Synopsis: Education: School: Schoolwork:

and can reduce cycle time, increase flexibility, foster faster learning and enable innovation. Buying local includes not only local companies but also local units of national or international

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

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

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

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

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

learning and action programme linking cities financed under the ERDF http://urbact. eu /4 http://ec. europa. eu/employment social/equal/products/index en. cfm

ï§How can they capitalise on the collective learning processes that social innovation engenders ï§How can they capitalise on the transformative promise that social innovation holds for public

has been continued in this period with ESF Learning Networks which involve Managing Authorities on more than a dozen themes.

including both INTERREG IVC and URBACT and in ESF transnational actions and Learning networks which exchange learning on key topics

inclusion through community-based learning. The basic idea is excluded that digitally people can be reached best

The project organises drop in sessions in local community premises or face-to-face learning sessions. Twenty Digital Activists, all volunteers, recruited from among disadvantaged people

To promote learning and the exchange of ideas, a network of municipalities involved in the

-posed of a favourable governance framework, capacity-building tools and learning pro -cesses) have become necessary

In line with the idea that we are still in a learning process, analysis and research is being

-er it is appropriate to bring together new learning experiences and networks for public sector leaders at European level;

through more workplace and entrepreneurial learning experiences and more possibilities for self employment Considering the very high level of youth unemployment as a consequence of the crisis

non-formal and informal learning 1. 1. 7. The European Platform against Poverty and Social

analysis, mutual learning and grants) and will have a specific budget for social inno -vation and social policy experimentation.

-mote a learning and participatory society. Drawing from the inputs of the Commission†s services, the presentation adopted here reflects the

Transnational †Learning Networks†of ESF Managing Authorities and Intermediate Bod -ies that focus on specific thematic and governance issues, as well as the establishment

-lective and creative learning processes, in which key players form different social groups and rural and urban contexts participate.

and applied learning about systems change. Based on the premise of inviting participation, as is encouraged in

y It enhances transnational learning and cooperation to better value the societal potential in Europe for social innovation, create synergies

and informal learning emphasises the role that non-formal learning plays in increasing the employability and social inclusion of young people;

data on European higher education learning mobility and employment in cooperation with Eurostat Furthermore, a European Alliance for Apprenticeships has been established to drive

Youth work and non-formal learning play an important role in social innovation, particularly by offering alternative ways of learning

and through practices that tackle inclusion problems such as youth employment or early school leaving. It helps to empower young people

In the field of youth, a peer learning exercise launched in 2012 in the framework of the

capacity of young people through non formal and informal learning experiences, final -ised its report,

and Mutual Learning Action Plans (MML) targeting a number of focus areas, one of which is health, in line with the objectives of the European Innovation Partnership on active and

new technologies for teaching and learning. In particular, a large-scale FP7-funded re -search project dedicated to Reducing Early School Leaving in Europe206 addresses the

ICT-based learning: Developing the capabilities of children to understand written texts is key to their development as young adults.

learning & development unit gave them some space and resources they started experimenting with participatory leadership practices

and rapid learning that are accompanying the birth of this new economy. But we can be certain that its emergence will encourage ever more interest in how

and should evolve through shared learning. Social innovations often struggle against the odds †all of our chances of success will

range of visualisation techniques †such as mapping as a tool for learning about sexual health and reproduction,

Feedback loops are a necessary precondition for learning reviewing and improving. This could include front line service research

in areas like recycling, personalised learning in schools and self-managed healthcare, and are likely to be critical to future productivity gains in

7. Hattie, J. 2008) †Visible Learning: A synthesis of over 800 meta-analyses relating to

Nooteboom, B. 2000) †Learning and Innovation in Organisations and Economies. †Oxford Oxford university Press

prison day and the role of the prison officer around an intensive learning programme. 1

A Learning Prison. The prison is divided up into houses (the image above is a cross section) with cells on the top three floors, a communal space on

and a learning centre in the basement. Image courtesy of Hilary Cottam, Buschow Henley, Do Tank Ltd

Appraisal (PRA) or Participatory Learning and Action (PLA. Robert Barcamp Vancouver, 2009. Participants decide on the programme and run

2002) †Learning Works: The 21st Century Prison. †London: Do Tank Ltd 2. See Boal, A. 1979) †Theatre of the Oppressed. †London:

that faster implementation would speed up learning. This idea has now 3 spread into service prototyping and the social field †and organisations

The combination of social learning and technological advancement that open testing demonstrates has many applications in encouraging sustainable and systemic innovation that is

adapting, listening, and learning. Management is not only about the 4 70 THE OPEN BOOK OF SOCIAL INNOVATION

promoted fast learning 165) Endorsement by regulators for example, the impact of NICE in increasing the pressure on healthcare commissioners to take up

through a series of events and learning visits 168) Global diffusion and encouragement, for example through GBUPA

environmental learning centre. Its purpose is to teach sustainable living practices, and operate a model organic farm.

packages and adaptation and learning processes are required for the generative diffusion of innovation. The NHS †Adapt and Adoptâ€

effectiveness, expertise, knowledge transfer, and learning. Collaboration can help institutions work better and grow †both in terms of size

Practice Guide†made up of Quality Standards and Learning Resources Members of the Network are supported also with branding, web and

229) Assessment as learning, including peer reviews and real time evaluation methods to promote cross-pollination such as NESTA€ s

digital learning environments such as colleges in second life 255) Comprehensive pilots, such as the Bastoey Island prison in Norway

series of learning events 272) Organising formal coalitions for change with explicit goals, and broadly agreed roles for different sectors †for example to create a

UK€ s biggest single source of carbon dioxide-for ten days of learning and sustainable living,

promote and disseminate learning and best practice. These are sometimes strongly promoted by funders †for example, the European Commission†s

allow fast learning across a community of innovators and establish clear pathways for scaling up the most promising models

296) Innovation learning labs. There are now a range of innovation learning labs within universities. Examples include the Innovation and

up separate initiatives, promoting learning and collaboration across This is the winning team from 2009†s Social Innovation Camp.

learning in action ††learning while doingâ€. They have proved an effective tool for practitioners in local government in the UK, where the IDEA€ s

305) Action learning sets are groups of between four and seven people who come together on a regular basis to reflect on their work, support

Entrepreneurs, where students are divided into action learning sets for the duration of the one year course

critical for learning, reviewing and improving. This can include online platforms to ensure rapid transmission of information.

321) Learning cultures. The biggest barrier to innovation is the lack of a culture of learning that rewards public agencies and public servants

for learning from their own mistakes, learning from other sectors, and learning from other places.

One feature of the most innovative public agencies is that they are comfortable adopting ideas from diverse and

Graduate school, University of West indies, and the Hong kong Polytechnic University. The Ford Foundation is a founding donor of the

398) Accreditation, search and recruitment of public innovators by commercial headhunters or government agencies. For example, with

practice, and collaborative learning. The idea has spread and there are now Room 13 studios in Mexico, Nepal, Austria, South africa, USA

in a learning session at the Roffey Park Leadership Retreat. Each Upriser presents on an issue affecting their local community

The learning programme is based on †learning through doing†and peer-learning 487) Mutual support networks such as Community Action Network (CAN

which promotes social entrepreneurship and social enterprise across the UK (see also method 466 3 SUPPORT IN THE MARKET ECONOMY 193

of life skills learning, the role of many of the social and educational services the arrangements for retirement and unemployment, the size and location of

a Health Information Accreditation Scheme in the UK which gives kite marks to organisations that produce information and moderate websites

support structures †such as reading groups, asthma networks, homework clubs, or gardening groups †as well as citizens engaging in formal activities

converged on Kingsnorth power station for a week of learning, sustainable living and climate action. The event was organised by Camp for Climate

to open data and also in  encouraging more women to participate in learning to code through open

interesting examples include the organization of learning seminars, the establishment of clusters of policy makers, or the establishment of learning communities

•4vqqpsujohï¿TUVEJFT ï¿SFTFBSDIÏ¿BOEÏ¿FWJEFODFÏ¿PGÏ¿HPPEÏ¿QSBDUJDFÏ¿GPSÏ¿QPMJDZÏ¿QMBOOJOHÏ¿BOEÏ¿QPMJDZÏ

growth, energy and sustainability, 22 learning, tele-care applications and so forth. There are also a number of projects in the areas of einclusion, ehealth, participatory planning, 23and egovernment24 25.

learning and education activities are only a few examples. The Fab Foundation (http://www. fabfoundation org/)is an example of the latter.

Opportunities for learning and network -ing Visibility and reputation Open/big data Organization of competi -tions

learning and adaptation turns the ideas into forms that may be very different from the expectations of the pio

-ingly sophisticated understanding of how learning takes place. New models such as the collaboratives in health (used by the U k. National Health Service to

These examples highlight innovation as a learning curve, rather than as the â€oeeureka†moment of a lone genius. Ideas start off as possibilities that are only

learning once again becomes more tacit, until another set of simpler syntheses emerge Some organizations appear particularly good at maintaining the momentum

there are sophisticated metrics of success that can reward rapid learning and evolv -ing end goals

â€oeepistemic Communities, Situated Learning and Open source Software Developmentâ€, Working Paper, Department of Manufacturing Engineering and Management, Technical University of Denmark

Public and private learning in a changing society, Harmondsworth Penguin Steindl, J (ï oe990. â€oefrom Stagnation in the ï oe930s to Slow Growth in the ï oe970sâ€, in Political economy in the 20th century

A Way of Knowing and Learning, London: Routledge Watzlawick, P, Beavin, J H, and D Jackson (ï oe967).

2013) of social learning, where novel socio-technical configurations evolve. Furthermore, some novel configurations break through

does not have any special accreditation such as an authorized economic operator status WHAT THE TRADING ACROSS BORDERS

What are we learning about the impact of digital technologies on Social Innovation? 40 How Digital social innovation happens 45

and †from new models of learning, access to knowledge and education, to new ways of improving the quality of the environment, to mass scale behav

These kinds of projects are able to combine open hardware technologies with new learning methods to ex

within the learning environment 27 Table 4 Â Health wellbeing and inclusion Sustainable socio -economic

capacity-building & constructing informal learning networks •Fab Academy •Institute for network culture

What are we learning about the impact of digital technologies on Social Innovation Analysing network data:

will create learning capabilities, and absorptive capacity, exploiting the creativity of Europe, building digital literacy, skills and inclusion

a kind of learning tool to understand what digital social innovation concretely means •Create better visualisation with the current relational data that can be exported (see here an example of

The objective of this work package is to compile the learning of the project by distilling a set of policy rec

Iterative Learning and Prototyping: Importantly, neither the Your Prior -ities nor the Better Reykjavik websites were Citizen Foundation team†s

and learning from peers. A Fablab gives access to individuals to use lab facilities to make almost anything (that does not hurt anyone

asâ a publishing platform, a peer review system, a learning management tool, and a locus for intra-and inter-institutional collaboration

They purport that the peer-learning aspect could be made even strong -er through the addition of design elements in the process and on the

to positive and measurable outcomes as a learning tool for students in developing countries. However as the case of Bolgatanga in the Upper

Raspberry Pi ICT learning environment was installed at Dachio Primary and JHS Schools, which included 6 Raspberry Pi†s. These have been net

Academy†s curriculum of free learning materials. With the Pi, a 64gb SD card to put all the learning materials on (which actually costs about twice

what the Pi you†ll need to run it on does) and a Wi-fi dongle, allowing

corporations †learning web users location or tracking their browsing habits. It offers a technology that bounces Internet users†and websitesâ€

What are we learning about the impact of digital technologies on Social Innovation How Digital social innovation happens

What are we learning about the impact of digital technologies on Social Innovation? 40 How Digital social innovation happens 45

and †from new models of learning, access to knowledge and education, to new ways of improving the quality of the environment, to mass scale behav

These kinds of projects are able to combine open hardware technologies with new learning methods to ex

within the learning environment 27 Table 4 Â Health wellbeing and inclusion Sustainable socio -economic

capacity-building & constructing informal learning networks •Fab Academy •Institute for network culture

What are we learning about the impact of digital technologies on Social Innovation Analysing network data:

will create learning capabilities, and absorptive capacity, exploiting the creativity of Europe, building digital literacy, skills and inclusion

a kind of learning tool to understand what digital social innovation concretely means •Create better visualisation with the current relational data that can be exported (see here an example of

The objective of this work package is to compile the learning of the project by distilling a set of policy rec

Iterative Learning and Prototyping: Importantly, neither the Your Prior -ities nor the Better Reykjavik websites were Citizen Foundation team†s

and learning from peers. A Fablab gives access to individuals to use lab facilities to make almost anything (that does not hurt anyone

asâ a publishing platform, a peer review system, a learning management tool, and a locus for intra-and inter-institutional collaboration

They purport that the peer-learning aspect could be made even strong -er through the addition of design elements in the process and on the

to positive and measurable outcomes as a learning tool for students in developing countries. However as the case of Bolgatanga in the Upper

Raspberry Pi ICT learning environment was installed at Dachio Primary and JHS Schools, which included 6 Raspberry Pi†s. These have been net

Academy†s curriculum of free learning materials. With the Pi, a 64gb SD card to put all the learning materials on (which actually costs about twice

what the Pi you†ll need to run it on does) and a Wi-fi dongle, allowing

corporations †learning web users location or tracking their browsing habits. It offers a technology that bounces Internet users†and websitesâ€

What are we learning about the impact of digital technologies on Social Innovation How Digital social innovation happens

Learning Resources Business model Generation•offers a wide range of resources for entre -preneurs and companies on business model innovation

Learning Resources Eco-innovate! A guide to eco-innovation for SMES and business coaches 25

Learning Resources Eco-innovate! A guide to eco-innovation for SMES and business coaches 31

The UN Global Compact†s •Quick Self-Assessment and Learning Tool is an online tool to help companies assess their approach to supply

Learning Resources Eco-innovate production processes Maximising Value: Guidance on implementing materials steward-†¢ship in the minerals

Learning Resources Eco-innovate products and services Eco-innovate! A guide to eco-innovation for SMES and business coaches

Learning Resources Figure 7: Eco-design Strategies Wheel Eco-innovate! A guide to eco-innovation for SMES and business coaches

/Learning Resources Eco-innovate products and services Eco-innovate! A guide to eco-innovation for SMES and business coaches

Learning Resourcesgood practice Eco-innovate! A guide to eco-innovation for SMES and business coaches

Learning Resources A Directory of crowdfunding platforms †¢www. crowdsourcing. org/directory Choose the category as Crowdfunding and then country.

through Interorganisational Learning. On the Economic Organisation of the Greening of Industryâ€, Copenhagen Business school, Phd

Interfirm Learning †as the Market Begins to Turn Greenâ€, in de Bruijn, T. J. N m. and A. Tukker (eds

relationship between diffusion, learning economies and subsidiesâ€, at http://www. merit. unu. edu 15 Cojanu Valentin (Coord.

challenges to EU education policy and organisation (e g. accreditation of virtual institutions), although there were disagreements about the exact future trajectory of these changes

Ally, Mohamed, Mobile learning: Transforming the delivery of education and training: Au Press, 2009 Altman, R c. 2009."

education and technology,"Journal of computer assisted learning, Vol. 26, No. 1, 2010, pp. 74-93

Kop, Rita,"The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course,"The International Review of Research in Open and Distance learning

Design and Delivery of Social Networked Learning, Vol. 12, No. 3, 2011 Kotowska, I.,"Family Change in Europe from the Transition to Adulthood Perspective,"in Knijn, T

media impact on campaign learning "Norris, P.,"Did the media matter? Agenda-setting, persuasion and mobilization effects in The british

Media Impact on Campaign Learning,"P. Seib (red. Political Communication, Vol. 1, 2008, pp. 72-100

Sala, Xabier Bringue,"Leisure, interpersonal relationships, learning and consumption: the four key dimensions for the study of minors and screens,"Comunicaciã n y sociedad, Vol. 25, No. 1, 2012, pp

experimentation and learning before they succeed. Also there are no recipes for success that will be valid

Cohen, W. and Levinthal, D.,1989, â€oeinnovation and Learning: The Two Faces of R&dâ€, Economic

trust, collective learning, and smooth exchange of knowledge. Clusters play a particularly important role in compensating for the resource constraints SMES face and

ECTS), are important gateways of critical knowledge and information (Giuliani & Bell, 2005 Thus while ICTS may generate critical location-driven synergies,

ECTS complement them by bringing in diverse, novel knowledge inputs 4 From a resource based view (RBV) the network encompassing ICTS and ECTS of a firm can

be seen as its resource pool, contributing to the firm†s technical know-how, trade contacts, and

This is particularly true for ECTS because assimilating knowledge elements from non-local partners requires distinct capabilities to those

and maintain ECTS, to take chances with these ties, and to proactively uncover new opportunities (Covin & Miles, 1999).

examine their specific roles in generating innovative gains through ICTS and ECTS Proactiveness represents a â€oefirst mover†orientation of the firm,

an indirect effect on innovation through ICTS and ECTS, while risk taking affects innovation directly, as well as by reinforcing the positive innovation effect of a firm†s ties

Such ties (ECTS) not only bring new insights to a firm, but also enable it to think out of the box such that the firm is able to adopt new

firm that makes little investments in its ECTS. While both ICTS and ECTS carry risks, the risks

associated with the latter are likely to be higher due to the relatively higher differences in business practices, norms and such like between the partners.

risk taking may also be higher in respect to ECTS, given the potentially novel and non-redundant

provide an effective platform for learning and innovation (Feldman, 1993; Gilbert, Mcdougall & Audretsch, 2008;

ties (ECTS. We argue that ICTS and ECTS can be the sources of distinct knowledge.

Therefore we see that ICT and ECT development should be treated as an investment that enhances

ECTS are looked upon for advice and up to date knowledge by fellow firms who do not maintain

their knowledge comes from learning from others (Tsui-Auch, 2003. The above arguments suggest that while proximity

with its ICTS with ECTS that bring in information and knowledge that is locally not available Bathelt, 2004;

Interplay of ICTS and ECTS with Entrepreneurial Orientation To be successful, a firm must possess a certain ability to continually build

that emphasize the importance of ICTS and ECTS (Giuliani & Bell, 2005) and the literature on

of proactiveness and risk taking in relation to a firm†s ICTS and ECTS. However, prior literature

influences of proactiveness and risk taking on a firm†s network ties (ICTS and ECTS) in the

The Mediating Roles of ICTS and ECTS We argue that proactiveness contributes to a firm†s innovative performance indirectly through

the firm†s ICTS and ECTS because firms with high levels of proactiveness find opportunities

The resulting ICTS and ECTS therefore represent an important resource for the firm (Eisenhardt & Schoonhoven, 1996), with more such ties providing access to potentially

through its effect on ICTS and ECTS H1a. The effect of a firm†s proactiveness on innovative performance is mediated by its intra

How Does Risk Taking Moderate the Effect ICTS and ECTS on Innovative performance Establishing network ties do not necessarily mean that a firm is fully tapping into the

effective use of firms†ICTS and ECTS. When ICTS and ECTS are supported by an adequate

degree of risk taking though investment of time, money, and effort, the rate of innovation will

The interplay between risk taking on the one hand and ICTS and ECTS on the other can contribute to innovation, right from the discovery of an opportunity or the conception of an idea

and ECTS. Within a cluster there is certain degree of mutual interdependence, implying that 11 firms need to honor their commitments

taking less salient for ICTS compared to for ECTS. We therefore propose the following two

ties (both ICTS and ECTS) on innovative performance H2b. A firm†s risk-taking orientation has a greater moderating effect on the impact of its

ECTS, compared to its ICTS, on innovative performance Hypothesized Research Model Figure 1 shows the conceptual framework that explains the relationships proposed in our

hypotheses, depicting how the interplay between ICTS, ECTS, proactiveness and risk taking affects innovation Figure 1 Innovative performance and the interplay between ICTS, ECTS, Proactiveness and Risk-Taking

METHODS Proactiveness Intra-cluster ties Extra-cluster ties Innovation Risk taking H1a H1b H1a H1b

so ICTS and ECTS constitute key resources for the firms Biggs & Messerschmidt, 2005 Research Design and Data Collection

and ECTS by determining the number of partners with which the producers interact (Giuliani & Bell, 2005.

We constructed ICTS and ECTS variables as the number of a firm†s diverse set of partners, such as suppliers, distributors

while that of ECTS is much smaller at about 5. Correlation coefficients are all within acceptable limits, further

while ECTS may be mediating the effect of proactiveness on innovative performance, ICTS may not be playing such a role.

n s.).This confirms that ECTS fully mediates the effect of proactiveness on innovative performance, in support of our hypothesis 1b.

whether risk taking moderates the effect of ICTS and ECTS on innovative performance, we added to the variables in model 4, the interaction terms ICT x Risk taking and

firm†s ECTS, compared to its ICTS, on innovative performance. Coming to the results on control

Figure 2 The Moderating Effect of Risk-Taking on the Relationship between ECTS and Innovative

effect of ECTS on innovative performance. It shows the predicted innovative performance across a range (from low to high) of ECTS for high-and low-risk taking firms.

The horizontal axis measures the number of ECTS, and the dotted and solid lines respectively represent firms with

high and low risk taking. Both lines have a positive slope indicating the positive effect of ECTS

on innovative performance. However, the slope of the dotted line is much more steep than that of

the other line, underscoring that risk taking substantially moderates the impact of ECTS on innovative performance.

from increasing the number of their ECTS Robustness checks In addition to the tests described earlier, we conducted further tests to conclude that the

importantly, ECTS (Giuliani & Bell, 2005. We argued that the EO traits of risk taking and

proactiveness interact differently with a firm†s ICTS and ECTS. On the one hand, proactiveness is likely to influence innovative performance indirectly through the creation of a firm†s ICTS and

ECTS. Risk taking on the other hand positively moderates the impact of ICTS and ECTS We empirically tested our conjectures on a sample of 120 SMES in a creative-industry

manufacturing cluster in an emerging economy, Indonesia. Our analysis, based on primary data collected through interviews

found that ECTS mediate the proactive orientation of firms. A proactive-oriented firm is particularly adept at seeking resources from outside its cluster, increasing the diversity and

though ECTS We found that risk taking strengthens the relationship between ECTS and innovative performance.

For SMES in particular, external knowledge is a key source of innovation (Jacob & Szirmai, 2007;

their ECTS such that they are able to draw potentially valuable external resources. We however found that risk taking negatively moderates the effect of ICT on innovative performance.

network of ICTS and ECTS, encompassing suppliers, distributors, government agencies, research centers, financial institutions, and universities. In future research we hope to explore the

learning versus collective learning processes. Regional Studies, 33 (4), 353-365 Chen, C.-J, . & Huang, J.-W. 2009).

Strategic human resource practices and innovation performance †The mediating role of knowledge management capacity. doi

a new perspective on learning and innovation. Administrative Science Quarterly, 35 (1), 128-152 Covin, J,

The micro-determinants of meso-level learning and innovation evidence from a Chilean wine cluster. doi:

Network location and learning: the influence of network resources and firm capabilities on alliance formation.

Entrepreneurial Orientation and Organizational Learning: The Impact of Network Range and Network Closure. Entrepreneurship Theory and Practice, 35,1025

A Comparative Study of Two Suppliers in Singapore Management Learning, 34 (2 201-220 Uzzi, B. 1997.

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