stakeholders in the Region such as the Education and Training Boards and adult learning providers to ensure a coherent and focused approach to advancing the social and economic goals of the
potential privacy concerns) or of peer reviews that can hone and improve the analyses. Instead consumers of such research have no option but
such skills in daily life and to continue learning and communicating using the written word. Literacy
involved in learning and management of ICT-assisted activity VI-Enhancing digital literacy, skills and
of the quality of the learning process and digital skills Ministry of Education responsible Ministry for Information
the learning processes Ministry for Information Society (responsible Ministry of Education support Stimulate students to become more
involved in the learning process Ministry for Information Society (responsible Ministry of Education support Encourage the Life Long Learning
process Ministry for Information Society (responsible Ministry of Education support Page 21 of 170 Increasing general awareness of the
Encourage Life Long Learning Patient-centric service model Web 2. 0 platforms in the learning process
Improve availability of telemedicine equipment Contribute to Europeana Develop specific cultural content Monitoring & evaluation of healthcare
This index is calculated as an accumulation of three factors ï online services (estimated in terms of the%of use of online services depending on the 4 degrees
future learning environments. Technology is a high spend consideration for most schools yet smarter spending on the right equipment
In recent years, ICT skills have become essential in the learning process, once with the development of
and the Internet in the learning process is the pupil access to these technologies. Besides the horizontal measures of improvement in the number of broadband connections
The ICT instruments supporting the learning process are the most representative in the support of development pursuant to the completion of classes and for continuous training of citizens, as
Such instruments provide flexibility to the learning and specialization process in time, entailing a new specialization when the economy of a country
of learning process 1. Education by curricular activity based on ICT This kind of education relies mainly on OER resources and Web 2. 0 on learning and evaluation based on
projects and e-Portfolio of results of the pupil or student, on creation of original digital content and
3. Continuous professional training-Life Long Learning with the help of ICT The objective of continuous professional training consists in providing knowledge and skills necessary to
of the quality of the learning process Through the thorough preparation of teachers, pupils and students will
Learning process †LLL OER implementation efforts imply, in terms of ICT ï Providing the frame and
the learning processes Enabler For a more flexible learning process a key objective of the European
Union is the implementation of ICT technologies type Web 2. 0 across all member countries.
involved in the learning process Operational Due to the novelty represented by the technological factor, students
involved in the learning process which, over time, will have a positive impact on their school performance
Encourage the Life Long Learning process Enabler Regarding lifelong learning, online learning platforms and the existing
in lifestyle and progress, including the development of modern skills, adaptation of teaching and learning
Promoting opening the learning databases as an opportunity for informal education Enabler Provide trainings on the
communications will contribute to the implementation of the new learning methods increasing thus the teaching quality and accessibility
Learning by levels of education 2009/2010 2010/2011 2011/2012 2012/2013 Number of learning facilities
Total 8244 7588 7204 7069 Population enrolled in education systems by levels of education (thousands Total 4177 4029 3824 3734
Percent of population of learning age included within the learning system Total 78,7 77,6 76,0 76,2
among adult persons †LLL †Life Long Learning Detailed conclusions are described in the second field of action
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
technologies and new ways of teaching and learning Jan Herrington, Jessica Mantei, Anthony Herrington, Ian Olney and Brian ferry
mobile learning, mobile technologies, mobile learning, authentic learning design-based research, higher education Introduction Personal mobile devices such as ipods and mobile phones are now ubiquitous amongst student
technologies are likely to deter rather than facilitate teachers†self-directed learning in new technologies An alternative to personal learning is group-based professional development (PD) classes provided by
universities. These are often excellent sources of information†and inspiration†for university teachers but few universities currently provide PD on personal mobile devices,
more mainstream educational technologies such as computers, learning management systems software packages and audiovisual tools. It is only at a surface level that widespread teacher PD appears to
and communication technologies (ICTS) on pedagogical practice and student learning, namely:(a forming government policies;(
In an extensive literature review of mobile learning, Naismith, Lonsdale, Vavoula and Sharples (2004 proposed six broad theory-based categories of activity in the field:(
3) Situated learning-activities that promote learning within an authentic context and culture (e g.,, Proctor & Burton, 2003, multimedia tools at the Tate
4) Collaborative learning-activities that promote learning through social interaction e g.,, Palm Inc.,2005, teacher trainers use of personal digital assistants PDAS to beam questions for a
learning outside a dedicated learning environment and formal curriculum (e g.,, Wood, Keen, Bassu, & Robertshaw, 2003, breast cancer care in the delivery of text images and audiovisual materials to patientsâ€
6) Learning and teaching support-activities that assist in the coordination of learners and resources for learning activities (e g.,
, Perry, 2003, managing teachers†workloads using PDAS to record attendance, marks and organise lesson plans
the learning experience of students in higher education Aims and scope of the project The project investigated the educational potential of mobile devices, specifically, †smartphonesâ€
2. Engage teachers from a Faculty of education using an action learning professional development framework to explore
completing a complex task within an authentic learning environment 3. Implement the use of mobile technologies and authentic tasks in learning activities over a period of 3
-5 weeks in a range of different subject areas 4. Describe, categorise and disseminate resultant pedagogies and professional development activities
pedagogical use of m-learning devices 3. What pedagogical strategies facilitate the use of m-learning devices in authentic learning
environments in higher education 4. What pedagogical principles facilitate the use of m-learning devices in authentic learning
environments in higher education The project used a design-based research approach (e g.,, Reeves, 2000; Reeves, Herrington & Oliver
Authentic learning (Herrington & Oliver 2000; Herrington & Herrington, 2006) provided the basis for the pedagogical activity while action
Authentic learning situates students in learning contexts where they encounter activities that involve problems and investigations reflective of those they are likely to face in their real world professional
identified nine characteristics of authentic learning •authentic contexts that reflect the way the knowledge will be used in real-life
Action learning (Revans, 1982) was adopted as a professional development framework to assist in the design of each teacher†s learning environment.
The approach typically involves a small group of colleagues solving workplace problems utilising their own processes of sharing, reflection and facilitation
their functionality, the design and implementation of action learning professional development sessions for university teachers, the design of 12 pedagogies to be implemented with either the phone or the ipod
smartphones and Apple 30g ipods were purchased by the University from Teaching and Learning funds for use in the professional development workshops and implementations with students in classes.
m-learning affordances What are the technology affordances of smartphones, and mp3 players in higher
m-learning professional development What are appropriate strategies for the PD of higher ed teachers in
m-learning devices m-learning strategies What pedagogical strategies facilitate the use of m -learning devices in authentic
learning environments in higher education m-learning principles What pedagogical principles can guide the use of m-learning
devices in authentic learning environments in higher education Phase 1 Phase 2 Phase 3 Phase 4
Year 1 Year 2 Yr 2 & beyond Semester 1 August †Dec 06 Semester 2
Web-based learning Literacy education Reflective practice Adult education •Final project conference to present findings
-learning technologies Phase 2 Workshop resource processes and procedures for others to implement Phase 3
12 learning environments Effectiveness evaluation of whole project Peer review of chapters by team & reference group
usefulness of each device prior to the design of learning activities. These catalogues are available on the
pedagogical use of m-learning devices? This phase occupied the second semester of the project
individual†s likelihood of voluntarily making use of a particular type of technology for a learning-related
described by Revans,(1982) as an inquiry-based approach for professional learning that focuses on the
regular action learning meetings where project members, IT and PD personnel worked collaboratively reflecting and sharing ideas and experiences on a regular basis in order to find new ways to use mobile
worked within the workshop environment to plan an authentic learning environment that comprised 4-6
When teachers had designed their learning tasks, they were able to trial their ideas in the PD group during this phase,
and plan procedures to evaluate their learning environment when they were implemented in Phase 3 By the end of Phase 2, the teachers had designed learning environments ready to be implemented in Phase
3, each comprising: an authentic task (to be completed over a period of 4-6 weeks), a range of resources
During Phase 3, the learning tasks were implemented and evaluated with students in classes conducted over two semesters.
strategies facilitate the use of m-learning devices in authentic learning environments in higher education One class set (25) of each device was used in this phase to ensure specific affordances were available to
At the end of this phase, teachers had implemented the learning tasks (with appropriate resources supports and assessment items) and uploaded descriptions of pedagogies to the project website
pedagogical principles facilitate the use of m-learning devices in authentic learning environments in higher education?
succinct case study descriptions and exemplars of the pedagogies developed for the m-learning devices. A
implementation and pedagogy of mobile devices, using a theoretical foundation of authentic learning rather than a transmissive, technology-driven perspective
learning tasks (†pedagogiesâ€) created by the teacher/researchers, a two day conference showcasing the
currently no specific and cohesive national policy on the use of mobile technologies in learning exists in
learning approach adopted for the professional development of participants. The project involved 19 people including teachers, IT and PD personnel from the university.
teacher professional learning, ICT, science education, visual education†albeit all were within the Faculty of Education.
technologies, but to a range of other contexts requiring a self-reliant action learning approach. The action
Support for this paper has been provided by The Carrick Institute for Learning and Teaching in Higher
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accreditations to deal with the risks of cyber threat, fraud and other security threats 6 Part One NHS Prescription Services:
manager and Capita, who hold current ISO 20000 accreditation, a recognised service management standard. The Capita contract is in its third year
accreditations to deal with the risks of cyber threat and fraud and other security threats Technology
standards (accreditation) in a cost-effective manner and its security controls ensure the confidentiality, availability and integrity of data.
inquiries, but also make business processes and knowledge accumulation more efficient. All personnel can share valuable business knowledge and experience, once entered into the office computer, simultaneously
and employees to tailor their learning according to their immediate needs. Service users can contact the trained staff in local Learndirect centre for
http://www. iwf. org. uk/members/funding-council/code of practice-practice 41 •In The netherlands, ISPS, national enforcement authorities and associations of right
-and-takedown code of conduct for all content that is punishable or unlawful; 128 •In December 2009 several French internet platforms and right holders agreed on a
Typical trustmark systems consist of an accreditation mechanism with an independent supervisor for an online trader to meet the trustmark's requirements (including
for organizational learning Figure no. 1 summarizes the main four drivers for companies to start open partnerships:
Knowledge acquisition can also accelerate the organizational learning of a firm as part of their strategic processes to develop internal capabilities
since learning about the other partner†s competitive advantages does entail additional costs. Too much diversity among partners, protecting internal knowledge
Southwestern Cengage Learning 2. Brunold, J. and Durst, S. 2012)" Intellectual capital risks and job rotation",Journal of
and learning, the conference attendees used the process of Open Innovation 2. 0 itself to create the
There is a common learning process in here, shared by the Commission introducing new instruments and
-ledge elements for the experiential learning aspects specifically the â€oecognitive†elements; Social elem -ents for the usage of the Iot system as a persua
The Interdisciplinary studies Journal (ISJ Special issue on Smart Cities, Vol. 3, No. 4, pages 331
the nature, dynamics, scale and scope of learning and innovation as significant locally as it is impact
developing the capacity for higher order learning at the macro-,meso-and micro-levels and embed
learning/teaching new skills, and a possible shift of power between different players (European Com
and more resilient learning, learning-to-learn and learning-to-learn-how-to-learn dynamics (24.
learning (L3)( 45) and metrics, measurement management (M3)( 46) for growth? The S3 †Europe 2020 strategy is intended to enable
•Impacts of transnational learning on the locally based dynamics, structure and pro -cesses inside the Triple helix.
of Technological Learning, CRC Press, Boca raton, FL further references:(24 23) Carayannis, E g.,, Campbell, D. 2006.
of Technological Learning, Published Doctoral (further references:( (45 25) Carayannis, E g.,, Provance, M. 2008. Measuring
that learning and smart steps in innovation do not rely on offi -cial university education; that risk taking is a key
through entrepreneurship, open innovation learning environments, or corporate venturing? What would be the right model for entrepreneurial education for
and in particular the Contextual Learning Jour -ney, a summer †crash course†in entrepreneurship Climate-KIC offers EIT-labelled degrees, including
Early Learning, Next Steps & Future Perspectives of the EIT and its KICS As of 2014, the three existing KICS operate as net
-ing to the external review ordered by the Euro -pean Commission (13), the main areas for improve
learning capabilities Information-based Based on debates: Increasing emphasis on dialogue Limited to information distribution and formal
-moil provide some insights for bench learning in the future. The co-development of intangible national
Changes introduced by the leaders require learning and adaptability by employees in order to be executed smoothly inside the organisation.
the role of leadership, learning motivation and productivity. Management Decision 36/5 (1998) 289†301. Available from:
8. Using rapid experiential learning, insights, and knowledge to co-evolve human stakeholder ex -periences of value
-ple to teaching/learning and tourism Living Lab Activities in Oulu One part of CIE open innovation and end-user per
learning mechanisms (7 Let†s look at a way in which co-creation was uti -lised by a large corporate organisation.
At the end of Chapters 2 to 6, we include key learning points. These lists of learning points can be consulted as a checklist
when you are setting up a new business with your innovation partners. These learning points are gathered at the end of each chapter
so you can easily check them whenever you want a quick review of what you have learned
learning process led by sleep experts. The QOD case illustrates that developing a successful business model that ultimately changes the industry starts with nothing more than the conviction of a well
Key Learning points ï Analyzing open innovation in SMES in traditional industries starts with conceiving and
such as a learning innovation network, design networks, research programs, and so on. Design was the second step.
Key Learning Points Open innovation as an integral part of business model innovations In the past, the open innovation literature has focused too much on the direct benefits of open
ï Small firms should do their homework before they start collaborating with large companies Some large companies are trustworthy innovation partners because they recurrently
One of the major learning points to emerge from the cases is that open innovation networks are sustainable only when the value that is jointly created is
and deepen learning about open innovation among entrepreneurs One way to accelerate the use of open innovation in small firms is to diffuse successful cases using
Networks of learning in biotechnology, Administrative Science Quarterly, 41,116-145 32 In 2006, Netflix, a major movie rental company, organized a crowdsourcing contest on the Internet.
missing external inputs into the learning process which the firm itself cannot (easily provide (Romijn and Albaladejo, 2002;
H200703 26-1-2007 Family orientation, strategy and organizational learning as predictors of knowledge management in Dutch SMES
standards, to proï t from infringements, to realize learning effects, and to guarantee freedom to operate by establish
The ï rst component reï ects the practices of employee involvement, external involve -ment and external networking.
standards, to proï t from infringements, to realize learning effects, and to guarantee freedom to operate by establish
The ï rst component reï ects the practices of employee involvement, external involve -ment and external networking.
At the end of Chapters 2 to 6, we include key learning points. These lists of learning points can be consulted as a checklist
when you are setting up a new business with your innovation partners. These learning points are gathered at the end of each chapter
so you can easily check them whenever you want a quick review of what you have learned
learning process led by sleep experts. The QOD case illustrates that developing a successful business model that ultimately changes the industry starts with nothing more than the conviction of a well
Key Learning points ï Analyzing open innovation in SMES in traditional industries starts with conceiving and
such as a learning innovation network, design networks, research programs, and so on. Design was the second step.
Key Learning Points Open innovation as an integral part of business model innovations In the past, the open innovation literature has focused too much on the direct benefits of open
ï Small firms should do their homework before they start collaborating with large companies Some large companies are trustworthy innovation partners because they recurrently
One of the major learning points to emerge from the cases is that open innovation networks are sustainable only when the value that is jointly created is
and deepen learning about open innovation among entrepreneurs One way to accelerate the use of open innovation in small firms is to diffuse successful cases using
Networks of learning in biotechnology, Administrative Science Quarterly, 41,116-145 32 In 2006, Netflix, a major movie rental company, organized a crowdsourcing contest on the Internet.
-mance criteria, and learning curves What is the relationship between technological progress in this industry and scientific progress in
-riod, probably a manifestation of the accumulation of weaknesses It is highly informative to examine the identity of
a key for policy learning When examining the distribution of universities granting the Master degree the top list is slightly dif
institutional learning on which it was possible to capitalize. The entrepreneurial process started much later in Europe, partly because of the lack of compe
-vice companies the learning curve, in the same peri -od, was much less favourable. Consistent with this
establishing"a learning community of SME coaches and intermediaries, strategically sharing proven operational know-how "sme-MPOWER materials are freely available under an open license arrangement
2008, and there are now five graduate schools specialising in the venture business. However, figures for 2009 may indicate a decline caused by the worldwide economic crisis
Number of graduate schools for venture business 0 5 Venture capital in 100 mio KRW New venture investments 7, 870 12,041
interest in learning for Korea†s SME policies from the EU, especially from Germany and France
Graduate school of Business, SPRIE and STVP Available at http://www3. weforum. org/docs/WEF ENTREPRENEURSHIP REPORT 2011. pdf
establishing"a learning community of SME coaches and intermediaries, strategically sharing proven operational know-how "sme-MPOWER materials are freely available under an open license arrangement
2008, and there are now five graduate schools specialising in the venture business. However, figures for 2009 may indicate a decline caused by the worldwide economic crisis
Number of graduate schools for venture business 0 5 Venture capital in 100 mio KRW New venture investments 7, 870 12,041
interest in learning for Korea†s SME policies from the EU, especially from Germany and France
Graduate school of Business, SPRIE and STVP Available at http://www3. weforum. org/docs/WEF ENTREPRENEURSHIP REPORT 2011. pdf
Learning from Innovation in Public sector Environments Work Package 5 European) Policy) Brief)#)5)))2 Learning!
'The'LIPSE'project'(Learning'from'Innovation'In'public'Sector'Environments)' identifies'drivers'and'barriers'to'successful'social'innovation'in'the'public'sector.'
'Project-Name-Learning'from'Innovation'In'public'Sector'Environments'(LIPSE ''Coordinator -Prof. (Dr. Victor (Bekkers,'Erasmus'University'Rotterdam,'Department'of'Public'Administration:'
mutual learning exercises and studies, including design studies for new infrastructure and may also include
-commercial purposes †for uses such as developing learning and educational content documentaries, tourism applications, games, animations and design tools, provided
regional or national centres of learning through the establishment of a University of the Southeast and
The EPA Code of practice: Wastewater Treatment and Disposal Systems Serving Single Houses (Cop) establishes 92 Regional Planning Guidelines for
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