technology-enhanced micro innovation in European education


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  • the MENON Network
    the European Association for Adult Learning (EADL)
    the European Distance and E-learning Network (EDEN)
    the European Foundation for Management Development (EFMD)
    the European Learning Industry Group (ELIG)
    the European Interest Group on Creativity and Innovation (EICI)
    The European Foundation for Quality in e-Learning (EFQUEL)
    K.U. Leuven
  • Apps for Good is the brainchild of non-profit organisation CDI Europe (part of the CDI global network – CDI was founded with the vision to empower young people to use technology to change the world- ), in partnership with Dell and supported by people and businesses in the tech and creative world including O2, ThomsonReuters and Ogilvy. Apps for Good develops talented and employable young people in an industry with plenty of room for creativity, prosperity and employment. Apps for Good aims to: • Ignite a passion for technology and social enterprise in young people in the UK; • Encourage young people to use technology to tackle problems for social good; • Increase the entrepreneurial skills and confidence of young people; • Bridge the gap between young people and the business networks and knowledge that can help them; • Build a connected world of young people, business volunteers and educators, inspiring each other to solve problems and succeed through the wonders of mobile technology; During the Apps for Good course, students go through a kind of entrepreneurial process whereby they identify what is wrong with their world before designing a way of fixing it with a mobile app. We combine a broad range of areas in the course, giving young people a foundation in entrepreneurship, community involvement, problem-solving and team work, as well as design and some technical skills. - See more at:
  • Imagine a school where students are committed to reduce pollution… how comes? The sentinel is a real energy saving system which puts students in control. The sentinel is a monitoring system for gas, electricity and water, specifically designed for schools. It combines an innovative real-time reading of meters with an exciting training program for professors and students. Because a building can be ancient or modern, efficient or wasteful, primitive or hi-tech. But it is mainly frequented by PEOPLE. And their habits matter a lot. Especially if they are boys and girls, energy consumers of tomorrow. Sensors are based on an Arduino/Raspeberry-like motherboard. They can recognize a led blink (typical of many electricity meters) but can also “read” a mechanical meter (mainly used for gas and water) by means of a camera and an OCR system. They communicate via a dedicated SIM, so they don’t need access to the building LAN or wi-fi. Real-time data acquisition allows interactive session with students. Lights, heating, air conditioning systems can be turned on/off for few minutes at programmed time during the lesson, so students can immediately see the consumption curve changing. Data are visualized via web without any specific software (any internet browser is ok) thus reducing costs and increasing the chance of diffusion (visualization at home or via mobile devices). An Educational kit is provided, tailored on students’ age and level. The Educational kit is composed of 3 parts: Facts About Energy, Energy in My School, Let’s Save Energy!. The last one is achieved by a gaming approach that will engage different schools via social networks, and communication material like stickers, flyers (see video). Finally, data collected allow to detect major energy waste, micro-manage the energy use during the day (if possible) and choose the best (cheapest) energy tariff plan for the school. - See more at:
  • The project, run in the framework of the Italian Ministry of Education CL@SSI 2.0 plan, deals with students producing audio/video podcast that describes the city of Asti. Students, by the slogan of “Know, live and tell your own city”, run a number of activities: • Production of audio and video podcasts related to geographical, historical, artistic, environmental and cultural aspects of the city; • Usage of the developed products to promote tourism • Dissemination of the products via “guidance totems” placed in strategic points of the city At the core of the project lied the observation of regular and casual use but often not really conscious of the technological tools by young people. The project aims to promote a strong learning culture able to foster the use of multimedia languages and communication technologies in school activities, with a critical and proactive attitude. The core idea is to integrate traditional knowledge transmission in classroom settings with new practices of shared collaboration and networking, going beyond the usual teaching activity, and to start a process of cultural mediation able to catch every learning occasion (formal and informal) putting young people at the centre main character of the learning process through the development of today required competences. - See more at:
  • In the context of biology, a module had to be developed that could be used any time, anywhere and in particular in the school’s wetlands. Books were not an option, because books become dirty, the correct page will not lie open and they’re heavy. By working with Augmented Reality the right information is at the right spot within reach and easily retrievable. The student learns a lot by reading websites, a wiki supplement and viewing photographs, film material and animation. This material will also enable the student with more than just words and help in making practical assignments for hand in their learning platform. Using Layar technology the students are able to get all the different content (i.a. Wiki, photo, animation) they need and hand in assignments digitally in their learning platform. This all by just using a tablet.

    The students work with Layars, tablets, a wiki and QR tags. This means that the students don’t need books / materials outside and yet have all the information at hand. The learning effects are far greater, because the students can learn ‘on the place’ and are not attached to a classroom.
    Moreover, the learning module is about the two wetlands that are placed in the garden of the school. But the initiative can be easily used to develop other learning modules; the teachers are trained and the platform and guidance documents are available.
    - See more at:
  • The aim of the project is to develop an online revision video to take students through the course in a 15 minute session giving them a tool through which they can identify the buzzwords and key points of a topic or module in preparation for the examination.
    Students use a variety of techniques through which to prepare for examination. The usual route in preparing for an exam is to read over and over the slides / notes for a module. This method ignores the valuable gains in learning via listening to material again and visually absorbing material through video. This tool aims to fill the gap.
    The video was developed using Camtasia screen capture and by highlighting the slides from the module across the whole semester in a shorter form.
    the idea was to produce a crisp clear audio and video product but without the visual lecturer / tutor. This could be improved upon by using a laptop with camera to include the lecturer enabling a more animated communication with the students if necessary.
  • technology-enhanced micro innovation in European education

    1. 1. Presenter Name Event Name Technology- Enhanced Micro-Innovations in European Education Fabio Nascimbeni, MENON – SCOP 2013 Conference
    2. 2. VISIR addresses three main gaps “Understanding gap” the theories of changes and the intervention logics utilised in the different LLL sectors must be analysed and coherently integrated in some common scenarios and recommendations for change targeted both to policy and practice “Networking gap” flows of information among ICT-for-learning experts and practitioners from different fields and across European Members states must be made smoother and must be based on recognized “good practices which work” “Mainstreaming gap” the micro-innovation practices that exist around Europe must be made visible as ways to mainstream a meaningful bottom-up use of ICT for learning and must be the basis on which future scenarios and visions of European ICT for learning are built and discussed
    3. 3. VISIR: activities and impacts Collection, analysis and assessment of 100 micro-innovation practices (open web showcase) Network of grassroots innovators Influence policy and foster change at system level Seven workshops Better networking on meaningful ideas Four stakeholders consultations New vision on ICT in education Desk research and experts validation
    4. 4. Who is behind VISIR • the MENON Network • the European Association for Adult Learning (EADL) • the European Distance and E-learning Network (EDEN) • the European Foundation for Management Development (EFMD) • the European Learning Industry Group (ELIG) • the European Interest Group on Creativity and Innovation (EICI) • The European Foundation for Quality in e-Learning (EFQUEL) • K.U. Leuven
    5. 5. Limits of Current Approach Availability of tools Vision of a Better future Incentive to change DISRUPTIVE INNOVATION Looking at education today:
    6. 6. Micro-Innovations micro due to implementation scope size of idea-generator degree of actual change not due to impact potential
    7. 7. Micro-innovations database • 120 collected cases • Reflecting 25+ trends • Top 20 cases selected
    8. 8. Section Heading Five examples of VISIR micro-innovation practices Micro-Innovations
    9. 9. Apps for Good Innovator: Iris Lapinski Place: United Kingdom Type: Public Private Partnership Apps for Good Learn App Programming help change the world Innovative for: learning by doing, student motivation
    10. 10. The Sentinel Innovator: Paolo Ferri Place: Reggio Calabria, Italy Type: Private Initiative The Sentinel Teach Energy Saving by putting students in control of their school Innovative for: learning by doing, student motivation, use of technologies & visualisation, school governance models
    11. 11. Podcasting Innovator: Cinzia Chelo Place: Asti, Italy Type: Private Initiative Podcasting – vivere la citta’ Teach History & Geography by turning students into virtual tour guides Innovative for: learning by doing, student motivation, student-centred learning
    12. 12. Podcasting Innovator: Yvette van den Bersselaar Place: Espoo, Finland Type: Public-Private Partnership Ecologically Intelligent Teach Biology On-Site Through the use of augmented reality technologies Innovative for: learning by doing, full-immersion learning, augmented reality
    13. 13. QUB Exam Revision Innovator: Colin O’Hare Place: Queens University Belfast, Ireland Type: Public-Private Initiative QUB Exam Revision Exam Revision by creating a video-summary of the course Innovative for: Student-centred learning, new pedagogies
    14. 14. Section Heading Some emerging observations
    15. 15. Observation 1 Innovators are not replicating current approaches
    16. 16. Observation 2 Innovators are prizing interactive approaches
    17. 17. Observation 3 Technology works as an enabler… it is a means to an end
    18. 18. Observation 4 Public-Private Partnerships encourage innovation
    19. 19. Observation 5 Many innovations arise from integration
    20. 20. Observation 6 The lone inventor is alive and well
    21. 21.
    22. 22. Presenter Name Event Name Thank-you for your attention Questions? Fabio Nascimbeni (