would lead to better innovative capabilities in terms of higher order learning, and consequently can improve organizational performance including environmental management
helpful to adopt innovations because of their competent learning and innovative capabilities They said the quality of human resources was an essential factor influencing technical
ï Various kinds of technological effort which induce further accumulation of techno -logical capabilities, such as formal and informal Rand D, formal and informal (on-the
innovation and collective learning in small businesses†Education and Training 42 (4): 228-37 Morris, L. 2011.
campaigns, organisation of sustainable homework and home-school transport services, and mobility measures for large events.
Computers that do not really help to raise the quality of education DDT, a substance that fails to free the world of famine,
and through learning by doing and learning by using among policy-makers, innovation managers in businesses and other parties
and innovation (and learning) processes. This is a major deficiency for our understanding of the development of innovation systems or innovation networks, given that it is precisely
Learning process; Industrial co-operation; Internal technological capabilities 1. Introduction Stereotypes usually associate innovation with the
acquires its specific character through a learning process. In this perspective, we should place em -phasis on the production activity
These collaborative relationships entail learning Lundvall, 1993 •As one of the †four contemporary paradigms in the
which governance structures best promote learning etc. †(Foss, 1996, p. 12 2. 2. Co-operation as a learning process
Knowledge for production purpose cannot be con -sidered as free. The role of the firm is not to allocate
over time through a learning process and become tacit and specific to the firm (Foss, 1996.
†Know-how has a strong learning-by-doing character, and it may be essential that human capital in an effective team configu
•The second reason relates to learning. Collaborative relationships might take a hierarchical form. How
This interactive learning has following three dimen -sions (Lundvall, 1993 â Technical learning exists when interaction be
-tween users and producers induces an under -standing of reciprocal needs â Communicative learning involves the establish
-ment of technical codes, tacit and specific to the partners â Social learning limits opportunism by creating
similar behavioural codes The access to external linkages is assumed to be crucial for SMES competitiveness
and external learning Firms do not delegate their research activities to other industrial corporations. To keep initiative and
transfer while diversity of knowledge elicit †learning and problem solving that yields innovation†(Cohen and Levinthal, 1990, p. 133
the learning capacity and contribute to the success of cooperative projects. Following three factors which
Innovation and learning: the two faces of R&d. The Economic Journal 99 (9), 569†596
new perspective on learning innovation. Administrative Science Quaterly 35 (3), 128†152 Demsetz, H.,1991.
Co-operation as a learning process SMES and external communication The crucial role of the manager during the innovation process
Relation between absorptive capacity and external learning Links between R&d intensity and successful innovation The contribution of executives to successful collaborative relationships
•Learning from the Leaders •Key Recommendations Barriers to Innovation for SME€ s ï Lack of willingness to invest in upskilling and human
the entrance of new firms and incremental learning of existing firms. Firms established by high
•Learning-by-doing is an important intrinsic process. All firms make mistakes when they
at what price provides a very strong learning signal. Even stronger is the signal when a buyer
A new perspective on learning and inno. Administrative Science Quarterly 35 (1): 128 Cooke, P. 2001.
A novel approach to national technological accumulation and absorptive capacity Aggregating cohen and levinthal. The European Journal of Development Research 20 (1): 56
A case of technology learning among IKEA-suppliers in china and southeast asia. Journal of Economic geography Advance Access, joeg. oxfordjournals. org
Learning and innovation: What's different in the (sub) tropics and how do we explain it?
Knowledge, learning and small firm growth: A systematic review of the evidence Research Policy, 36 (2), pp. 172-192
A Framework to Study Learning and Innovation in Developing Countries. Oxford development studies, 36 (1), pp. 39-58
learning curve, use of complementary sales and service capabilities, technical complexity, ongoing innovation, relationships based on trust and use of
•development of demand-driven, easy-to-use and affordable services for all users, learning from the success of portable navigation systems and Web 2. 0 social networks
increased organizational performance by expanding industry learning and organizational efficiency. 66 In France, Chevalier, Lecat,
nchez, â€oeinformation technology and learning Their relationship and impact on organisational performance in small businesses, †International Journal of
Graduate school of Management and Center for Research on Information technology and Organizations, December 30 1992), http://crito. uci. edu/papers/1993/pac-005. pdf
Graduate school of Management and Center for Research on Information technology and Organizations, April 13, 2001 http://www. crito. uci. edu/git/publications/pdf/pac-037d. pdf
and Training (E&t) and for learning in general. It is highlighted however also that the full potential
costs and mainstreaming of ICT-enabled learning innovations (ICT-ELI) in Europe This report is part of the project"Up-scaling Creative Classrooms in Europe"(SCALE CCR) launched
Project Leader ICT for Learning and Skills 1 The Institute for Prospective Technological Studies (IPTS) is one of the seven scientific institutes of the
of the seven cases of ICT-enabled learning innovations from Asia and Europe and for her input to
Science+Technology in Learning), Marco Kools (OECD-CERI), Anne Looney (Irish National Council for Curriculum and Assessment), Irene Pateraki (Greek etwinning National Support Service), Helle
modernise E&t systems, true ICT-enabled learning innovations (ICT-ELI) are needed that improve significantly upon the status quo and achieve scale and systemic impact.
open up and broaden the learning experience. This can be done via small networks of schools and
and orchestrating learning instead of transmitting knowledge Recommendation 2-School staff professional development area Support and motivate teachers to develop
skills (e g. through in service training, peer-learning and informal and non-formal learning as lifelong learners themselves
e g. formative assessment) for diverse learning settings and purposes Recommendation 5-Organisation and leadership area
learning gains 7 1. Introduction 1. 1 Background and context Educational stakeholders recognize ICTS as key enablers of innovation and creativity in Education
and Training (E&t) systems and for learning in general. Throughout Europe, there are diverse national policies for ICT in education and many activities are undertaken to promote the use of
learning practices In order to modernise E&t systems, true ICT-enabled learning innovations (ICT-ELI2) are needed that
improve significantly upon the status quo and achieve scale and systemic impact. Large-scale pilots in real-life environments have been conducted in the E&t context in many countries in Europe and
x define and classify ICT-enabled learning innovations4 across a range of settings and participants, including groups of learners and teachers5 at system level, both within and
2 ICT-ELI will be used as an abbreviation of ICT-enabled learning innovations throughout this report
and also in this report, the term ICT-enabled learning innovations is used to mean profoundly new ways of using
the use of ICT, dealing with both formal and informal learning in school settings and in adult education
6 Creative Classrooms can be defined as innovative learning environments that fully embed the potential of
ICT to modernise learning and teaching practices. Creative refers to innovative practices, such as collaboration and personalisation,
including all types of learning environments, in formal and informal settings 9 2. Research approach
of learning innovations and inputs from real settings for the development of policy recommendations. In particular, 2 workshops with etwinning teachers were organized during the
Future of Learning Linkedin Group; 11 the etwinning Creative Classrooms Group; 12 the 10 http://groups. etwinning. net/web/creative-classroom/welcome
13 the European Forum on Learning Futures and Innovation; 14 the European Forum of Technical and Vocational education and
11 http://www. linkedin. com/groups/Future-Learning-2266966/about 12 http://openeducationeuropa. eu/en/blogs/join-jrc-ipts-line-consultation-policy-recommendations
/q=story/european-forum-learning-futures-and-innovation 15 http://www. efvet. org/index. php?
learning environment is, the more challenging it is to scale up and a great individual and collective
and scaling up high-quality, innovative ways of learning and teaching through new technologies and digital content
communities, families and individuals around the world and agencies for learning innovation initiatives may emerge at any of these levels (Kampylis, Law, et al.
The mainstreaming of innovative teaching and learning practices, which lie at the core of ICT-ELI
Curricula should promote innovative teaching and learning practices made possible by the use of ICT;
the term content refers to the resources for innovative teaching and creative learning. There is a
order to facilitate the innovative teaching and learning practices that lie at the core of ICT-ELI.
and learning practices made possible by the use of ICT to flourish and become mainstream.
learning settings (e g. self-regulated learning), should not be'add-ons 'but should replace ineffective practices that increase teachers'and learners'workload without adding value.
on innovative teaching and learning practices and their impact on learning outcomes. Such evidence-based research,
have great potential to stimulate innovative teaching and learning practices (European commission 2013a). ) Combined with traditional educational resources,
is envisioned in the study programme. 149 60.4 4. Encouraging the regular update of learning content and curricula based on research
findings. 149 60.4 5. Promoting the use of Open educational resources (OER) for broadening and updating the content and process of learning. 149 57.7
6. Promoting the involvement of education stakeholders (e g. teachers, parents, researchers etc.)) in the co-development of flexible and research-based curricula. 149 56.4
learning (e g. self-directed learning. 149 53.0 Relevance according to four groups of participants There are no differences between the four groups of participants according to recommendation
considered to be an integral part of the learning process This area focuses on the conceptual shift from traditional assessment of knowledge acquisition to
examination, certification and accreditation strategies in order to allow innovative teaching and learning practices to further be implemented and mainstreamed (Table 4
learning) is considered as a learning experience †assessment is integral part of the learning process (Redecker, 2013.
Hence, ownership of assessment is related to ownership of learning. In this way, self-assessment and reflection against learning goals allow learners to take ownership of
their learning, in collaboration with their teachers and peers, and become self-directed and self -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
learning process (67.6%).%)Formative assessment practices are more effective in the context of ICT -ELI because they provide students with information
considering their prior achievements according to their learning goals, and are better at fostering skills and competences than the summative assessment practices.
ongoing, integral and authentic part of the learning process, providing valuable formative information to the learner and the teacher to improve their practices.
examination systems in order to allow innovative teaching and learning practices to flourish by†N %9. Encouraging a shift of ownership of assessment from teachers to learners by giving
an integral part of the learning process. 142 67.6 12. Promoting the use of ICT tools in order to reform assessment practices (e g. cloud
integral part of the learning process 3. 3 Area 3: School Staff Professional Development In a snapshot
European commission, 2013c) that for implementing sustained learning innovations, school staff professional development is a crucial factor.
and orchestrating learning instead of just transmitting knowledge (81.3%).%)These teacher competences imply a wider more systemic view of teachers'professionalism (compared with teaching competences that refer
which also requires learning and changes in their practices by all the stakeholders involved (Kampylis, Law, et al.
"Innovative pedagogical practices made possible by the use of ICT lie at the core of learning
assessment) for diverse learning settings and purposes (80%).%In particular, teachers'professional skill sets should shift from subject knowledge towards expertise in pedagogy (e g.
orchestrators, and facilitators of learning Depending on the context and local specificities and needs, several models of continuous
blended learning approach, with networked learning as the online component and a limited number of offline meetings, all of which are directed towards fostering collaboration and network building
support a blended approach to continuous professional learning and development that combines online professional networks, face-to-face exchanges, informal learning etc.
69.9%).%)In addition policies should encourage and incentivise teachers to share their innovative practices with peers
and orchestrating learning instead of transmitting knowledge 134 81.3 14. Supporting and motivating teachers to develop
and ICT skills (e g. through in service training, peer-learning and informal and non -formal learning), as lifelong learners themselves
136 80.1 15. Enabling teachers to develop their ability to adopt and adapt innovative pedagogical
g. formative assessment) for diverse learning settings and purposes. 135 80.0 16. Recognizing the role of teachers as agents of change (rather than objects of change
Promoting a blended approach to continuous professional learning and development that combines online professional networks and self-organized face-to-face
such as learning analytics, which would allow them to monitor and personalize learning processes 135 48.9
Relevance according to four groups of participants For teachers/trainers and others the priority for policy-and educational decision-makers should
assessment) for diverse learning settings and purposes"and"Supporting and motivating teachers to develop and update their digital competence and ICT skills,
pedagogical, technological and organisational practices and the possible learning gains ICT-ELI constitute complex'ecosystems'that evolve over time (Kampylis, Law, et al.
success and failure are integral parts of the learning innovations:""†failures should be expected as
can enhance learning. Research focusing on the implementation strategies of ICT-ELI (72.5 %and on models for embedding new tools, such as technology-based assessment, in teaching and
learning practices should be supported. This would provide learning institutions and educational stakeholders with proven practical models that support the take up of innovative tools
Policy-and decision-makers should also promote research that happens at micro-level (e g teacher-led research) empowering"†each school/institution to develop a culture of
learning analytics, big data research, etc. to study in depth the complex'ecosystems'of ICT-ELI 61.8
possible learning gains 131 72.5 22. Supporting the application of various research methods (e g. teacher-led research
learning analytics, big data research, etc. to the study of complex'ecosystems'of ICT-ELI 131 61.8
Changes in learning institutions'organisation and leadership strategies are required for sustainable implementation and progressive mainstreaming of ICT-ELI.
Policy-makers should empower learning institutions to develop well-articulated innovation strategies (with both long-term vision and short
allow innovative teaching and learning practices to flourish. Furthermore, policy actions should focus on knowledge exchange and dissemination of innovative practices;
strategies will also require changes in learning leadership, which should be as open and 23
structures/routines and leadership models to make learning innovation a mainstream activity Policies should encourage learning organisations to embrace the technological opportunities
available for opening up their learning materials (e g. open educational resources) and practices and also support informal learning.
Policies are needed that help learning organisations to promote networking with other organisations and stakeholders across sites and also within the same
organisation, in order to encourage the emergence and scaling up of learning innovations. For instance, policies at micro,
leadership strategies needed to allow learning organisations to envisage and follow their own pathways to innovation and to scale up in an'organic'way, focusing on authentic learning for the
21st century 24 Table 7: Organisation and leadership policy recommendations Policy-and decision-makers could ensure that effective organisational practices
for learning by N %29. Supporting knowledge exchange (e g. participation in national/international conferences and workshops) to gain a further understanding of how innovative practices
Encouraging learning organisations to build on their strengths, available resources and readiness to implement innovation for learning, following a step-by-step approach that
could lead to a sustainable momentum towards a radical (or even disruptive) end 122 60.7
innovative teaching and learning to flourish. 122 59.0 46. Setting evaluation, communication and feedback mechanisms (e g. platforms for
collecting big and/or rich data and learning analytics) right from the start of different
a whole new frontier in learning, empowering both teachers and learners to connect with ideas and
up and broaden the learning experience at local level and beyond ICT-enabled learning innovation is a complex and slow process that requires cultural change and
collaboration between stakeholders from policy (e g. Ministries of Education and local authorities business (e g. IT providers), research (e g. research centres), higher education (e g. teachers trainers
and broaden the learning experience at local level and beyond (European commission, 2013a Connectedness (e g. Law et al.
and broaden the learning experience and mainstream ICT-ELI. Research reveals that effective implementation of new pedagogical technologies is ensured best through
and maintenance of †learning networks†that provide opportunities for professional peer exchanges (65.8%)(e g.
structures, such as national and/or transnational inter-linked portals (64.2%),to aggregate learning opportunities and knowledge exchange on a large scale.
disseminating innovative teaching and learning practices and should be supported further by policy -makers (61.3 %Table 8:
broaden the learning experience by N %51. Encouraging and supporting the development of small teacher networks (up to 10
participants at local level and/or beyond) for learning from each other in a more flexible
aggregate learning opportunities on a large scale (e g. learning resources for School Staff Professional Development) and exchange knowledge
networks) that offer a wider range of opportunities for peer learning and collaboration than the smaller networks
of small teacher networks (up to 10 participants at local level and/or beyond) for learning from
and/or transnational inter-linked portals, to aggregate learning opportunities on a large scale (e g learning resources for teachers'professional development) and exchange knowledge
boundaries of the learning across time and space whereas user-centred and flexible physical spaces
could enable innovative teaching and learning practices. Policy should increase efforts and investment in infrastructure developments (e g. broadband, cloud computing, creative learning
spaces etc. to support effective implementation and progressive mainstreaming of ICT-ELI For further development and mainstreaming of ICT-ELI an ICT infrastructure of appropriate
boundaries of the learning space across time (access to resources 24/7) and space (virtual learning spaces).
public-private partnerships between learning organisations, research centres, IT developers etc. to support R&d into technological innovations that fit the local needs (65.8)
support structures (e g. helpdesk services) needed to implement smoothly all the necessary learning technologies. Infrastructure is a key enabler of educational innovations
Updated ICT infrastructure should be complemented by physical learning spaces that offer inspiration, flexibility and comfort and allow innovative teaching and learning practices to flourish
69.2%).%)For instance, the ground-breaking design of Hellerup school in Denmark, entails rethinking the physical spaces in which learning takes place (e g. user-centred premises and furniture) and
high investment in school infrastructure to support the longstanding innovation history of the school Kampylis, Breä ko, et al.
learning spaces to facilitate innovative teaching and learning practices In conclusion, policy should increase efforts and investment in infrastructure developments
e g. broadband, cloud computing, creative learning spaces etc. to support effective implementation and progressive mainstreaming of ICT-ELI
infrastructure for enabling innovative teaching and learning practices by: N %57. Ensuring that all learners have equal and ubiquitous ICT access, in and out of
innovative teaching and learning practices, based on research findings on the impact of factors such as ventilation, lighting,
and noise on learning 120 69.2 60. Supporting public-public and/or public-private partnerships between learning
organisations, research centres, IT developers etc. to support R&d of technological innovations that fit the local needs and context
infrastructure to support effective implementation and evolution of innovation for learning is more important 3. 8 Interrelation between the seven areas and top recommendations
and orchestrating learning instead of transmitting knowledge 81.3 134 14. Supporting and motivating teachers to develop
and ICT skills (e g. through in service training, peer-learning and informal and non -formal learning), as lifelong learners themselves
80.1 136 57. Ensuring that all learners have equal and ubiquitous ICT access, in and out of
practices (e g. formative assessment) for diverse learning settings and purposes. 80.0 135 29. Supporting knowledge exchange (e g. participation in national/international
possible learning gains. 72.5 131 As can be seen from the table above, it is recommended highly that more investment be
and learning process and as such must be integrated thoughtfully into the planning and delivery of content and curriculum.
curricula and learning objectives are ineffective, if assessment practices remain the same (Cachia Ferrari, Ala-Mutka, & Punie, 2010
but also changing teaching and learning practices. This means increasing teacher competence in the teaching practices applicable to new
learning practices Organisation and leadership has an overall influence, and directs and supports teachers in their
and learning practices, made possible by the use of ICT, to flourish and become mainstream
certification and accreditation strategies in order to allow innovative teaching and learning practices to be implemented further and mainstreamed
enhance learning 8. Policy actions at micro-,meso, -and macro-level are needed for empowering learning
institutions to develop well-articulated innovation agendas (with both long-term vision and short-term goals) that include changes in organisation structures/routines and leadership
models, which result in learning innovation being regarded as a mainstream activity 9. Policy should encourage
broadband, cloud computing, creative learning spaces etc. to support effective implementation and progressive mainstreaming of ICT-ELI
Innovating Learning: Key Elements for Developing Creative Classrooms in Europe. EUR 25446 EN. Luxembourg: Publications Office of the
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Framing ICT-enabled Innovation for Learning: the case of one-to-one learning initiatives in Europe.
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Creative Learning and Innovative Teaching Final Report on the Study on Creativity and Innovation in Education in EU Member States
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A new paradigm for learning innovation in the 21st century Retrieved 20 november 2012, from Centre for Strategic Education
innovation for learning. EUR 25445 EN. Luxembourg: Publications Office of the European Union Kampylis, P.,Breä ko, B,
ICT-enabled innovation for learning in Europe and Asia: Exploring conditions for sustainability, scalability and impact at system level (pp. 52-62.
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ICT-enabled innovation for learning in Europe and Asia Exploring conditions for sustainability, scalability and impact at system level (pp. 21-35
and establishing learning organizations. New york: Springer Marshall, M. N. 1996. Sampling for Qualitative Research. Family Practice, 13,522-526. doi
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eassessment for 21st Century Learning and Skills. In A Ravenscroft, S. Lindstaedt, C. D. Kloos & D. Hernã¡
21st Century Learning for 21st Century Skills-Proceedings of the 7th European Conference of Technology Enhanced
Developing and mainstreaming ICT-enabled learning innovations in Europe This survey is part of the study'Up-Scaling Creative Classrooms in Europe'(SCALE CCR) undertaken
organisational and pedagogical aspects of innovation for learning. Please read them carefully and evaluate how relevant they are for developing and mainstreaming ICT-ELI in Europe.
learning practices (enabled by ICT) to become mainstream by 1 2 3 4 5 6 7
what is envisioned in the study programme Promoting curriculum development that leaves room for teachers to work in small
updating the content and process of learning Promoting through the curricula innovative pedagogical practices made possible by
informal learning (e g. learning by trial and error Encouraging the regular update of learning content and curricula based on research
findings 37 5a. If you have additional policy recommendations regarding content and curricula, please write
strategies and examination systems in order to allow innovative teaching and learning practices to flourish by 1 2 3 4 5 6 7
integral part of the learning process Revising examination systems in order to include assessment of both factual knowledge and key competences
which provide information to be used as feedback to enhance learning Formative assessment is ongoing and repetitive (during the learning process)
and typically involves qualitative feedback (rather than scores 6a. If you have additional policy recommendations concerning assessment,
and orchestrating learning instead of transmitting knowledge Enabling teachers to develop their ability to adopt and adapt innovative pedagogical
practices (e g. formative assessment) for diverse learning settings and purposes Helping teachers to acquire much greater proficiency in data handling and methods
such as learning analytics, which would allow them to monitor and personalize learning processes Supporting and motivating teachers to develop
and update their digital competence and ICT skills (e g. through in service training, peer-learning and informal and non
-formal learning), as lifelong learners themselves Promoting a blended approach to continuous professional learning and
38 1 2 3 4 5 6 7 development that combines online professional networks and self-organized face-to
-face collaboration Motivating and supporting teachers to make their innovative (pedagogical) practices more explicit and visible to peers and other stakeholders, such as parents
possible learning gains Supporting the application of various research methods (e g. teacher-led research control groups, experimental research, longitudinal studies, social networks analysis
learning analytics, big data research, etc. to the study of complex'ecosystems'of ICT-ELI Supporting research on the perspectives of various actors and stakeholders such as
and participatory leadership allow the progressive take up of innovation for learning by 1 2 3 4 5 6 7
innovative teaching and learning to flourish Developing a well-articulated innovation agenda which has both long-term vision
collecting big and/or rich data and learning analytics) right from the start of different pilots or initiatives
Encouraging learning organisations to build on their strengths, available resources and readiness to implement innovation for learning, following a step-by-step
approach that could lead to a sustainable momentum towards a radical (or even disruptive) end
and broaden the learning experience by 1 2 3 4 5 6 7 Encouraging the development of small networks of schools (i e. up to 10 schools) for
participants at local level and/or beyond) for learning from each other in a more flexible and personalized way
networks) that offer a wider range of opportunities for peer learning and collaboration than the smaller networks
aggregate learning opportunities on a large scale (e g. learning resources for School Staff Professional Development) and exchange knowledge and'success stories'of
innovation for learning 10a. If you have additional policy recommendations concerning connectedness, please write them down
innovative teaching and learning practices by 1 2 3 4 5 6 7 Increasing efforts and investment in ICT infrastructure (e g. broadband, cloud
evolution of innovation for learning Ensuring that all learners have equal and ubiquitous ICT access, in and out of
Supporting public-public and/or public-private partnerships between learning organisations, research centres, IT developers etc. to support R&d of
innovative teaching and learning practices, based on research findings on the 41 1 2 3 4 5 6 7
and noise on learning outcomes 11a. If you have additional policy recommendations concerning infrastructure, please write them down
Participants in the expert workshop'Scaling up ICT-enabled innovation for learning: Inputs from Asia
Paul Kelley Science+Technology in Learning, United kingdom Marco Kools CERI-OECD Carmen Lazaro à taca School, Spain
Participants in the'Scaling up ICT-enabled innovation for learning: Asia †Europe expert seminar
study programme 0. 7 3. 4 2. 0 11.4 22.1 26.8 33.6 60.4 Encouraging the regular update of learning content and
curricula based on research findings. 2. 0 3. 4 5. 4 6. 7 22.1 30.2 30.2 60.4
process of learning 2. 7 4. 7 4. 7 12.1 18.1 26.8 30.9 57.7 Promoting the involvement of education stakeholders
effective practices from informal learning (e g. learning by trial and error 2. 0 2. 7 4. 7 13.4 24.2 26 26.8 26.2 53.0
the learning process 2. 1 2. 1 5. 6 9. 2 13.4 30.3 37.3 67.6
orchestrating learning instead of transmitting knowledge 3. 0. 7 4. 5 10.4 28.4 53.0 81.3 Supporting and motivating teachers to
peer-learning and informal and non-formal learning), as lifelong learners themselves 7 1. 5. 7 5. 1 11.8 23.5 56.6 80.1
diverse learning settings and purposes 2. 2 1. 5 5. 2 11.1 33.3 46.7 80.0
professional learning and development that combines online professional networks and self-organized face-to-face collaboration 7 2. 2 4. 4 8. 1 14.7 27.2 42.6 69.9
as learning analytics, which would allow them to monitor and personalize learning processes 1. 5 3. 0 5. 2 11.9 29.6 25.9 23.0 48.9
1-not relevant at all; 7-very relevant 46 Table 15: Research †policy recommendations-frequency distribution
focusing on the possible learning gains 8. 8 3. 1 7. 6 15.3 31.3 41.2 72.5
learning analytics, big data research, etc. to the study of complex'ecosystems'of ICT -ELI 8. 8 4. 6 8. 4 23.7 29.8 32.1 61.8
Encouraging learning organisations to build on their strengths, available resources and readiness to implement innovation for learning,
following a step -by-step approach that could lead to a sustainable momentum towards a radical (or even disruptive
learning to flourish 8 4. 1 4. 1 9. 8 22.1 26.2 32.8 59.0 Setting evaluation, communication and feedback
rich data and learning analytics) right from the start of different pilots or initiatives 8 1. 7 6. 6 16.5 17.4 26.4 30.6 57.0
local level and/or beyond) for learning from each other in a more flexible and personalized way
learning and collaboration than the smaller networks 2. 5 4. 2 4. 2 11.7 20.0 27.5 30.0 57.5
implementation and evolution of innovation for learning 8 1. 7 2. 5 10.0 14.2 23.3 47.5 70.8
partnerships between learning organisations, research centres, IT developers etc. to support R& D of technological innovations that fit the local needs and
learning practices, based on research findings on the impact of factors such as ventilation, lighting, and noise
on learning 8 4. 2 2. 5 5. 8 17.5 30.8 38.3 69.2 1-not relevant at all;
in the study programme 5. 59 1. 5 68 5. 78 1. 1 32 5. 93
and process of learning 5. 62 1. 65 68 5. 41 1. 39 32 5. 54
of effective practices from informal learning (e g learning by trial and error 5. 35 1. 47 68 5. 75
Encouraging the regular update of learning content and curricula based on research findings 5. 72 1. 38
the learning process 5. 68 1. 45) 66 6. 07 1. 19) 29 5. 81
orchestrating learning instead of transmitting knowledge 6. 25 1. 24) 60 6. 24 0. 99) 29
diverse learning settings and purposes 6. 02 1. 22) 61 6. 41 0. 82) 29
as learning analytics, which would allow them to monitor and personalize learning processes 5. 47
1. 47) 62 5. 14 1. 22) 29 5. 38 1. 33) 26 5. 22
training, peer-learning and informal and non -formal learning) their digital competence and ICT skills,
as lifelong learners themselves 6. 27 1. 2) 62 6. 34 0. 9) 29 5. 96
professional learning and development that combines online professional networks and self-organized face-to-face collaboration 5. 9
orchestrating learning instead of transmitting knowledge 6. 25 60 6. 24 29 5. 77 26 6. 53 19
diverse learning settings and purposes 6. 02 61 6. 41 29 6. 04 26 6. 11 19
as learning analytics, which would allow them to monitor and personalize learning processes 5. 47 62 5. 14 29 5. 38 26 5. 22 18
1. 47)( 1. 22)( 1. 33)( 1. 44 Supporting and motivating teachers to develop and update (e g. through in service
training, peer-learning and informal and non -formal learning) their digital competence and ICT skills,
as lifelong learners themselves 6. 27 62 6. 34 29 5. 96 26 6. 26 19
professional learning and development that combines online professional networks and self-organized face-to-face collaboration 5. 9 62 5. 93 29 5. 62 26 5. 95 19
collecting big and/or rich data and learning analytics) right from the start of different
Encouraging learning organisations to build on their strengths, available resources and readiness to implement innovation for
local level and/or beyond) for learning from each other in a more flexible and personalized way
learning and collaboration than the smaller networks 5. 47 1. 72) 53 5. 31 1. 38) 26
partnerships between learning organisations, research centres, IT developers etc. to support R& D of technological innovations that fit the local needs and
and learning practices, based on research findings on the impact of factors such as ventilation, lighting, and
noise on learning 5. 75 1. 48) 53 5. 81 1. 3) 26 5. 83
Technologies for learning are considered as key enablers of educational innovation. However, their full potential is not being
mainstreaming of ICT-enabled learning innovations (ICT-ELI) in Europe. This report presents 60 recommendations for immediate
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