and, Learning Theory (for example as reported in Badii 2000,2008) have investigated human memory biases that underpin
Buckingham Shum, S. & Deakin Crick, R. 2012) Learning Dispositions...Knowledge Vancouver, British columbia, Canada, April 29-May 2, 2012
potential as both formal and informal learning environments As key components of NEMO's work for
learning styles. For example, the National Gallery in London utilises an editorial approach termed'Skim, Swim and Dive',a three-tier
defined lifelong learning as'all learning activities undertaken throughout life with the objective of improving knowledge, skills
education and learning fields, including museums In recent decades, more and more cultural organisations in different European countries
culture-from learning to citizens rights, from welfare to the human footprint on the planet
informal learning and a contributor to Europe's economic development in the future Siebe Weide, Chairman of NEMO
Learning Museum',the Grundtvig Multilateral Project'Lifelong Museum Learning',the Learning Partnership'Museums tell many stories'and the Grundtvig Multilateral Project'MAP for ID
Nordic Centre of Heritage Learning & Creativity, an R&d organisation for learning through heritage engagement.
Mr. Zipsane is a guest professor in heritage learning and regional development at Linkã ping University and an associate of Pascal Observatory and the Centre for Research and
related media is profoundly redesigning our living and learning The portion of society that commonly first adapts to the â€oenewâ€
situations, making learning in and out of school"increasingly porous,"therefore the educational institutions have a problem
All the university can provide is an introduction to learning to allow us to discover our possibilities, and our potentials
In the digital age the learning environment is completely blown open. The advent of new digital
living and learning. The segment of society that usually first adapts to the â€oenew†is the young,
making learning in and out of school"increasingly porous "Therefore the institutions have a problem, because they
Peers play hugely important roles in the learning environments of the 21st-Century. This kind of learning is
handled intuitively, with inherent enthusiasm, and with the interplay between peers learning and working intuitively
evaluate such â€oeuncommon†learning, which seems more effective and valuable in many contexts than rote
In traditional educational settings we thought about learning International Journal of Social science and Humanity, Vol. 5, No.
conditions of their learning rather than following a prescribed route. This will encourage a higher level of specialization
and learning. However, on top of everything comes the politics related to these issues All these point out the urgent need to develop coherent
onto the future of learning that is attainable, scalable and one that flourishes along with the technology
The South East European Centre for Entrepreneurial Learning (SECEL), aims to support the needs of South East European countries for structured
strategic regional cooperation in the development of a lifelong entrepreneurial learning system as a part of their implementation of the Small Business Act for Europe (SBA) human capital
ï§Promoting work based learning including quality traineeships, apprenticeships and dual learning models to help the transition from learning to work
ï§Promoting partnerships between public and private institutions in order to ensure appropriate curricula and skills provision
Globalizing Learning Economy Bengt-Ã ke Lundvall, March 2009 Th e D es ig n
Innovation capability building is a learning activity that is incremental in nature but it needs the right environ
and a learning organisation encourages thought leadership, prob -lem solving best practice and creative thinking
practice tools within an applied learning process. The figure below shows a design-driven innovation approach that builds an integrat
and learnings to cover both the front and back end of the innovation process Communications The purpose and vision of the organisation acts a guide when
It takes a †learning by doing†approach whereby coaching enables the business to identify where design can best meet their
the new learning, tools and techniques to their own company situ -ation. Interested companies will then be asked to submit a growth
Our home, learning and working environments are all becoming increasingly digi -tally networked. Digitisation also facilitates the provision
and of the worlds of learning, work and business is achieved in a systematic, socially acceptable, responsible
the purposes of learning and research The State is also a major player in the digital space.
learning and other applications, greater use of networking in the home to optimise energy costs, for example, or for
areas for learning, further training, continuing education progression and participation in economic and social life Scientists need to be able to communicate scientific infor
Government will develop a digital learning strategy that will systematically use, enhance and implement digital
Telone Centre for Learning Corner Samora Machel and Hampton Road P o box BE 792 Belvedere Harare †Zimbabwe
which provides access to a myriad of learning systems job matching services, entrepreneurship courses, contests,
7. 1 New learning models...44 7. 1. 1 Blended learning...44 7. 1. 2 Self-directed learning...
46 7. 1. 3 Collaborative learning...48 7. 2 Partnerships for learning and jobs...49
7. 3 Learning and innovation places...50 7. 3. 1 Co-working spaces and technology hubs...
51 7. 3. 2 Hacker/maker spaces...51 7. 4 Repositories, games and mobile resources...
52 7. 4. 1 Online repositories...52 7. 4. 2 Games...52 7. 4. 3 Social media...
7. 4. 4 Mobile phones †learning on the go...53 7. 5 Certification...54 7. 5. 1badges...
learning are challenged to keep pace with rapid technological changes and many are stuck in old methods
Against this gloomy picture there is an explosion of new learning opportunities that employ novel (and
myriad of new career options are generating new forms of learning. Open courseware, flipped classrooms, mobile learning,
and other innovations are redefining the realm of the possible, propelling a learning revolution that has the potential to reach a far greater proportion of the world†s youth
Some of the nascent markets and learning programmes will become huge forces that reshape entire industries;
on new models of learning. Chapter 8 discusses the role of government in supporting youth employment
pedagogical strengths and weaknesses of different learning models. Rather, the report aims to provide a
leisure, social, buying and selling, learning, citizenship, well-being and employability. The list above illuminates this tendency with the inclusion of such competences as
The Framework for 21st Century Learning, produced by the Partnership for 21st Century Skills articulates the key elements needed to ensure people are equipped for lifelong success. Among other
learning and innovation skills, and information, media and technology skills. The latter has been addressed in detail above. The contents of
Learning and innovation skills •creativity and innovation •critical thinking and problem solving •communication and collaboration
A learning and networking event for NGOS. Workshop Report, Barcelona, June 2007,"(Seattle: Technology & Social Change Group, 2007), http://hdl. handle. net/1773/16291
skills †from learning how to research the market to developing an effective sales pitch and
Young people have an innate appetite for learning-be it, alone, in the school system, or with peers.
A study looking at learning spaces and the influence of ICTS identifies six trends as the hallmark of the
a. Classrooms are not the only form of learning space b. Social interaction is a growing part of learning.
Team and collaborative learning is encouraged c. Technology is natural in the lives of the student †as the â€oedigital native††while the teacher †as
show innovation and a variety of models, methods and channels for learning and teaching. Most of the
the first explores new learning models; the second looks at partnerships for promoting jobs and learning;
the third examines the role of physical places for learning the fourth explores the range of online resources that have proliferated;
and the last section presents new accreditation models that are expanding ways to recognize skills
Designing Blended learning Space Student Experience, †in Learning Spaces. eds. Diana G Oblinge (EDUCAUSE, 2006
7. 1 New learning models New technologies are changing how learning and teaching is done, creating new opportunities and
Teachers can take on the role of expert-facilitators of learning while students can own the learning process
and acquire knowledge at their own pace. New ways of interacting in the learning environment are also emerging.
Three key trends are explored below: blended learning, self-directed learning, and collaborative learning 7. 1. 1 Blended learning
Blended learning is the pedagogical integration of digital and face-to-face instruction. Blended learning encompasses flipped classroom, mix-mode, hybrid, technology-mediated instruction, and web-enhanced
The use of new technologies in learning is more than a mere substitution of the medium of
and learning potential, Kelvin could make significant engineering contributions to his country Digital opportunities: Innovative ICT solutions for youth employment
The blended learning process relies on digital environments called Learning Management Systems (LMS LMS enable the creation of a virtual classroom for the students,
7. 1. 2 Self-directed learning With ICTS and the vast amount of free content available on the internet,
There is a transformative element to self-directed learning as Kelvin†s case illustrates above. Self-directed learning is an option for youth who â€oefind themselves trapped in the
vicious circle of low skills, low productivity and low income. †151 The opportunities to learn in a self
Self-directed learning Source: Authors 151 International Labour Office, Apprenticeship in the Informal Economy in Africa,(Geneva:
Prominent and emerging models of self-directed learning include open universities, open course ware OCW), open educational resources (OER), and massive open online courses (MOOCS.
of any age to take learning into their own hands by providing them with good educational options, and
What can be assumed is that this type of learning will expand exponentially. This movement marks a transition to a learning paradigm in
which knowledge acquisition is no longer only in the hands of policy-makers, publishing houses or instructors. Youth feel more empowered to decide on
Other examples of initiatives assisting self-directed learning include: Moodle157, Udacity158 Edx159, Second Life160, among others
7. 1. 3 Collaborative learning There are vast opportunities for youth to engage in collaborative (or peer) learning using ICTS
with the group, individual accountability for learning and teaching, and clear processes to lead, follow and
Collaborative learning takes place both in -person and online, with ICTS expanding the range of possibilities
Social capital and collaborative/peer learning Source: Authors In the context of youth employment, it is important to consider the benefits that participating in
Collaborative learning events are opportunities for young people to learn ICTS (basic and advanced) as well as entrepreneurial skills.
opportunities that may lead to participants learning about jobs as well. The sustainability and success of
Peer 2 Peer University is an online space for learning guided by values of openness
community and peer learning. It offers courses (MOOCS) and an open master programme for anyone who wishes to learn.
7. 2 Partnerships for learning and jobs As noted in chapters 3 and 4, a growing number of jobs require ICT skills of different levels.
reports point to the importance of mentoring in learning and skill development, finding that when youth
Partnerships for learning and work Source: ITU Google summer of code, launched in 2005, is a global programme that has granted over
7. 3 Learning and innovation places The classic notion of the learning place is associated with organized institutions such as schools
universities, and vocational training centres. With the advance of new learning models described above youth are taking learning to places like technology hubs, co-working spaces,
and hacker/maker spaces The popularity of these places demonstrates the lasting value of face-to-face interaction, which when
coupled with interactive online tools, allows these places to offer a rich ERROR-Flatefilter: stop reading corrupt stream due to a Dataformatexception
environment for learning collaboration and co-creation 164 See reports by the European Youth Forum (2008;
widespread impact of social networking and new locales for learning 7. 3. 1 Co-working spaces and technology hubs
Imagining Exercise on the Future of Learning, †JRC Scientific and Technical Reports (2008), doi:
Learning with games is not an entirely new phenomenon; roleplaying has been used for many years in education to impart new
including for learning. Games attract massive audiences with a diversity of backgrounds and gives rise to multiple opportunities for expanding the scope
Social media are used extensively for learning as well. Some of the major sites (e g. Facebook and Twitter became known as platforms for the exchange of personal stories and leisure activities, but more and
and institutions of learning to enrich the learning experience. For example, people who enrol in MOOCS take advantage of both online social media
tools and applications such as Meetup to organize face-to-face study sessions at a local coffeehouse library, or someone†s house.
learning is nothing more or less than traversing them. In the same way that you become proficient in a
7. 4. 4 Mobile phones †learning on the go There are over 5. 2 billion mobile phone subscriptions in developing countries. 169 The ubiquity of mobiles
has turned them into a learning tool that can bring people living in remote areas closer to education
elsewhere in this report, private and public entities have stepped up to offer mobile learning programs in numerous languages across all continents.
the potential of mobile phones to vastly expand learning opportunities, especially for those in developing countries. 171
Mobile learning is still in its infancy, with ongoing research being undertaken to understand what works
following the blended learning, self-directed learning, and collaborative learning examples discussed earlier. And while there are many programs that can be accessed via basic or feature phones,
education,(2) supporting non-formal channels of learning,(3) supporting alternative accreditation systems,(4) advancing public-private partnerships,
for learning other subjects; and importantly, the limited capacity of teachers to make more integrated use
new learning environments and the generation of an adequate context for Uruguay†s children to be able
Learning can happen anywhere, be this in hackathons, meetups MOOCS, codefests, using freely available information online,
innovation and learning Promoting these kinds of activities requires openness to uncertainty and risk. To date, most activities have
A key factor in the success of alternative learning pathways is recognizing the skills and knowledge people
more South-South and North-South collaborations for learning and trade •Use government procurement to purchase products and services from entrepreneurs and small
Innovations in learning both ICT and soft skills are plentiful and increasing every month. Existing programmes are improving,
Advances in mobile learning are opening new doors. Moreover many of the resources are available at little or no cost.
Government can lead efforts to incorporate a number of the learning programmes and pedagogical models, such as blended learning and flipped classrooms, into K-12 and higher education.
and otherwise provide an environment that facilitates learning. While self -directed youth can take advantage of online programmes on their own,
A Learning and Networking Event for NGOS. Workshop Report, Barcelona, June 2007.""Seattle: Technology & Social Change Group
an Imagining Exercise on the Future of Learning. †JRC Scientific and Technical Reports European commission, Joint Research Centre, Institute for Prospective Technological Studies
Designing Blended learning Space Student Experience, †in Learning Spaces. eds. Diana G Oblinge. EDUCAUSE, 2006
MENA Knowledge and Learning Quick Notes Series, no. 49. WASHINGTON DC: World Bank, 2011. http://documents. worldbank. org/curated/en/2011/12/15572235/striving-better
Mobile learning Learning via a mobile device or learning that happens when the learner is not at a
Telone Centre for Learning Corner Samora Machel and Hampton Road P o box BE 792 Belvedere Harare †Zimbabwe
7. 1 New learning models 7. 1. 1 Blended learning 7. 1. 2 Self-directed learning 7. 1. 3 Collaborative learning
7. 2 Partnerships for learning and jobs 7. 3 Learning and innovation places 7. 3. 1 Co-working spaces and technology hubs
7. 3. 2 Hacker/maker spaces 7. 4 Repositories, games and mobile resources 7. 4. 1 Online repositories
7. 4. 2 Games 7. 4. 3 Social media 7. 4. 4 Mobile phones-learning on the go 7. 5 Certification
7. 5. 1 Badges 8 The role of government 8. 1 ICTS in education 8. 2 ICT skill development in non-formal educational settings
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.
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
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
converged on Kingsnorth power station for a week of learning, sustainable living and climate action. The event was organised by Camp for Climate
Overtext Web Module V3.0 Alpha
Copyright Semantic-Knowledge, 1994-2011