The document discusses a scenario study conducted by SURF, an organization that promotes ICT innovation for higher education and research. [1] The study involved developing four future scenarios for the virtual learning and working environment in Dutch higher education in 2020. [2] Using the scenario method, over 300 people from higher education institutions helped identify key trends and develop the scenarios. [3] The scenarios explore different possibilities for how curriculum, technology use, and the roles of students and teachers may evolve.
Kaleidoscope, a FP6 network of excellence, kick off meeting 040309Nicolas Balacheff
Kaleidoscope, a FP6 network of excellence in the technology enhanced learning (TEL) research area, was created in 2004 following a four years contract with the European commission. The aim of the network was to foster integration of different research disciplines relevant to TEL, bridging educational, cognitive and social sciences, and emerging technologies. This ambition was both scientific and strategic:
- It was scientific by its aim “to develop a rich, culturally-diverse and coherent theoretical and practical research foundation for research and innovation in the field”, exploring “the different conceptual frameworks of relevant disciplines in order to delineate the commonalities and differences that frame the research objectives in the field”
- it was strategic by its aim “to develop new tools and methodologies that operationalise an interdisciplinary approach to research on TEL at a European-wide level” with the expectation of a significant impact at the international level.
To bring this ambition to reality, in a very fragmented European TEL research area, it chosen to involve a large number of contributors of which only a small number were already collaborating, and a large range of different research themes. A set of instruments was planned to support the construction of the network and the integration process at both the content and the infrastructure level.
Presentation by Diana Andone, University of Timisoara, Romania, EDEN Vice-President at the 2018 European Distance Learning Week's third day webinar on "Virtual Reality" - 7 November 2018
Recording of the discussion is available: https://eden-online.adobeconnect.com/p9qj0n3f4kw9/
Kaleidoscope, a FP6 network of excellence, kick off meeting 040309Nicolas Balacheff
Kaleidoscope, a FP6 network of excellence in the technology enhanced learning (TEL) research area, was created in 2004 following a four years contract with the European commission. The aim of the network was to foster integration of different research disciplines relevant to TEL, bridging educational, cognitive and social sciences, and emerging technologies. This ambition was both scientific and strategic:
- It was scientific by its aim “to develop a rich, culturally-diverse and coherent theoretical and practical research foundation for research and innovation in the field”, exploring “the different conceptual frameworks of relevant disciplines in order to delineate the commonalities and differences that frame the research objectives in the field”
- it was strategic by its aim “to develop new tools and methodologies that operationalise an interdisciplinary approach to research on TEL at a European-wide level” with the expectation of a significant impact at the international level.
To bring this ambition to reality, in a very fragmented European TEL research area, it chosen to involve a large number of contributors of which only a small number were already collaborating, and a large range of different research themes. A set of instruments was planned to support the construction of the network and the integration process at both the content and the infrastructure level.
Presentation by Diana Andone, University of Timisoara, Romania, EDEN Vice-President at the 2018 European Distance Learning Week's third day webinar on "Virtual Reality" - 7 November 2018
Recording of the discussion is available: https://eden-online.adobeconnect.com/p9qj0n3f4kw9/
CMU Portugal Program outcomes and the Entrepreneurial Research Initiatives Callcmuportugal
The mission of the Carnegie Mellon Portugal Program is to create new knowledge in key focused areas of information and communications technologies by means of cutting-edge research, world-class graduate education, and a close connection with Portuguese Industry, thus placing Portugal at the forefront of Science and Innovation. It involves Portuguese universities and research labs, companies and Carnegie Mellon University. More information available at www.cmuportugal.
3D Virtual Worlds Technologies in Education 3D Virtual Worlds Technologies in Education
Projects: VR4STEM, WOP
University Politehnicaof Bucharest
November 22, 2017 Bucharest, ROMANIA
IWMW 2001: Linking Development & Innovation With Mainstream ActivitiesIWMW
Slides for a talk on "Linking Development & Innovation With Mainstream Activities" given by Grainne Conole at the IWMW 2001 event held at Queen's University Belfast on 25-27 June 2001.
See http://www.ukoln.ac.uk/web-focus/events/workshops/webmaster-2001/sessions.html#speaker-7
Sandra Schön presented the DOIT project and first resutls at the "Social Innovation Seminar" co-organised by ERCEA and REA in Brussels, 23rd January 2020.
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European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
Thesis "The role of communication in internationalization processes of RTOs"Ainara Alonso Silva
Master thesis "The role of communication in internationalization processes of RTOs (Research and Technology Organizations): A comparison study between Wageningen University and Research Center and Tecnalia
Graduate Engineering School for Information & Communication TechnologiesTélécom Paris
Telecom ParisTech, top Graduate Engineering School for
Information & Communication Technologies :
Communication & Electronics, Computer Science & Networking, Signal and Image processing
Economics, Management & Social Sciences
Andre Richier is Principal Administrator at the European Commission in Brussels within the Directorate General Enterprise and Industry (Key Enabling Technologies and Digital Economy Unit).
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
Digital Education Policies in Europe and Beyond: Key Design Principles for Mo...Daniel Dufourt
Conrads, J., Rasmussen, M., Winters, N., Geniet, A., Langer, L., (2017). Digital Education Policies in Europe and Beyond: Key Design Principles for More Effective Policies. Redecker, C., P. Kampylis, M. Bacigalupo, Y. Punie (ed.), EUR 29000 EN, Publications Office of the European Union, Luxembourg, 2017, ISBN 978-92-79-77246-7, doi:10.2760/462941, JRC109311.
The Use of ICT for the Assessment of Key CompetencesDaniel Dufourt
Christine Redecker (2013)The Use of ICT for the Assessment of Key Competences . European Commission, Joint Research Centre, Institute for Prospective Technological Studies
ISSN 1831-9424 (online)
doi:10.2791/87007
Luxembourg: Publications Office of the European Union, 2013
Presentation of Diana Andone, for EDEN's Open Education Week on 'Digital experiences in technical higher education' - Wednesday, 9 March 2022, 13:00-14:00
More info:
https://eden-europe.eu/eden_conference/digital-experiences-in-technical-higher-education/
Department of Information and Communication Technologies. Univ. Pompeu Fabra,...Aurelio Ruiz Garcia
Slides introducing the Department of Information and Communication Technologies at Universitat Pompeu Fabra (DTIC-UPF) in Barcelona.
The activity of DTIC-UPF lies in the broad range of fields created around the convergence of ICT with biomedical and cognitive sciences, computation and networks.
The DTIC-UPF has since its beginnings emphasized scientific excellence and internationalization as core aspects of its activities.
Its community is composed by over 300 people from 58 nationalities. DTIC-UPF is the leading university department in Spain in participating in EU programmes (65 projects in FP7, including 9 prestigious ERC grants).
DTIC delivers both undergraduate and master training in its areas of interest of research (including brain and cognition, cognitive systems and interactive media, intelligent interactive sytems, music and sound computing, computer vision and an upcoming program in wireless communications) and professional activity (digital arts, animation, videogame creation, ICT strategic management, data visualisation, etc),
DTIC-UPF holds agreements with both leading international companies (including Yamaha, General Electric, Siemens, Philips, Telefónica, etc) and a rich ecosystem of local and international SMEs.
DTIC-UPF is also very active in its engagement with society in general, and students in particular, leading and participating regular activities in artistic centres, museums, schools and NGOs.
For more information please visit http://www.upf.edu/dtic/en/
Swimming Professionals can discover simple teaching skills and techniques that will help them become masterful instructors just by using a few simple sciences..
CMU Portugal Program outcomes and the Entrepreneurial Research Initiatives Callcmuportugal
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3D Virtual Worlds Technologies in Education 3D Virtual Worlds Technologies in Education
Projects: VR4STEM, WOP
University Politehnicaof Bucharest
November 22, 2017 Bucharest, ROMANIA
IWMW 2001: Linking Development & Innovation With Mainstream ActivitiesIWMW
Slides for a talk on "Linking Development & Innovation With Mainstream Activities" given by Grainne Conole at the IWMW 2001 event held at Queen's University Belfast on 25-27 June 2001.
See http://www.ukoln.ac.uk/web-focus/events/workshops/webmaster-2001/sessions.html#speaker-7
Sandra Schön presented the DOIT project and first resutls at the "Social Innovation Seminar" co-organised by ERCEA and REA in Brussels, 23rd January 2020.
The impact of data in culture and creative industries - WiDSCEEDiana Andone
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European Framework for the Digital Competence of Educators
DigCompEdu
Christine Redecker (Author)
Yves Punie (Editor)
JRC SCIENCE FOR POLICY REPORT
Abstract
As educators face rapidly changing demands, they require an increasingly broader and more sophisticated
set of competences than before. In particular, the ubiquity of digital devices and the duty to help students
become digitally competent requires educators to develop their own digital competence.
On an international and national level a number of frameworks, self-assessment tools and training
programmes have been developed to describe the facets of digital competence for educators and to
help them assess their competence, identify their training needs and offer targeted training. Based on
the analysis and comparison of these instruments, this report presents a common European Framework
for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background
framework which helps to guide policy and can be directly adapted to implementing regional and national
tools and training programmes. In addition, it provides a common language and approach that will help
the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood
to higher and adult education, including general and vocational education and training, special needs
education, and non-formal learning contexts. It aims to provide a general reference frame for developers
of Digital Competence models, i.e. Member States, regional governments, relevant national and regional
agencies, educational organisations themselves, and public or private professional training providers.
Thesis "The role of communication in internationalization processes of RTOs"Ainara Alonso Silva
Master thesis "The role of communication in internationalization processes of RTOs (Research and Technology Organizations): A comparison study between Wageningen University and Research Center and Tecnalia
Graduate Engineering School for Information & Communication TechnologiesTélécom Paris
Telecom ParisTech, top Graduate Engineering School for
Information & Communication Technologies :
Communication & Electronics, Computer Science & Networking, Signal and Image processing
Economics, Management & Social Sciences
Andre Richier is Principal Administrator at the European Commission in Brussels within the Directorate General Enterprise and Industry (Key Enabling Technologies and Digital Economy Unit).
This Keynote Presentation was delivered at the EDEN 2014 Annual Conference in June 2014.
http://www.eden-online.org
Digital Education Policies in Europe and Beyond: Key Design Principles for Mo...Daniel Dufourt
Conrads, J., Rasmussen, M., Winters, N., Geniet, A., Langer, L., (2017). Digital Education Policies in Europe and Beyond: Key Design Principles for More Effective Policies. Redecker, C., P. Kampylis, M. Bacigalupo, Y. Punie (ed.), EUR 29000 EN, Publications Office of the European Union, Luxembourg, 2017, ISBN 978-92-79-77246-7, doi:10.2760/462941, JRC109311.
The Use of ICT for the Assessment of Key CompetencesDaniel Dufourt
Christine Redecker (2013)The Use of ICT for the Assessment of Key Competences . European Commission, Joint Research Centre, Institute for Prospective Technological Studies
ISSN 1831-9424 (online)
doi:10.2791/87007
Luxembourg: Publications Office of the European Union, 2013
Presentation of Diana Andone, for EDEN's Open Education Week on 'Digital experiences in technical higher education' - Wednesday, 9 March 2022, 13:00-14:00
More info:
https://eden-europe.eu/eden_conference/digital-experiences-in-technical-higher-education/
Department of Information and Communication Technologies. Univ. Pompeu Fabra,...Aurelio Ruiz Garcia
Slides introducing the Department of Information and Communication Technologies at Universitat Pompeu Fabra (DTIC-UPF) in Barcelona.
The activity of DTIC-UPF lies in the broad range of fields created around the convergence of ICT with biomedical and cognitive sciences, computation and networks.
The DTIC-UPF has since its beginnings emphasized scientific excellence and internationalization as core aspects of its activities.
Its community is composed by over 300 people from 58 nationalities. DTIC-UPF is the leading university department in Spain in participating in EU programmes (65 projects in FP7, including 9 prestigious ERC grants).
DTIC delivers both undergraduate and master training in its areas of interest of research (including brain and cognition, cognitive systems and interactive media, intelligent interactive sytems, music and sound computing, computer vision and an upcoming program in wireless communications) and professional activity (digital arts, animation, videogame creation, ICT strategic management, data visualisation, etc),
DTIC-UPF holds agreements with both leading international companies (including Yamaha, General Electric, Siemens, Philips, Telefónica, etc) and a rich ecosystem of local and international SMEs.
DTIC-UPF is also very active in its engagement with society in general, and students in particular, leading and participating regular activities in artistic centres, museums, schools and NGOs.
For more information please visit http://www.upf.edu/dtic/en/
Swimming Professionals can discover simple teaching skills and techniques that will help them become masterful instructors just by using a few simple sciences..
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A pioneer of higher learning in the state of Rajasthan, JECRC is redefining the academic space with research focused education that puts excellence above anything else.
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International experience proves that the existence of science and technology parks brings obvious benefits – they form a platform which brings together education, research and innovation. In response to the current trends, the University Centre for Innovation, Technology Transfer and Intellectual Property Protection (UCITT) of the Technical University of Košice (TUKE) was founded, which is aimed at the creation of a virtual environment at university level that will permanently support research and development in terms of cooperation between scientists and practice, and to ensure efficient transfer of knowledge, products and technologies into society and economy. The presentation is focused on the introduction of the UCITT as well as on its services such as supporting innovations, cooperation with commercial sphere, innovative project activities, start-ups and spin-off companies. Further on, several activities of the UCITT will be also presented by which it creates and supports structures helping to implement innovative solutions and approaches.
A presentation with title "Enabling Innovation for Arab Academe Through Advanced e-Infrastructures" presented at the 4th Meeting of the Groningen Declaration, Malaga, Spain 4-6 May 2015
One of the subjects of the SURFshare programme of SURFfoundation - started in 2007 and ending this year - were Enhanced Publications (in Dutch: 'Verrijkte Publicaties'). The first projects of the programma started with experiments on how to create, store, and access Enhanced Publications. Together with Dutch higher education and research institutions in the next years tools were developed, such as an OJS plugin and a visualizer; 2011 saw several smaller projects were researchers themselves made Enhanced Publications. This presentation will give an overview of these developments of the SURFshare programme.
Capacity building to address Innovation - Some Examples from the University o...M I Santally
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From individual’s digital competence to digitally competent learning organisa...Riina Vuorikari
The presentation first presents the JRC-IPTS work on the Digital Competence Framework for European citizens and then introduced the new framework for Digitally competent learning organisations.
CMU Portugal Program outcomes and the Entrepreneurial Research Initiatives CallCMUPortugal_
The mission of the Carnegie Mellon Portugal Program is to create new knowledge in key focused areas of information and communications technologies by means of cutting-edge research, world-class graduate education, and a close connection with Portuguese Industry, thus placing Portugal at the forefront of Science and Innovation. The partnership is funded by the Portuguese Foundation for Science and Technology, and it involves Portuguese universities and research labs, companies and Carnegie Mellon University. More information available at www.cmuportugal.org.
SURFnet Overview
Presentation by Erwin Bleumink, SURFnet
Event: March 29-31, 2011: MediaMosa and TF-Media conference 'MediaMosa, weblectures & open video'.
The project "Development and Implementation of a Program Advancing Research Education and Exploitation for the Support of National Innovation Systems" aims to reinforce the universities’ capability of exploiting their research, while opening their results to industry in order to promote innovation. The exploitation of research is dealt with from two perspectives: how can universities improve the quality and quantity of their research publications to benefit industry? And how can a better knowledge transfer in the domains of research and innovation take place between university and industry?
PARENIS develops a two phased program over three years. The first phase implements five research methodology courses for Master and PhD programs. These courses are focused on enhancing master and PhD students’ capabilities of doing and writing good research. Lecturers from PC universities are involved in the training process to be able to continue to teach the new courses beyond the project lifetime. The subsequent mobility phase enables students to integrate European research teams to learn more about how to put the methodologies into practice.
In the second phase, PARENIS creates mechanisms and procedures to intensify research collaborations between academia and industry. It initiates innovation labs to create a space in which universities and enterprises identify opportunities for joint research and define agendas for collaborative work. Beside the innovation labs, the project launches offices for research exploitation and marketing to ensure a permanent university-enterprise linkage. The EU institutions train the partner universities staff who will be in charge of operating the offices.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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http://sandymillin.wordpress.com/iateflwebinar2024
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Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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1. The future of lifelong learning:
Experience the scenario method
Jocelyn Manderveld - SURFfoundation
2. SURF – ICT innovation by and for higher education and research
3. Overview
19.30-19.40 Introduction
19.40-20.00 SURF scenario study
20.00-21.00 Experience the scenario method
21.00-21.30 Results of SURF scenario study
21.30 Closure
SURF – ICT innovation by and for higher education and research
4. SURF: ICT innovation by and for higher
education and research
Research universities, universities of
applied sciences, and research institutions
work together in SURF in order to:
• improve the quality of research and
education by:
• creating pioneering ICT innovations.
For more than twenty years,
collaboration within SURF has led
to products and services that the
participating institutions could not
have achieved on their own.
SURF – ICT innovation by and for higher education and research
5. SURF is a partnership
between all Dutch institutions for higher education & research
42
Universities of
applied sciences
14
National Library
Universities
Collaboration
Netherlands
=
Smaller
Organisation for
institutions of
Scientific Research
higher education
Success factor!
(NWO)
Royal Netherlands
Commercial Academy of Arts
R&D institutes and Sciences
Dutch Organisation
(KNAW)
for Applied Scientific
Research (TNO),
Telematics Institute
SURF – ICT innovation by and for higher education and research
6. Driver of Pioneering The licensing
ICT innovation network organisation
SURF – ICT innovation by and for higher education and research
7. SURFfoundation
Initiates innovation in educational,
research and organisational processes
Encourages knowledge-
sharing and partnerships
Directs and coordinates the
implementation of funding projects
SURF – ICT innovation by and for higher education and research
8. ICT and Education SURF’s view:
• ICT environment in higher
education should reflect
the ICT environment of
the student outside the
Initiatives: institution
• Innovation: LOREnet, repositories, • ICT innovation must be
digital learning materials sustainable, reusable
and flexible, with more
• Tenders for implementing “proven
emphasis on “proven”
technology”
technology
− NAP, financed by the institutions
• Use ICT innovation to
• SURFspace: education portal by
improve academic
and for professionals in ICT and
performance
education
• Knowledge dissemination: SURF
Academy, Special Interest Groups
SURF – ICT innovation by and for higher education and research
10. SURF scenario study
• Background
Virtual learning & working environment for students &
teachers in 2020
• Goal:
Develop 4 future scenario’s, which support SURFfoundation
& Dutch institutes for higher education in determining their
policies on the compilation of the virtual working & learning
environment of the future.
• Method:
Scenario Method
SURF – ICT innovation by and for higher education and research
12. SURF – ICT innovation by and for higher education and research
13. SURF – ICT innovation by and for higher education and research
14. SURF – ICT innovation by and for higher education and research
15. Scenario method: three phases
1. Analyses of future trends
− Brainstorm about the future
− Research of trends
− Choose future drivers/trends
2. Development & presentation of scenarios
3. Reflection
− Evaluation of scenario’s
− Writing report
SURF – ICT innovation by and for higher education and research
16. Experience the scenario method
Fase 1: Analyses of future trends
• In SURF study 300 people from Dutch institutes for higher
education were involved.
• Different target groups:
− ICT & Education policy advisors
− Dean’s of faculties
− CIO’s
− Students
− Teachers
SURF – ICT innovation by and for higher education and research
17. Experience the scenario method
Lifelong learning in 2020
What kind of services do lifelong learners need in 2020?
SURF – ICT innovation by and for higher education and research
18. • Impact & predictability
SURF – ICT innovation by and for higher education and research
19. Results of SURF study:
Unpredictable, high-impact drivers
• Restricted versus open education
• Financing by student versus financing by institution
• Teaching & assessment combined versus testing
independent of learning path
• Institutes for higher education provide virtual learning
environments versus student/teacher has own equipment
(personal electronic learning environment)
SURF – ICT innovation by and for higher education and research
20. Scenario axes
Curriculum assembled by institutes
Airport Department
Store
VLE PLE
Supermarket Exchange
Curriculum assembled by students
SURF – ICT innovation by and for higher education and research
21. Results of SURF study:
Predictable, high-impact drivers
• Student as “prosumer”
• Formal & indirect quality control
• Open content
• Teacher as freelancer
• Increasing internationalisation of education
• Institutes as a networks
SURF – ICT innovation by and for higher education and research
22. 4 scenario’s
• Development by people from HE institutes
• Presentation
− Newspapers
− Movies
SURF – ICT innovation by and for higher education and research
23. 4 Scenarios
• Predictable trends
• Back casting
• Society in 2020
• HE in 2020
• Organisational perspective
• Student perspective
• Teacher perspective
SURF – ICT innovation by and for higher education and research
24. Airport Curriculum by
Department store
institutesQualifications for all occupations and
Micro technology implants
studies are fixed in Europe
Focus on individual learning processes
Every module is 7,5 ECTS
Structuring and standardisation
Education is financed by vouchers
Private en public education providers
Integral platform for working, learning,
Studying at own level in communities
networking, and communicating
Service of HE-institutes appear as plug-
ins in platform
VLE PLE
Exchange
Supermarket
Talent and excellence is defining
Institute is private and public
EXIT: government, HE & diplomes.
VLE is a service, providing support for
Guildsystem works
the needs of students
Living, learning and working are integrated
Development as commodity
Networking
Basis infrastructure GUIDE:
Curriculum by students
25. Reflection
• What do you like in this scenario?
• What do find disturbing in this scenario?
• What’s the predictability of this scenario?
• Are there trends, new developments missing in this
scenario?
• What should happen to make this scenario reality?
SURF – ICT innovation by and for higher education and research
26. Reflection
• How will students and teachers work & learn in this
scenario?
• What kind of digital solutions will they use to support their
working & learning?
• Who will provide those solutions?
SURF – ICT innovation by and for higher education and research
