthropic nature,
Learning from Experience. Background paper for the infodev Annual Symposium, Geneva, Switzerland, December 9-10 WASHINGTON DC:
Learning Institute, the International Telecommunications Union, United Nations Development Programme, and US Agency for International
http://www. cisco. com/web/learning/netacad/digital divide/ldc/Initiative. htm l (accessed September 21, 2007
Learning Institute, the International Telecommunications Union, United Nations Development Programme, and US Agency for International
Learning from Experience. Background paper for the infodev Annual Symposium, Geneva, Switzerland, December 9-10 WASHINGTON DC:
She is a graduate of Yale university and Harvard†s Kennedy School of Government Robert S. Katz is a Research Analyst with the Markets and Enterprise Program of the World Resources Institute.
Overtext Web Module V3.0 Alpha
Copyright Semantic-Knowledge, 1994-2011