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
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
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.
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
for Learning and Teaching in Higher education References Brown, J. S.,Collins, A, . & Duguid, P. 1989).
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Conference on Mobile Learning (pp. 119-125. Melbourne, Australia http://www. mlearn2007. org/files/mlearn 2007 conference proceedings. pdf
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and learning UK: Futurelab Netsafe (2005. The text generation: Mobile phones and the New zealand Youth. A report of results from
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and employees to tailor their learning according to their immediate needs. Service users can contact the trained staff in local Learndirect centre for
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 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
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
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
standards, to proï t from infringements, to realize learning effects, and to guarantee freedom to operate by establish
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
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
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
interest in learning for Korea†s SME policies from the EU, especially from Germany and France
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
interest in learning for Korea†s SME policies from the EU, especially from Germany and France
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
in experimental policy, in creating learning loops about policy at all levels, but above all, in driving forward
but also to speed up learning -Able to engage citizens as co-creators 3 http://www. whitehouse. gov/the press office/President
ways of work, play, learning activity 20 We propose •Every household, business and public building
-long and advanced learning. Assuring access and providing signifi cant investment in digital infrastructures are necessary to realise the vision
learning in universities and colleges Why smart grids Smart grid delivers electricity from suppliers to consumers
This is about learning from each other, but also about identifying new problems and new solutions where future products, services and ways of working create
policy focus upon knowledge, learning and systemic benefi ts, which moves the focus away from traditional economics arguments of market
should be capable of learning and also of adjusting behavior and programs, in response to what has been learnt
•Providing a platform for learning and experimentation •Providing an infrastructure for strategic intelligence •Stimulating demand articulation, strategy and vision development
The processes involved in social innovation result in learning, commitments and transformations that affect the local sphere,
P. 5. 2. English Learning English has become the language of global communication, and is present in all spheres (the
learning should be intensified P. 5. 3. Attracting and Retaining Talent Attracting and retaining talent in the R&i system must be a priority.
The processes involved in social innovation result in learning, commitments and transformations that affect the local sphere,
P. 5. 2. English Learning English has become the language of global communication, and is present in all spheres (the
learning should be intensified P. 5. 3. Attracting and Retaining Talent Attracting and retaining talent in the R&i system must be a priority.
Moreover, mutual learning and agreed practices are needed to develop Responsible Research and Innovation joint solutions to societal problems and
â€oecreative learning fresh ideas†Our third key is Science Education Europe must not only increase its number
ï Mutual learning â Discussion and validation of our process for generating the RIS3AND specifying its dimensions and scope
â Mutual learning and collaboration with other regions ï Balearic islands pose many similarities â Coordination with the central Government must be reinforced
â Mutual learning and collaboration with other ORS, very significantly with the Macaronesian area â Participation in many benchmarking EC-funded projects, specially with
creating a virtuous policy learning cycle13. As the Fifth Cohesion Report states,'the starting point for a result-oriented approach is
evaluation component associated with policy learning capabilities, etc This section presents each of the steps as defined above,
Interactive learning with customers and suppliers Experimentation in studios and project teams Strong codified knowledge content
professions and they are fashioned invariably in action learning environments where there is a high degree of novelty associated with the activity.
of action learning which generated useful information as well as helped to maintain the active engagement of the business community
Learning by doing will help these public sector bodies to appreciate the needs of firms, but more formal
action learning programmes will also be needed. A good example of such a programme is the Place-Based Leadership Development Programme,
Proactive tools focusing on learning to innovate Global connections Excellence poles Cross-border technology centres
If such learning mechanisms are introduced properly in pilot projects, they can provide a model for performance-based funding mechanisms,
of policy learning and adaptation Formulating and implementing a national/regional research and innovation strategy for smart
during the implementation of the strategy, pilot projects and others, learning activities (inside and outside the region), new events that have occurred after formal adoption of the RIS3 and by
•support to ERA-Nets51 involving regional partners can be an interesting learning tool for
policy makers in a Policy Learning Platform with the aim of raising the general awareness of the
The Alliance and its Policy Learning Platform might prove another useful forum for managers of European Structural Funds and regional and local
and accelerate the learning path Strategic and inclusive approach to investments and the use of financial resources
direction of participation, empowerment, co-creation and learning For these reasons social innovations offer a way of tackling societal challenges when the market
process of policy learning and adaptation? How is it to be communicated 7. 1 Does the document identify concrete, achievable goals?
policy learning and adaptation? If not, are actions foreseen to build up capabilities for that 7. 3 How is the strategy to be communicated to stakeholders and the general public?
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