Coefficient (t of Student model 1 Coefficient (t of Student model 2 Coefficient (t of Student
model 3 Constant â'0. 3033 (â'0. 685) 0. 3701 (0. 877) 0. 3554 (1. 496
Categories of firms Very small enterprises 1†9 employees â'0. 9152â (â'1. 938) â'1. 2468â â (â'2. 536) â'1. 1226â â (â'2. 936
Coefficient (t of Student model 1 Coefficient (t of Student model 2 Coefficient (t of Student
model 3 Constant 0. 0791 (â'0. 389) 0. 1321 (0. 347) â'0. 469+(â'1. 7997
Research intensity â'0. 0208 (â'0. 176 Size (number of employees) â'0. 00018 (0. 861
university graduates are trained not in market-oriented industrial design. 2) Number of departments. Having marketing,
Î'2 Diploma dummy 2, 175 Î'2 Staff number 0. 006 Î'3 Secondary school completed dummy 0, 822
At ISI, students can choose between more artistic and more commercial art studies. But their role in innovation interactions is limited to teaching.
Gadja Mada University from 1980 and was graded the best student of my year. I wanted a
graduates joined him. What changed The first change is that the ease of doing business improved.
This provides the 270,000 students in Yogyakarta with an IHS Working Paper 27.2013. Innovation in SMES.
"Student working group, 2010 Lall S. 2001. Competitivenss, technology and skills. Northampton: Edward Elgar Lalls..2003.
%Diploma Bachelors Masters Phd Very likely Likely Not likely No 22 Firms were asked at what level of qualification they were likely to recruit more researchers
or likely to recruit at Diploma level (down from 38 per cent in 2009 FORFÃ S BERD 2011/2012 ANALYSIS
Jeffrey Braithwaite, MBA, Phd, FCHSM, Director, Centre for Clinical Governance Research Australian Institute of Health Innovation, Faculty of medicine, University
This report is part of the project"Up-scaling Creative Classrooms in Europe"(SCALE CCR) launched
participants is in the Annex 2). The authors are grateful to Professor Nancy Law (University of Hong
This set of 60 recommendations was developed during the'Up-Scaling Creative Classrooms in Europe'(SCALE CCR) project and based on several consultations (two expert workshops and seven
x Encourage a shift of ownership of assessment from teachers to learners x Revise examination systems in order to include also assessment of key competences and
and be active lifelong learners. Policy should x Invest significantly in updating Continuous Professional Development provisions
Teachers and learners need to be empowered to connect with other people and ideas in order to open up and broaden the learning experience.
x Ensure that all learners have equal and ubiquitous ICT access, in and out of school
as lifelong learners themselves Recommendation 3 †Infrastructure area Ensure that all learners have equal and ubiquitous ICT access, in and out of school
Recommendation 4-School staff professional development area Enable teachers to develop their ability to adopt
The project †Up-Scaling Creative Classrooms in Europe†(SCALE CCR), 3 which was launched by the
participants, including groups of learners and teachers5 at system level, both within and outside formal education settings
6 Creative Classrooms can be defined as innovative learning environments that fully embed the potential of
whereas the term Classrooms is considered in its largest sense as including all types of learning environments, in formal and informal settings
part in a webinar was organized by the etwinning Creative Classrooms Group. 7 Findings from the
7 http://groups. etwinning. net/web/creative-classroom/welcome 10 and implementation strategies of effective ICT-ELI with significant scale and/or impact at system
officer, university dean, etc. 16 10.7 Technology providers/developers 7 4. 7 Others 14 9. 4
11 the etwinning Creative Classrooms Group; 12 the 10 http://groups. etwinning. net/web/creative-classroom/welcome
13 European Civil Society Platform on Lifelong learning; 13 the European Forum on Learning Futures and Innovation;
dissemination channels such as Linkedin, SCALE CCR webpage and etwinning Creative Classrooms Group. No reminders were sent,
13 http://www. eucis-lll. eu/news/public-consultations/ipts-online-consultation-up-scaling-creative-classrooms
involving large and diverse groups of learners teachers and other educational stakeholders, has different enablers
Last but not least, scaling up ICT-ELI does not refer to future classroom scenarios but to what is emerging in today's practices,
ineffective practices that increase teachers'and learners'workload without adding value. Hence there is a need for flexible curricula that would lessen teachers'workloads
timetables, content and pedagogies enabling students not only to acquire knowledge but also to develop key competences and 21st century skills
from teachers to learners; and to promote a formative assessment paradigm where assessment is considered to be an integral part of the learning process
assessment to learners (68.8%).%)Assessment for learning (as opposed to the assessment of learning) is considered as a learning experience †assessment is integral part of the learning
this way, self-assessment and reflection against learning goals allow learners to take ownership of
-regulated learners Policy-and educational decision-makers should encourage and support not only the assessment of factual knowledge but also the assessment of 21st century skills and key competences
-ELI because they provide students with information and feedback on how they are progressing considering their prior achievements according to their learning goals,
students to understand which skills they need to develop further and which content areas they need
information to the learner and the teacher to improve their practices. Policy action is needed to
%9. Encouraging a shift of ownership of assessment from teachers to learners by giving them an active role in their own assessment (i e. self-assessment.
be active lifelong learners and acquire the key competences and skills required in the context of
to their role in classroom), as they also include their role outside school e g. in the local community
educate self-confident and competent students As shown in the Survey of Schools: ICT in Education (European commission, 2013c), less than one
third of EU students are taught by teachers for whom ICT training is compulsory and around 70%of
EU students are taught by teachers who invest their own spare time in developing ICT-related skills
learning), as lifelong learners themselves (80.1%).%)As one of the participants pointed out, such"ICT
as lifelong learners themselves 136 80.1 15. Enabling teachers to develop their ability to adopt
as lifelong learners themselves Policy/decision-makers said the most important priority should be to update initial teacher
as lifelong learners themselves "21 3. 4 Area 4: Research In a snapshot ICT-ELI constitute complex'ecosystems'that evolve over time and therefore, continuous and
several fields, both at micro-(classroom/school) and macro-level (national/international. However findings and knowledge are scattered often and incomplete:"
policy-makers, school leaders, teachers, learners, parents, IT providers, educational content providers etc 129 58.0 26.
learners and values like equity and inclusion are taken into account. 122 63.1 42. Encouraging learning organisations to build on their strengths, available resources and
organisational practices reach beyond the model of isolated learner/classroom/school. ICT opens up a whole new frontier in learning, empowering both teachers
and learners to connect with ideas and people beyond the classroom walls-such as peers, experts and parents-giving the sense of being a
part of something larger than oneself. Policy-and decision-makers should design and implement strategic plans for connecting knowledge, innovative practices and people/efforts in order to open
teachers and learners with other educational stakeholders at local level and beyond in order to open up
timetables and learner grouping, in order to meet local needs (self-organisation-grass roots innovation 121 52.1 50.
teachers and learners to connect with people and ideas in order to open up and broaden the learning experience by
levels of infrastructure provision and teacher and student use, confidence and attitudes However, development of infrastructure varies a lot between and within countries;
that all learners have equal and ambiguous ICT access †in and out of school (80%.
Ensuring that all learners have equal and ubiquitous ICT access, in and out of school. 120 80.0
important recommendation is to ensure that all learners have equal and ubiquitous ICT access in
as lifelong learners themselves 80.1 136 57. Ensuring that all learners have equal and ubiquitous ICT access, in and out of
school. 80.0 120 15. Enabling teachers to develop their ability to adopt and adapt innovative pedagogical
ensured that all learners to have equal and ubiquitous ICT access, in and out of school
approaches, assessing key competences and giving learners an active role in their own assessment Student assessment and evaluation are an integral part of the teaching
and learning process and as such must be integrated thoughtfully into the planning and delivery of content and curriculum.
and support connectedness of teachers and learners with other educational stakeholders at local level and beyond in order to open up
Creative Classrooms in Europe. EUR 25446 EN. Luxembourg: Publications Office of the European union Bocconi, S.,Kampylis, P,
elements for developing Creative Classrooms in Europe. elearning Papers, Special edition 2013,8-20 Boyatzis, R. E. 1998.
Knowledge construction with technology in Japanese classrooms Coref). ) In P. Kampylis, N. Law & Y. Punie (Eds.
What Students Know and Can Do retrieved (Volume I 15 November 2013, from OECD Publishing, http://www. oecd. org/pisa/keyfindings/pisa-2012
This survey is part of the study'Up-Scaling Creative Classrooms in Europe'(SCALE CCR) undertaken
-define what is meant by Creative Classrooms -develop policy recommendations for mainstreaming systemic innovation in Education and Training
decision-maker (e g. school head, chief education officer, university dean, etc technology provider/developer Other 2. Where do you come from
Encouraging a shift of ownership of assessment from teachers to learners by giving them an active role in their own assessment (i e. self-assessment
teachers, and/or by students, which provide information to be used as feedback to enhance learning
as lifelong learners themselves Promoting a blended approach to continuous professional learning and 38 1 2 3 4 5 6 7
policy-makers, school leaders, teachers, learners, parents, IT providers, educational content providers etc Supporting research on (physical and mental health, security and legal issues related
as timetables and learner grouping, in order to meet local needs (self-organisation -grass roots innovation Ensuring the political commitment and sustained effort over time that is required
learners and values like equity and inclusion are taken into account Encouraging the development of a'culture of innovation'at system level
and realise strategic plans to empower teachers and learners to connect with people and ideas in order to open up
Ensuring that all learners have equal and ubiquitous ICT access, in and out of school
from teachers to learners by giving them an active role in their own assessment (i e. self-assessment
learning), as lifelong learners themselves 7 1. 5. 7 5. 1 11.8 23.5 56.6 80.1
learners, parents, IT providers, educational content providers etc 1. 5 2. 3 6. 1 9. 9 22.1 35.1 22.9 58.0
the well-being of teachers and learners and values like equity and inclusion are taken into account
structures and routines, such as timetables and learner grouping, in order to meet local needs (self -organisation-grass roots innovation
Ensuring that all learners have equal and ubiquitous ICT access, in and out of school. 2. 5 1. 7 1. 7 6. 7 7. 5 33.3 46.7 80.0
from teachers to learners by giving them an active role in their own assessment (i e. self-assessment
as lifelong learners themselves 6. 27 1. 2) 62 6. 34 0. 9) 29 5. 96
as lifelong learners themselves 6. 27 62 6. 34 29 5. 96 26 6. 26 19
timetables and learner grouping, in order to meet local needs (self-organisation-grass roots innovation 5. 5 52 5. 59 27 5. 16 25 5. 35 17
that the well-being of teachers and learners and values like equity and inclusion are taken into account
Ensuring that all learners have equal and ubiquitous ICT access, in and out of school
recommendations were developed in the context of the'Up scaling Creative Classrooms in Europe'(SCALE CCR) project,
•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.
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
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
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
literacy, skills and inclusion 2. 4. Infrastructure development of ICT sector in the areas of
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
Stimulate students to become more involved in the learning process Ministry for Information Society (responsible
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
Develop uniform digital literacy Raise awareness on digital literacy Involve public and private entities for
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
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
projects and e-Portfolio of results of the pupil or student, on creation of original digital content and
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
teachers, pupils and students will gain a competitive advantage that Page 71 of 170 and digital skills
pupil/university students by creating, storing and sharing original content generated by them within OER Responsible:
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
increase student engagement. Using ICT will also allow the adaptation of learning subjects according to students†skills, supporting
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
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
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:
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
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.
and designer, started the Arduino project to enable students at the Interaction Design Institute Ivrea (IDII) to build electronic
or playground installations †are funded by citizens themselves Seed funding is a very early-stage investment,
goal it is to help †students use new technologies to design and make products that can make a difference to
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.
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
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
, 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.,
coordination of learners and resources for learning activities (e g.,, Perry, 2003, managing teachers†workloads using PDAS to record attendance,
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
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
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
Literacy education Reflective practice Adult education •Final project conference to present findings and discuss model
and evaluated with students in classes conducted over two semesters. The focus of the project moved to the third research question:
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
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
Enhancing action learning with student feedback. Action Learning: Research and Practice, 1 (2), 203-218
Providing choices for learners and learning, Proceedings ascilite Singapore 2007 http://www. ascilite. org. au/conferences/singapore07/procs/olney. pdf
Overtext Web Module V3.0 Alpha
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