The Transition concept emerged from the work of permaculture11 designer Rob Hopkins with his students of Kinsale Further Education College.
The example we are showcasing here is the famous experience of the Grameen Bank started by university professor Muhammad Yunus in 1976,
After returning from his graduate studies in the US to be a university professor in Bangladesh
4 JULY/AUGUST 2012 A Comparison of Smart Grid Technologies and Progresses in Europe and the U s. Marcelo Godoy Simã es, Senior Member, IEEE, Robin Roche, Student Member
â€oechevalier dans l†Ordre des Palmes Acadã miques. †He was distinguished also as an Honorary Professor by the Transylvania University of Brasov, Brasov, Romania
000 members and 424,000 students in 170 countries, helping them to develop successful careers in accounting and business,
In order to upskill the business the Creative Director attended a masters degree course in eco-innovative building technologies and processes.
the availability of skills should not be seen as limited to improving the attractiveness of Europe to highly qualified European students and researchers;
Andrea Renda Massimiliano Granieri Senior Research Fellow Professor CEPS University of Foggia andrea. renda@ceps. eu mgranieri@luiss. it Mr. Hasan Alkas
Employers) bandt@vno-ncw. nl Mr. Bruno van Pottelsberghe Professor, Senior Fellow Economics & Management of Innovation ULB and Bruegel bruno. vanpottelsberghe@ulb
NESCU Ph d. Daniela MITRAN Nicolae Titulescu University †Athenaeum†University Ph d. Student Adrian NICOLAU Bucharest SC Avangarde Technologies Consulting Abstract:
Ehud Kokia is the Director General of Maccabi Healthcare Services and Professor at the School of Public health Sackler Medical Faculty, Tel aviv University.
However, experienced skilled labour was generally difficult to find. 71%71%21%36%14%7%29%14%0%20%40%60%80%Diploma-holders Engineers
2004) b) Lack of student interest in engineering and natural sciences (see IWD (2007)) In Germany alone firms are facing a severe crunch of skilled labour,
Germany†s Federal Ministry of Education and Research (BMBF) in its latest report on the country†s technological performance expects a shortfall of 335,000 university graduates,
is coupled with another challenge, namely the decline in the number of science and technology (S&t) students,
. While countries such as China and India are producing a large number of S&t graduates. In China, 61%of undergraduates are studying for a science or engineering degree.
are able to produce world-class graduates. In fact, 3 of the top-5 Asian schools for S&t are located in India (EIU, 2004.
With 14 million young university graduates (with seven years or less of work experience) India†s talent pool is estimated to be the largest worldwide, overlapping Chinese talent pool by 50%and that of the USA
o ba uja ado ksen a za student u †ish government pyme o p o t sm ple ia rado ra
lova ham †aran mba ghassani o y ness†perspective st g ism †do ron le uente hin
G#2v 3920 School life G#3v 3921 Classmate 0#4#classmate Classmate G#3v 3922 Classroom
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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
staff salary and student living expenditure in the region and universities†economic activity induced by additional expenditure in the regional supply chain.
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.)(
Flexible workspaces for students with no job providing start-up experience to avoid long-term problems Place making
Professor Why (PL Dissatisfaction with the current form of chemistry education, lack of real experiments in schools (greatly impoverishes the study of
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),
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
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
and relates mainly to technical problems due to lack of ICT literacy. Indeed when new members join the local currency scheme,
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
the Repair Cafã s case is lack of computer skills and Internet literacy which can preclude people
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
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
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
The ability of students to utilise ICT has become a new requirement for effective education systems. â€
relating to learners and their contexts. Current developments are focused on three areas: understanding the scope and uses of learning analytics;
interactions but also support future outcomes for students and educators. Other key issues include secure data storage, appropriate levels of access,
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
The challenge is to provide learners with ways to manage their learning and offer valuable contributions to others
This may encourage learners to continue, however misses the power of digital games for engagement, reflection and self-regulation.
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
ICT presents an entirely new learning environment for students, thus requiring a different skill set to be successful
and evaluation skills are growing in importance as students have increasing volumes of information from a variety of sources to sort through.
to the needs and capabilities of each individual pupil and by providing tailored feedback (Mooij, 1999;
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
which means the support of pupils with special needs †be it through talent, cultural background or pysical ability.
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.
and needs of each student; matched to his or her interests as well as preferred way of learning and that technology
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,
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 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,
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
other schools in the city serving students with similar characteristics x MONDEY: MONDEY serves to increase the health
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
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
x MOOCS-Coursera†s way of organising its courses has changed the way students participate in education
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
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
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
that individual students do no longer depend on their classmates to move forward or practice some skills in greater
In such a way, the students are given effectively the help and challenges estimated to provide them with the opportunity to learn.
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
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
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
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.
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
assets and needs as students with individual strengths, difficulties and preferred learning methods are met with the
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
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
Professor Why) or using gaming technologies to teach math†s (School of One)- are the key impact and starting point
communities of teachers and students alike are only virtual, whilst in most other examples ICT supports online as
Professor Why however is an example of a private sector attempt to bring social innovation into the sciences in Poland.
digital literacy. MONDEY specifically also highlight the importance of requires a good framework for data security
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
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
Overtext Web Module V3.0 Alpha
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