Synopsis: Education: School: Schoolwork: Learning:

process of gradual learning, iterative and dynamic, involving constant gathering and analysis of data at local and national level

It must include mechanisms for policy learning, in particular through peer reviews involving public officials, practitioners and regional stakeholders.

dynamic sense, participation in trade (both exports and imports) is a critical channel for learning and

foreign firm, the experience of learning in leading edge environment, and the potential to gain employment experience and opportunities abroad

system that endorses iterative learning, but not to focus on specific economic activities 81. Each cluster has its own constraints

term, it is critical that policy makers focus on this type of learning institutions in the near future..

learning and spillovers are likely to be accelerated. The labs will also provide opportunities to conduct more frequent quality tests

Investing in education, skills and lifetime learning 150. Expanding the availability of highly skilled labor force that can engage in innovative

either for initial education or for long life learning programs can be promoted through ESF projects,

and ensuring the applicability of the learning material, are key role for the economic development of the region.

lifetime learning 3..1. Improving skills and competences required in labor market Increasing the share of population with

and long life learning by developing education and training infrastructure Rehabilitation, modernization, development and equipping of pre†university, university

long life learning by developing education and training infrastructure Define the list of public projects according

and lifetime learning; and (11) Enhancing institutional capacity and an efficient public administration 199. Second, after grouping the selected thematic objectives under priority axis, specific

represents an alternative to the traditional learning method, making the applicant independant from time and space managed by specific institutions,

Romanian school†s value by implementing new teaching †learning methods (e -learning), the possibility to interactively communicate with teachers and students all

-learning services -%of companies with their own web site -%of companies using e -Business type applications

 learning  process  concerning  their  options  their  interests  their

 learning  discovery  and  negotiation  process  in  which  the

 learning  process  helps  to  keep  up  with  the

 learning  process   Due  to  their  short  history

 learning  process  concerning  a  new  range  of  issues

 learning  process  by  increasing  transparency  of  the  processes

and initiate a learning process between regions in issues related to RIS3 (e g. entrepreneurial discoveries, indicators and

process of policy learning and adaptation? How is it to be communicated Expert Assessment of RIS3 strategy for the region of Asturias, Spain †Miquel Barcelã 17

process of continous policy learning and adaptation ï The communication process to stakeholders and the general public, the mechanisms for

process of continous policy learning and adaptation q) The communication process to stakeholders and the general public, the mechanisms for

Soft Management of Internet and Learning Materiales Magnã ticos (GMM Aceite de Oliva y grasas (GAO-UCLM

 learning  about  some  new  S3  aspects  such  as

 learning  activities  •†Interreg  IV  C  Know- †Hub

The effect of technology on learning during the acquisition and development of competencies in technology-intensive small

The learning curve. Historical review and comprehensive survey Decis. Sci. 10, 302†328 Young, A.,1928.

the classroom or formal structures for learning. Employees also acquire entrepreneurship skills through interactions with their co-workers, suppliers, clients and consultants on projects such as

Involve SMES in interactive learning networks, for example through cluster programmes and programmes to encourage informal

Learning processes are at the core of entrepreneurship and SME innovation. Yet many emerging and potential business creators are lacking entrepreneurship skills such as in risk

â Increase the use of informal learning sources, by facilitating collaborations with firms and consultants providing knowledge-intensive service activities (KISA), for example using

space to experiment, support learning across a community of innovators and establish clear pathways for scaling up the most promising models

and interactive learning. Ensuring they reach their full potential requires a new innovation policy approach that facilitates

innovations, participating in interactive learning processes and working in different modes of innovation. The major policy implications are pulled then out.

generates an aggregate learning curve effect that increases the productivity of new knowledge investments. This is what is seen now generally by economists to be the major

Interactive learning One of the major developments in innovation in recent years is the increasing importance of networks.

This is interactive learning SMES and start-ups are important participants in interactive learning networks †both

exploiting knowledge developed elsewhere and contributing to knowledge development Their role is documented by a substantial literature on SMES and inter-firm and university

potential policy problems or system failures affecting interactive learning (Potter, 2005. For example, they may include lack of infrastructure for knowledge generation and transfer

-based know-how and informal processes of adaptive learning. Learning by doing, using and interacting occurs on the job as employees face ongoing changes that confront them

affecting learning and innovation, to accompany more traditional STI support Embedding SMES in knowledge exchange networks and increasing workforce skills to

Lundvall, B. and S. Borrã s (1997), â€oethe Globalising Learning Economy: Implications for Innovation Policyâ€, Report to the European commission, Directorate General Science, Research and

-entry learning about one†s own efficiency also matters (Jovanovic, 1989), but there is a knowledge barrier in every industry which makes a certain degree of previous knowledge

and other mechanisms, including interactive learning among different organisations involved in the innovation process (e g. customer

bases and shared competences since interactive learning across related sectors is more likely to lead to important or breakthrough innovations, in the sense of combining existing

â Interactive learning networks boost SME innovation and need to be stimulated â Interactive learning networks will encourage innovation, especially for small-sized

firms that lack assets and resources to invest in R&d. Cluster programmes continue to receive much attention from national and local policy makers in light of the

comprehensive collective learning policies implemented by a national government. In 20 years of operation, this programme has supported 53 high-tech development

A New Perspective on Learning and Innovationâ€, Administrative Science Quarterly, Vol. 35, No. 1, pp. 128-152

Towards a Theory of Innovation and Interactive Learning Pinter, London SMES, ENTREPRENEURSHIP AND INNOVATION Â OECD 2010156

Learning processes are at the core of entrepreneurship and SME development. They are essential for the formation of a new business, its survival and growth as well as for the

It is built on cumulative learning and preparedness (Gibb Dyer, 1993; Gibb 2002,2009), and this comes from entrepreneurship skills

How is the necessary learning and preparedness acquired? How can entrepreneurship skills be fostered through government

And more experiential learning methods should be developed †for example drawing on the entrepreneurship skills created in drama,

business community, HM Inspectorate of Education, Learning and Teaching Scotland Careers Scotland and the Scottish Qualifications Authority.

child†s learning A report by HM Inspectorate of Education (2007) highlighted the four capacities that are

â appreciate the relevance of what they are learning â can use experiences in enterprise to reflect on other learning

and make connections â are self-motivating and accept setbacks as learning experiences SMES, ENTREPRENEURSHIP AND INNOVATION Â OECD 2010174

4. ENTREPRENEURSHIP SKILLS Box 4. 3. Scotland†s â€oedetermined to Succeed†entrepreneurship education strategy (cont

of training beyond day-to-day informal learning on the job. Such an emphasis on employee-driven learning and trial-and-error behaviour can obviously be detrimental to

both the firm and the employee SMES, ENTREPRENEURSHIP AND INNOVATION Â OECD 2010176 4. ENTREPRENEURSHIP SKILLS

KISAS and learning at work Learning at work or learning by doing in SMES can also be stimulated by activities with

employees learning from or together with their co-workers. Many entrepreneurship skills are acquired in the process of knowledge co-production;

KISA activities could also be understood as informal learning resulting from activities related to work that are organised not in terms of learning objectives,

learning time or learning support (CEDEFOP, 2008b Can KISAS be associated with formal or informal training on the job?

â€oeformal training†here refers to learning that occurs in an organised and structured environment (e g. in an

Formal learning is intentional from the learner†s point of view; it typically leads to validation and certification. â€oeinformal training†refers to

or structured in terms of objectives, time or learning support. Informal learning is in most cases unintentional from the learner†s perspective (CEDEFOP, 2008b.

KISAS can be placed within the informal training category although it includes a greater component of

which is defined as â€oegroup-taught formal learning, external to the firm provided for owners and managers of independent enterprises with 250 employees or

business insights by learning from others in similar positions; and solving business challenges using experienced mentors

The competitiveness of firms also depends on the learning infrastructure available in the community where the firm is embedded â€

This learning infrastructure includes training institutions and organisations in the local community Small firms must rely on training skills available locally, on the way the ecosystem

â Adult learning and links with the labour market â Regional development, including capacity building for Business Support Providers (BSPS

experiential learning methods â Offer short duration â€oeinnovation bootcamps†for SME owner-managers such as weekend seminars and short online courses

â Increase the use of informal learning sources â Tap into knowledge-intensive service activities (KISA) processes to increase the

Gibb, A. 2002), â€oein Pursuit of a New †Enterprise†and †Entrepreneurship†Paradigm for Learning

), Towards Integration of Work and Learning: Strategies for Connectivity and Transformation, Springer United kingdom, pp. 153-170

-L. and P. Tynjã¤lã¤(2009), Towards Integration of Work and Learning: Strategies for Connectivity

finding education and learning opportunities locally, and help with career planning and job applications, the project offers information, advice,

and Learning Lab seeks to disseminate what works and what does not work (www. nesta. org. uk

allow fast learning across a community of innovators; and, establish clear pathways for scaling up the

Understanding and Learning from the Differencesâ€, Voluntas, Vol. 17, No. 3, pp. 247-263 Lasprogata, G. and M. Cotton (2003), â€oecontemplating Enterprise:

â Stimulate local knowledge flows by involving SMES in interactive learning networks, promoting the lo

â Increase the use of informal learning sources by facilitating collaborations with firms and consulta

support learning across a community of innovators and establish clear pathways for scaling up the m

engagement of SMES with providers of KISAS supports their learning and innovation processes. This engagement may be through either formal (contractual) or informal

Learning failure A type of systemic failure occurring when firms in an innovation system have not

Interactive learning Modes of innovation Policy implications Plan of the book Notes Bibliography Chapter 2

KISAS and learning at work Small business support Local skills ecosystems Box 4. 4. Formaper Policy recommendations

optimization of resources and continuous learning with the reduction of information exchange costs. In this sense, it is observed that these local networks are represented by favored

) and is an environment of learning and innovation on real and virtual level and is a center of knowledge, information management, technology, and

. & Wellman, B. 1997) â€oeasynchronous Learning Networks As A Virtual Classroom, †Communications of the ACM, September, 40,9, 44-49

Networks and Learning Regions, London: J. Kingsley Publishers 21 B. R. Lea, W. B. Yu & P. Kannan 2007 Volume 16, Number 3

Create greater awareness of skills development and learning opportunities in the region through local information campaigns, open days and exhibitions

establish a culture of shared learning and of best practice and foster linkages with third level institutes and the sector

Family learning can play a key role here, where parents who are targeted to learn themselves will be more likely to encourage their children to stay

The establishment of ETBS provides a platform for a strengthened, more coordinated Further Education sector at local level and the potential for greater engagement, both with employers and the higher education sector as well as a better learning experience

These include schemes from the Momentum programme, through to Springboard, Jobsbridge, Community Employment and TÃ s. Some offer accreditation and knowledge, others more practical, experiential learning.

Learning opportunities should, where possible, include practical, work experience opportunities Collaboration between providers will likewise result in better outcomes for learners.

Create greater awareness of skills development and learning opportunities in the area This is particularly important

This should result in the delivery of more flexible part-time courses including new models of course delivery using on-line learning tools

Create greater awareness of skills development and learning opportunities in the region through local information campaigns, open days and exhibitions

establish a culture of shared learning and of best practice and to foster linkages with third level institutes and the sector

establish a culture of shared learning and of best practice and foster linkages with third level institutes and the sector

objectives on training, learning and equipping education institutions, students and teachers, such as Erasmus+,Horizon 2020 and the European structural funds

of open learning environments, open education theories, new business models open education computational tools, and new and emerging technologies in the

and individuals in learning to utilize a new technology be treated for national income accounting purposes? The factor payment side of the official National

and non-market investments in learning remains more or less unchanged But that has not been the case

to induce more than the usual relative level of incremental learning activity; and the advent of digital information

having stimulated the creation of new software assets within the learning organizations, has been marked by a relative rise in the production of intangible assets that have gone unrecorded

even if the user adopts the new technology, the learning time in mastering new software, the

while others are part of the learning investments being made by firms in formal and informal â€oeon the job†knowledge acquisition about information technology

Most organizations believe that learning to solve these problems will eventually create a greater range of

that the costs of adjustment, learning, and sheer"futzing around"with the new systems on the part of less skilled

learning and technology diffusion process indicate that the resources absorbed in the increasing roundaboutness of the transition phase may result in the slowed growth of productivity and real wages. 33

Prusak L. and Matson E. Knowledge management and Organisational Learning Oxford university Press, Oxford, 2007 15. Raducanu, A m.,Feraru, V.,Herteliu, C. and Anghelescu, R. Assessment of The

Learning Organizations, Crown Business, 1999 1 Acknowledgements This work was cofinanced from the European Social Fund through Sectoral Operational Programme Human

spread methods, learning and skills; coordinated leadership; and enabling cultures. As such, the goals and objectives of TEPSIE were to build the

focused on learning from frugal or †jugaad†10 approaches to innovation, which is about

 Learning forums and insight legal advice, marketing services, fiscal and accoounting services, HR advice and governance advice

 Learning forums and insight legal advice, marketing services, fiscal and accoounting services, HR advice and governance advice

study of learning and innovation in SMES By exploring determinants of innovation, we gain knowledge about what propels an enterprise to innovate

Learning and novelty of innovation in established manufacturing SMES. Technova -tion 28 (7), 450†463

and measures together with a serious effort to continue the learning process can ensure a positive

-based learning and reasoning can be exploited more fully. Autonomic control loops and its formalisms 29 30, such as FOCALE 25 and Autoi 21 23 translate data

to automatically construct semantic context by learning from the available content Federico Alvarez, Theodore Zahariadis, Petros Daras,

-struction of semantic context by learning from the content. Depending on the targeted source of content,

context can be constructed by learning from data. In the target represen -tation scheme, metadata is divided into three levels:

semantic context representation by learning from the content. Depending on the targeted source of content, which could be online databases, a representation

for semantic context learning and inference for mid-level to high-level matching Section 5 shows selected experimental results and the chapter is concluded with

The proposed semantic context learning and inference approach analyses the inter-relationships between the high-level queried concepts and mid-level features

work ï ow, the learning process and the inference process. In the learning process which is carried usually out oï €-line.

First, several mid-level features are extracted using any speciï cally designed classiï ers. A subset of the database randomly

The learning process concerns learning of both the network structure and probability tables of nodes

constructed automatically using a learning approach based on K2 algorithm 8 which is basically a greedy search technique.

In this chapter an approach for semantic context learning and inference has been presented. The basic idea was to organise the representations for multi

learning of object categories. In: Proc. ICCV, vol. 2003 11. Fergus, R.,Perona, P.,A.,Zisserman, o.:

scale-invariant learning. In: IEEE Computer Society Conference on Computer Vi -sion and Pattern Recognition, vol. 2 (2003

cooperation and learning, and web-based applications of collective intelligence 8, 9 Box: A New Spatiality of Cities-Multiple Concepts

capital of cities, collaborative learning and innovation, people-driven innovation Smart cities, from smart phones, mobile devices, sensors, embedded systems, smart envi

accelerating the learning curve for operating smart cities The second task consists of initiating large-scale participatory innovation processes

to investigate experiential learning of the Iot in an open and environmental data context, and to facilitate the co-creation of

where natural and cultural heritage feed learning; and (5) the Smart City hall where mobile e-government services are delivered

-teractions and future benefits of learning about the product are relatively more important to explain consumption of more complex content.

in learning. In that case, a more complex expertise function is necessary. We note that both lit

-ledge is limited to the degree of complementarities with other types of learning as often found with family firms.

-ployees to actively participate in learning and effective knowledge sharing. Importantly knowledge resources are socially complex

a new perspective on learning and innovation. Administrative Science Quarterly, 35, 128†152 Covin, J,

some of its implications for research in the areas of family business and organizational learning. Entrepreneurship

The effects of knowledge-based resources, market orientation and learning orientation on innovation performance: an empirical study of Turkish firms.

) Exploratory learning, innovative capacity, and managerial oversight. The Academy of Management Journal 44, 118†131

with scarce experience in promoting collective strategies should encourage formal action learning programmes of the kind of the Place-Based Leadership Programme suggested in the European

Tools aimed at mutual learning across borders should be promoted. Beyond the participation in trans -national co-operation networks, where regional policy-makers can take profit from each other†s experience

nonconventional lessons to promote entrepreneurial spirit, mutual-learning workshops, and internships for undergraduate and postgraduate students and academics in the private sector (particularly in SMES

housing and education) and opportunities for learning and employment 8 •Public sector Innovation †growing social needs, together with

of learning and eldercare to new ways to reduce waste, empower communities and transition to a low carbon economy †and there are many

organisations learning to renew themselves. The Internet came from within the US military and the early understanding of climate change from NASA

themselves in the business of learning new habits, rules, and ways of seeing and doing

•Learning and adaptation to ensure that the innovation achieves social impact and continues to do so as the environment around it changes

through networks which help to spread learning and best practice. One example is the sustainable urban development network URBACT,

including adults with learning difficulties, people with physical disabilities and people suffering from mental ill-health

small groups (Action Learning Sets) study their own actions and experiences in order to learn and improve their capacities.

the SSE€ s learning programme has been highly successful: roughly 85%of all organisations established whilst at the SSE are still in existence

Guide made up of Quality Standards and Learning Resources. Each school is provided with a range of supports which include branding, web and tech

networks, lesson learning Law general regulation Reporting requirements metrics, audit 67 1%of total budgets for innovations

some experimentation and rapid learning Within any government we argue that social innovation should not be the

2. Learning about the users 3. Analysis 4. Idea and concept 5. Test of new concepts

young adults with learning difficulties or others focusing on the elderly or adults with physical disabilities.

use of the full range of learning tools now available. Thus, there are few developed channels for spreading skills, knowledge and experience

within the work place, for life long learning and adaptability, and the facilitation of mobility within sectors (particularly NGOS), not only benefits

•It provides a framework for learning about what works over time Conclusion Our specific recommendation is for the European commission to move

lesson learning. This has been a key weakness in some past programmes -Experimenting with new models, such as an innovation

of learning, and sharing and disseminating best practice and new models Fundamentally, a more joined up, comprehensive, cross sectoral training

TAFTIE) should focus more on social innovation learning, and European Technology Platforms should be used to promote social innovation.

Available at http://www. gatesfoundation. org/learning/Documents/WWL-report-measuring -estimating-social-value-creation. pdf

The focus is now on monitoring and learning Main challenges •To foster interregional and international cooperation

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

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