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
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
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
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,
configuration, and is now starting to become part of a scale-free network by learning and
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
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
by informal training of visitors, learning new skills on their own repairs, who can then pass them on
In the Repair Cafã s case, standard ICT is an essential component for community building, learning
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
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
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.
the scope and uses of learning analytics; integrating analytics into existing courses; and expansion of
Methods of learning analytics not only examine past interactions but also support future outcomes for students and educators.
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 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.
linking the motivational elements of games with specific learning activities and outcomes, so that the game
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
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;
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
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
The idea is that learning can happen faster and better if teaching is customised to the specific strengths
matched to his or her interests as well as preferred way of learning and that technology enables learning anywhere and anytime
learning environments cases (with quest to learn featuring in the first and second category), and two multi-partner
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
and gaming pedagogy to develop new tools for learning, and with students on the school curriculum in line with
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
Here specific issues such as assessment and accreditation will matter for future network models. The potential is
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.
knowledge and learning pace, School of One helps the students fill gaps from previous years as well as
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
because each user is interested in a different form of learning and a different context x Quest to Learn:
of the tailored learning environment can be noted: improved engagement, increased attainment, higher than average school rating
Before learning was fixed to a specific time and space but with Coursera participation is more
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
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
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
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
monitor the students†learning progression which creates a better awareness and understanding of what works, how
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.
â€oethink game-like learning is quantifying the classroom or layering history on a Jeopardy-style gameâ€.
Personalised education & new learning environments School of One exemplifies that it is possible to tailor education
described in the MONDEY case, not unknown to the sector of advanced learning and especially in early childhood
matching society†s needs for education with the learning capabilities of the universities and thus it can be
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
create an innovative way of learning chemistry for children. Both School of One and Quest to Learn were based on
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
into learning in the 21st century All examples further clearly show that ICTS support communities to a varying degree.
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
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
new ways of learning might show better results 130 Table 6. 2: Education case analysis overview
new learning environment s Standard ICT solutions as well as bespoke techno -logical solutions for instance gaming
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
and, Learning Theory (for example as reported in Badii 2000,2008) have investigated human memory biases that underpin
Buckingham Shum, S. & Deakin Crick, R. 2012) Learning Dispositions...Knowledge Vancouver, British columbia, Canada, April 29-May 2, 2012
potential as both formal and informal learning environments As key components of NEMO's work for
learning styles. For example, the National Gallery in London utilises an editorial approach termed'Skim, Swim and Dive',a three-tier
defined lifelong learning as'all learning activities undertaken throughout life with the objective of improving knowledge, skills
education and learning fields, including museums In recent decades, more and more cultural organisations in different European countries
accumulation of social capital Museums and their representatives can play a leading role in this endeavour.
culture-from learning to citizens rights, from welfare to the human footprint on the planet
informal learning and a contributor to Europe's economic development in the future Siebe Weide, Chairman of NEMO
Learning Museum',the Grundtvig Multilateral Project'Lifelong Museum Learning',the Learning Partnership'Museums tell many stories'and the Grundtvig Multilateral Project'MAP for ID
Nordic Centre of Heritage Learning & Creativity, an R&d organisation for learning through heritage engagement.
Mr. Zipsane is a guest professor in heritage learning and regional development at Linkã ping University and an associate of Pascal Observatory and the Centre for Research and
related media is profoundly redesigning our living and learning The portion of society that commonly first adapts to the â€oenewâ€
situations, making learning in and out of school"increasingly porous,"therefore the educational institutions have a problem
All the university can provide is an introduction to learning to allow us to discover our possibilities, and our potentials
In the digital age the learning environment is completely blown open. The advent of new digital
living and learning. The segment of society that usually first adapts to the â€oenew†is the young,
making learning in and out of school"increasingly porous "Therefore the institutions have a problem, because they
Peers play hugely important roles in the learning environments of the 21st-Century. This kind of learning is
handled intuitively, with inherent enthusiasm, and with the interplay between peers learning and working intuitively
evaluate such â€oeuncommon†learning, which seems more effective and valuable in many contexts than rote
In traditional educational settings we thought about learning International Journal of Social science and Humanity, Vol. 5, No.
conditions of their learning rather than following a prescribed route. This will encourage a higher level of specialization
and learning. However, on top of everything comes the politics related to these issues All these point out the urgent need to develop coherent
onto the future of learning that is attainable, scalable and one that flourishes along with the technology
The South East European Centre for Entrepreneurial Learning (SECEL), aims to support the needs of South East European countries for structured
strategic regional cooperation in the development of a lifelong entrepreneurial learning system as a part of their implementation of the Small Business Act for Europe (SBA) human capital
ï§Promoting work based learning including quality traineeships, apprenticeships and dual learning models to help the transition from learning to work
ï§Promoting partnerships between public and private institutions in order to ensure appropriate curricula and skills provision
Globalizing Learning Economy Bengt-Ã ke Lundvall, March 2009 Th e D es ig n
Innovation capability building is a learning activity that is incremental in nature but it needs the right environ
and a learning organisation encourages thought leadership, prob -lem solving best practice and creative thinking
practice tools within an applied learning process. The figure below shows a design-driven innovation approach that builds an integrat
and learnings to cover both the front and back end of the innovation process Communications The purpose and vision of the organisation acts a guide when
the accumulation of designer capability which provides the basis for continuously improving product design The following takeaway points from
It takes a †learning by doing†approach whereby coaching enables the business to identify where design can best meet their
advice while adhering to a strict code of practice Design Leadership/Designing Demand Programme Country: UK Funded by:
the new learning, tools and techniques to their own company situ -ation. Interested companies will then be asked to submit a growth
Our home, learning and working environments are all becoming increasingly digi -tally networked. Digitisation also facilitates the provision
and of the worlds of learning, work and business is achieved in a systematic, socially acceptable, responsible
the purposes of learning and research The State is also a major player in the digital space.
learning and other applications, greater use of networking in the home to optimise energy costs, for example, or for
areas for learning, further training, continuing education progression and participation in economic and social life Scientists need to be able to communicate scientific infor
Government will develop a digital learning strategy that will systematically use, enhance and implement digital
Telone Centre for Learning Corner Samora Machel and Hampton Road P o box BE 792 Belvedere Harare †Zimbabwe
which provides access to a myriad of learning systems job matching services, entrepreneurship courses, contests,
7. 1 New learning models...44 7. 1. 1 Blended learning...44 7. 1. 2 Self-directed learning...
46 7. 1. 3 Collaborative learning...48 7. 2 Partnerships for learning and jobs...49
7. 3 Learning and innovation places...50 7. 3. 1 Co-working spaces and technology hubs...
51 7. 3. 2 Hacker/maker spaces...51 7. 4 Repositories, games and mobile resources...
52 7. 4. 1 Online repositories...52 7. 4. 2 Games...52 7. 4. 3 Social media...
7. 4. 4 Mobile phones †learning on the go...53 7. 5 Certification...54 7. 5. 1badges...
8. 3 Alternative accreditation and certification methods...59 8. 4 Public-private partnerships...60 8. 5 Policies to support youth entrepreneurship...
learning are challenged to keep pace with rapid technological changes and many are stuck in old methods
Against this gloomy picture there is an explosion of new learning opportunities that employ novel (and
myriad of new career options are generating new forms of learning. Open courseware, flipped classrooms, mobile learning,
and other innovations are redefining the realm of the possible, propelling a learning revolution that has the potential to reach a far greater proportion of the world†s youth
Some of the nascent markets and learning programmes will become huge forces that reshape entire industries;
on new models of learning. Chapter 8 discusses the role of government in supporting youth employment
pedagogical strengths and weaknesses of different learning models. Rather, the report aims to provide a
administer professional accreditation certifications; elevate awareness of local and regional activities and; build community and provide opportunities for accessibility professionals to engage with each
leisure, social, buying and selling, learning, citizenship, well-being and employability. The list above illuminates this tendency with the inclusion of such competences as
The Framework for 21st Century Learning, produced by the Partnership for 21st Century Skills articulates the key elements needed to ensure people are equipped for lifelong success. Among other
learning and innovation skills, and information, media and technology skills. The latter has been addressed in detail above. The contents of
Learning and innovation skills •creativity and innovation •critical thinking and problem solving •communication and collaboration
A learning and networking event for NGOS. Workshop Report, Barcelona, June 2007,"(Seattle: Technology & Social Change Group, 2007), http://hdl. handle. net/1773/16291
skills †from learning how to research the market to developing an effective sales pitch and
Young people have an innate appetite for learning-be it, alone, in the school system, or with peers.
A study looking at learning spaces and the influence of ICTS identifies six trends as the hallmark of the
a. Classrooms are not the only form of learning space b. Social interaction is a growing part of learning.
Team and collaborative learning is encouraged c. Technology is natural in the lives of the student †as the â€oedigital native††while the teacher †as
show innovation and a variety of models, methods and channels for learning and teaching. Most of the
the first explores new learning models; the second looks at partnerships for promoting jobs and learning;
the third examines the role of physical places for learning the fourth explores the range of online resources that have proliferated;
and the last section presents new accreditation models that are expanding ways to recognize skills
148 Andrew J Milne,"Chapter 11: Designing Blended learning Space Student Experience, †in Learning Spaces. eds.
Diana G Oblinge (EDUCAUSE, 2006 Digital opportunities: Innovative ICT solutions for youth employment 44 Figure 15:
7. 1 New learning models New technologies are changing how learning and teaching is done, creating new opportunities and
Teachers can take on the role of expert-facilitators of learning while students can own the learning process
and acquire knowledge at their own pace. New ways of interacting in the learning environment are also emerging.
Three key trends are explored below: blended learning, self-directed learning, and collaborative learning 7. 1. 1 Blended learning
Blended learning is the pedagogical integration of digital and face-to-face instruction. Blended learning encompasses flipped classroom, mix-mode, hybrid, technology-mediated instruction, and web-enhanced
The use of new technologies in learning is more than a mere substitution of the medium of
and learning potential, Kelvin could make significant engineering contributions to his country Digital opportunities: Innovative ICT solutions for youth employment
The blended learning process relies on digital environments called Learning Management Systems (LMS LMS enable the creation of a virtual classroom for the students,
7. 1. 2 Self-directed learning With ICTS and the vast amount of free content available on the internet,
There is a transformative element to self-directed learning as Kelvin†s case illustrates above. Self-directed learning is an option for youth who â€oefind themselves trapped in the
vicious circle of low skills, low productivity and low income. †151 The opportunities to learn in a self
Self-directed learning Source: Authors 151 International Labour Office, Apprenticeship in the Informal Economy in Africa,(Geneva:
Prominent and emerging models of self-directed learning include open universities, open course ware OCW), open educational resources (OER), and massive open online courses (MOOCS.
of any age to take learning into their own hands by providing them with good educational options, and
What can be assumed is that this type of learning will expand exponentially. This movement marks a transition to a learning paradigm in
which knowledge acquisition is no longer only in the hands of policy-makers, publishing houses or instructors. Youth feel more empowered to decide on
Other examples of initiatives assisting self-directed learning include: Moodle157, Udacity158 Edx159, Second Life160, among others
7. 1. 3 Collaborative learning There are vast opportunities for youth to engage in collaborative (or peer) learning using ICTS
with the group, individual accountability for learning and teaching, and clear processes to lead, follow and
Collaborative learning takes place both in -person and online, with ICTS expanding the range of possibilities
and improves learning outcomes. As a model, collaborative learning undergirds many significant ICT initiatives such as the open source model
Social capital and collaborative/peer learning Source: Authors In the context of youth employment, it is important to consider the benefits that participating in
Collaborative learning events are opportunities for young people to learn ICTS (basic and advanced) as well as entrepreneurial skills.
opportunities that may lead to participants learning about jobs as well. The sustainability and success of
Peer 2 Peer University is an online space for learning guided by values of openness
community and peer learning. It offers courses (MOOCS) and an open master programme for anyone who wishes to learn.
7. 2 Partnerships for learning and jobs As noted in chapters 3 and 4, a growing number of jobs require ICT skills of different levels.
reports point to the importance of mentoring in learning and skill development, finding that when youth
Partnerships for learning and work Source: ITU Google summer of code, launched in 2005, is a global programme that has granted over
7. 3 Learning and innovation places The classic notion of the learning place is associated with organized institutions such as schools
universities, and vocational training centres. With the advance of new learning models described above youth are taking learning to places like technology hubs, co-working spaces,
and hacker/maker spaces The popularity of these places demonstrates the lasting value of face-to-face interaction, which when
coupled with interactive online tools, allows these places to offer a rich ERROR-Flatefilter: stop reading corrupt stream due to a Dataformatexception
environment for learning collaboration and co-creation 164 See reports by the European Youth Forum (2008;
widespread impact of social networking and new locales for learning 7. 3. 1 Co-working spaces and technology hubs
Imagining Exercise on the Future of Learning, †JRC Scientific and Technical Reports (2008), doi:
Learning with games is not an entirely new phenomenon; roleplaying has been used for many years in education to impart new
including for learning. Games attract massive audiences with a diversity of backgrounds and gives rise to multiple opportunities for expanding the scope
Social media are used extensively for learning as well. Some of the major sites (e g. Facebook and Twitter became known as platforms for the exchange of personal stories and leisure activities, but more and
and institutions of learning to enrich the learning experience. For example, people who enrol in MOOCS take advantage of both online social media
tools and applications such as Meetup to organize face-to-face study sessions at a local coffeehouse library, or someone†s house.
learning is nothing more or less than traversing them. In the same way that you become proficient in a
7. 4. 4 Mobile phones †learning on the go There are over 5. 2 billion mobile phone subscriptions in developing countries. 169 The ubiquity of mobiles
has turned them into a learning tool that can bring people living in remote areas closer to education
elsewhere in this report, private and public entities have stepped up to offer mobile learning programs in numerous languages across all continents.
the potential of mobile phones to vastly expand learning opportunities, especially for those in developing countries. 171
Mobile learning is still in its infancy, with ongoing research being undertaken to understand what works
following the blended learning, self-directed learning, and collaborative learning examples discussed earlier. And while there are many programs that can be accessed via basic or feature phones,
known as â€oebadges. †Badges have become an alternative form of accreditation, led by the Mozilla Foundation and its Mozilla Open Badges.
level of granularity that is unavailable in other forms of accreditation. The importance of badges rests on
education,(2) supporting non-formal channels of learning,(3) supporting alternative accreditation systems,(4) advancing public-private partnerships,
for learning other subjects; and importantly, the limited capacity of teachers to make more integrated use
new learning environments and the generation of an adequate context for Uruguay†s children to be able
Learning can happen anywhere, be this in hackathons, meetups MOOCS, codefests, using freely available information online,
innovation and learning Promoting these kinds of activities requires openness to uncertainty and risk. To date, most activities have
8. 3 Alternative accreditation and certification methods A key factor in the success of alternative learning pathways is recognizing the skills and knowledge people
acquire. This seems to represent a significant stumbling block for those who adhere to the notion that
only traditional certification and accreditation systems are appropriate. Conventional accreditation and certification systems represent agreed upon standards,
often sanctioned by authorities created to guide the work of education granting organizations and institutions.
more South-South and North-South collaborations for learning and trade •Use government procurement to purchase products and services from entrepreneurs and small
Innovations in learning both ICT and soft skills are plentiful and increasing every month. Existing programmes are improving,
Advances in mobile learning are opening new doors. Moreover many of the resources are available at little or no cost.
Government can lead efforts to incorporate a number of the learning programmes and pedagogical models, such as blended learning and flipped classrooms, into K-12 and higher education.
and otherwise provide an environment that facilitates learning. While self -directed youth can take advantage of online programmes on their own,
A Learning and Networking Event for NGOS. Workshop Report, Barcelona, June 2007.""Seattle: Technology & Social Change Group
an Imagining Exercise on the Future of Learning. †JRC Scientific and Technical Reports European commission, Joint Research Centre, Institute for Prospective Technological Studies
Designing Blended learning Space Student Experience, †in Learning Spaces. eds. Diana G Oblinge. EDUCAUSE, 2006
MENA Knowledge and Learning Quick Notes Series, no. 49. WASHINGTON DC: World Bank, 2011. http://documents. worldbank. org/curated/en/2011/12/15572235/striving-better
Mobile learning Learning via a mobile device or learning that happens when the learner is not at a
Telone Centre for Learning Corner Samora Machel and Hampton Road P o box BE 792 Belvedere Harare †Zimbabwe
7. 1 New learning models 7. 1. 1 Blended learning 7. 1. 2 Self-directed learning 7. 1. 3 Collaborative learning
7. 2 Partnerships for learning and jobs 7. 3 Learning and innovation places 7. 3. 1 Co-working spaces and technology hubs
7. 3. 2 Hacker/maker spaces 7. 4 Repositories, games and mobile resources 7. 4. 1 Online repositories
7. 4. 2 Games 7. 4. 3 Social media 7. 4. 4 Mobile phones-learning on the go 7. 5 Certification
7. 5. 1 Badges 8 The role of government 8. 1 ICTS in education 8. 2 ICT skill development in non-formal educational settings
8. 3 Alternative accreditation and certification methods 8. 4 Public-private partnerships 8. 5 Policies to support youth entrepreneurship
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