Aalto Global Impact organized together with the New Global an event called Co-creating Business Ecosystems in Emerging Markets on 17th of June. The event was hosted by Fortum.
This document provides an agenda for a face-to-face meeting as part of the Community Service Engineering curriculum. The meeting will take place from March 13-26 in Geel, Belgium and focuses on the topic of economic valorization. Presentations will cover open innovation, crowd funding, social profit business models, and cooperatives. Students will individually present their ideas for sustainable futures for their projects and comment as a group on how end users can participate to improve design processes and results through ongoing dialogue.
The document describes a Greenovation project in Kuwait that involved students from a business college coming up with an innovative idea to help recycle and reduce carbon emissions. The project aimed to educate youth about sustaining the planet's resources and looking into renewables. It also sought to create active awareness in schools about recycling and sustainability through launching products, obtaining feedback, and having other schools compete at a national level with their innovative sustainability initiatives.
The document discusses the Students' Green Unit (SGU) at Exeter University, which empowers and funds student leaders to run sustainability projects on campus. The SGU consists of five graduate coordinators who provide support to students seeking to implement projects. Students submit project proposals and receive funding in rounds. The coordinators then work closely with student leaders to help them successfully deliver their projects and collaborate with other organizations. Through running their own sustainability projects, students become leaders and role models among their peers who can help drive positive environmental change at the university.
ISCN 2016: Working Group 3: Integration of Research, Teaching and FacilitiesISCN_Secretariat
1. Transition UGent is a bottom-up initiative consisting of 250 academics, students, and university staff that aims to make Ghent University more sustainable. It acts as a think tank to suggest sustainability objectives and actions.
2. Transition UGent was started in 2011 and holds transition arenas to discuss visions and opportunities for sustainability. It uses transition management to empower sustainability innovations and work towards long-term change.
3. Some initiatives started by Transition UGent include establishing a sustainability office, an elective sustainability course, and pilot sustainability projects led by staff and students. Transition UGent has helped place sustainability higher on the university's agenda but faces challenges in agenda setting and resistance to changes in research
This document discusses two prototypes for showcasing the value of sustainable energy studies:
1. Producing an educational video highlighting sustainable energy projects and career opportunities in various technical fields. The video would reach international students, employers, academics, and politicians.
2. Funding sustainable city projects in every country, building on a project in Thailand. Challenges include selecting locations, technologies, lowering costs, and linking sites to maximize learning. The proposed solution is for AREC to select sites and link them with video and data sharing.
Aalto Global Impact organized together with the New Global an event called Co-creating Business Ecosystems in Emerging Markets on 17th of June. The event was hosted by Fortum.
The document analyzes Ireland's innovation policy and its role in stimulating innovation. It examines the policy through interviews with government departments, universities, and companies. The policy aims to develop an innovation-driven economy through government funding and collaboration between academia and industry. However, some challenges remain around incentivizing researchers, facilitating university-company partnerships, and supporting small companies. With adjustments to address current issues and improve collaboration, the policy is positioned to help establish Ireland as an innovative economy.
The document discusses a competition between entertainment CEOs to train their trainees using different learning theories. It compares Robert Gagne's instructional theory and Lev Vygotsky's sociocultural theory of cognitive development. Gagne's theory includes 9 steps like gaining attention and providing feedback. Vygotsky's theory focuses on realizing a learner's actual development, social interaction, and monitoring by instructors. The CEOs Jinyoung Park and Hyeonseok Yang will each train their trainees using Gagne and Vygotsky's theories to improve their ability to express lyrics.
This document provides an agenda for a face-to-face meeting as part of the Community Service Engineering curriculum. The meeting will take place from March 13-26 in Geel, Belgium and focuses on the topic of economic valorization. Presentations will cover open innovation, crowd funding, social profit business models, and cooperatives. Students will individually present their ideas for sustainable futures for their projects and comment as a group on how end users can participate to improve design processes and results through ongoing dialogue.
The document describes a Greenovation project in Kuwait that involved students from a business college coming up with an innovative idea to help recycle and reduce carbon emissions. The project aimed to educate youth about sustaining the planet's resources and looking into renewables. It also sought to create active awareness in schools about recycling and sustainability through launching products, obtaining feedback, and having other schools compete at a national level with their innovative sustainability initiatives.
The document discusses the Students' Green Unit (SGU) at Exeter University, which empowers and funds student leaders to run sustainability projects on campus. The SGU consists of five graduate coordinators who provide support to students seeking to implement projects. Students submit project proposals and receive funding in rounds. The coordinators then work closely with student leaders to help them successfully deliver their projects and collaborate with other organizations. Through running their own sustainability projects, students become leaders and role models among their peers who can help drive positive environmental change at the university.
ISCN 2016: Working Group 3: Integration of Research, Teaching and FacilitiesISCN_Secretariat
1. Transition UGent is a bottom-up initiative consisting of 250 academics, students, and university staff that aims to make Ghent University more sustainable. It acts as a think tank to suggest sustainability objectives and actions.
2. Transition UGent was started in 2011 and holds transition arenas to discuss visions and opportunities for sustainability. It uses transition management to empower sustainability innovations and work towards long-term change.
3. Some initiatives started by Transition UGent include establishing a sustainability office, an elective sustainability course, and pilot sustainability projects led by staff and students. Transition UGent has helped place sustainability higher on the university's agenda but faces challenges in agenda setting and resistance to changes in research
This document discusses two prototypes for showcasing the value of sustainable energy studies:
1. Producing an educational video highlighting sustainable energy projects and career opportunities in various technical fields. The video would reach international students, employers, academics, and politicians.
2. Funding sustainable city projects in every country, building on a project in Thailand. Challenges include selecting locations, technologies, lowering costs, and linking sites to maximize learning. The proposed solution is for AREC to select sites and link them with video and data sharing.
Aalto Global Impact organized together with the New Global an event called Co-creating Business Ecosystems in Emerging Markets on 17th of June. The event was hosted by Fortum.
The document analyzes Ireland's innovation policy and its role in stimulating innovation. It examines the policy through interviews with government departments, universities, and companies. The policy aims to develop an innovation-driven economy through government funding and collaboration between academia and industry. However, some challenges remain around incentivizing researchers, facilitating university-company partnerships, and supporting small companies. With adjustments to address current issues and improve collaboration, the policy is positioned to help establish Ireland as an innovative economy.
The document discusses a competition between entertainment CEOs to train their trainees using different learning theories. It compares Robert Gagne's instructional theory and Lev Vygotsky's sociocultural theory of cognitive development. Gagne's theory includes 9 steps like gaining attention and providing feedback. Vygotsky's theory focuses on realizing a learner's actual development, social interaction, and monitoring by instructors. The CEOs Jinyoung Park and Hyeonseok Yang will each train their trainees using Gagne and Vygotsky's theories to improve their ability to express lyrics.
Project provides opportunity for future self buildersselfbuildonline
Matthew Springett and Fiona MacDonald collaborated on the Made in Oakfield project to work with students from Oakfield School in Hull to design and build an allotment den on the school's land. Through a 12-week design phase and 1-week build, the students provided input into the design and helped construct a sheltered outdoor classroom space with sloped roofs, opening walls, and a covered deck area. The project gave the students hands-on experience in architectural design and construction.
This document summarizes a tutorial on reverse innovation. It defines reverse innovation as innovations first introduced in developing countries that are later launched in western markets. An example is provided of Nestle's low-cost noodles developed for India and Pakistan that found success in Australia and New Zealand. The document also discusses a project in Ecuador called "Aula Digital Movil" that aims to promote equal opportunities through quality digital education. The project has trained over 30,000 teachers and impacted over 600,000 children across Latin America.
Changing Buildling:The Building of ThingsDanny Lee
A Guggenheim moment where ... design and construction experts, critics, academics and the public are completely united about an iconic adaptable building that informs sustainable living and building practises and principles. The Building of Things provides experiences across eight themes to inspire and change the way we live, work and play in and from buildings! Importantly, the Building of Things also shows how social mobility and the four-legged unbalanced construction challenges – Affordability, Performance, Construction Knowledge & Skills and the Environmental & Health Impacts - can be improved!
Effective technology integration for 21st century learners supports group work, interaction, and active engagement. It reinforces real-world connections and allows flexibility, self-direction, cross-cultural skills, and accountability. When done effectively, technology integration encourages creativity, critical thinking, communication, collaboration, and learning and innovation skills.
Get Connected Pln And Partners Short SessionLinda Nitsche
This document lists organizations that the author partners with for global education projects including Global Education Collaborative, CIESE, GlobalSchoolNet, ePals, iEarn, Center for Interactive Learning and Collaboration, K12 Online Ning, Eduwiki.us, Twice, and muse.
Innovation at the UN Development Programme - Pecha Kucha talk at Executive Bo...Benjamin Kumpf
Through a global team of experts, a decentralized fund, 49 initiatives across 54 countries, and a network of practitioners and partners, UNDP drives innovation to achieve development results. Innovation projects are collaborative, engage diverse expertise, and are designed for scale and sustainability through testing, measuring, and improving. The goal of innovation is to use the most up-to-date approaches to achieve the best possible development outcomes.
DRIVE 2016 | 27 October - CIRCO: Creating value from waste - examples and dil...CLICKNL
This document discusses creating value from waste through examples and dilemmas. It summarizes the research program of the Amsterdam University of Applied Sciences' Faculty of Technology, which focuses on developing urban technology solutions through applied research projects in collaboration with companies and public organizations. The document outlines five dilemmas in creating value from waste: determining what value to preserve and for whom, issues of scale in waste collection and processing, setting up successful collaboration partnerships, ensuring waste volumes match applications, and planning for end-of-life scenarios of new applications. Examples of applied research projects addressing these dilemmas through circular approaches are also summarized.
Professor Daniele Gualeni has been teaching at the institution since 2010, specializing in sustainable design and innovative materials. He has taught courses on sustainable design and innovative sustainable materials. Professor Gualeni helps organize seminars that introduce new sustainable and innovative materials and technologies. He is considered one of the most qualified teachers due to his skill, passion, and ability to support his students.
Mocodean social inclusion of the disadvantaged students liceul tehnologic g...Vasilica Gazdac
This document summarizes a project focused on promoting social inclusion of disadvantaged students through new teaching strategies. The project involves 5 schools from 5 countries - Romania, Italy, Macedonia, Portugal, and Turkey. Each school will apply one of 5 new teaching methods: cooperative learning, peer tutoring, team teaching, project-based learning, or personalization. The goals are to promote inclusion of excluded students and overcome issues of social exclusion, lack of basic skills, and early school leaving. At the end, a methodology book will be produced documenting the experiences, observations, evaluations, and results of applying these new inclusive strategies.
HAMK Design Factory and Product Development Project 21Jari Jussila
The document describes an interdisciplinary product development project course at HAMK Design Factory from October 27, 2020 to March 12, 2021. The 15-credit course involves problem-based and co-creative learning in an interdisciplinary setting and international context. Students can earn credits by actively participating as team members, attending workshops, or taking on special roles like project manager. The course follows the co-creation pedagogy model of HAMK Design Factory and aims to provide real-world product development experiences.
Universal design is an approach to designing products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. It is intended to consider all the conditions people may experience and benefit not just those with special needs but all users. The principles of universal design include equitable use, flexibility in use, simple and intuitive use, perceptible information, tolerance for error, low physical effort, and appropriate size and space for approach and use. Universal design can be applied to instructional design to maximize learning for all students by applying universal design principles to all aspects of instruction.
A short introduction to the UNDP Innovation FacilityBenjamin Kumpf
The document provides an introduction to UNDP's Innovation Facility, which was launched in 2014 to manage the Global Innovation Fund and foster innovation through a global team located in headquarters and regional hubs. The Facility aims to embrace complexity, technology, and new approaches to better serve end users. It provides programmatic guidance and partnerships to support innovative projects, such as turning e-waste into profit in China, generating ideas to address gender-based violence in Egypt, increasing tuberculosis treatment compliance in Moldova, supporting youth entrepreneurship in Haiti, and integrating foresight planning in Rwanda.
Papermaking towards the future - Innventia Global OutlookRISE Bioeconomy
What will paper products look like in the future? Who will be producing them and how? "Papermaking towards the future” is the second report in the series ”Innventia Global Outlook” that presents the most important trends and driving forces for tomorrow’s papermaking. The report is a critical analysis of the most important questions for the industry today and in the future. Based on an expert survey with 150 respondents from 21 different countries, interviews, workshops and teamwork, Innventia has identified, together with the analysis company Kairos Future, the key drivers and trends that will be increasingly important as the industry moves towards year 2030.
Order your copy at http://www.innventia.com/Papermakingtowards
The document proposes adopting "Leapfrog Principles" to transform higher education institutions into "Leapfrog Campuses" that prepare students for the 21st century knowledge economy. The principles include leading rather than catching up, involving students in all phases, and reframing students as knowledge producers and innovators. Technologies would help students develop creativity and immediately become productive workers. Chinese institutions are collaborating to develop Leapfrog practices and research their effectiveness. The University of Minnesota is establishing Leapfrog Institutes to apply these principles through various projects.
A Cellulose-Based Society - Innventia’s Next Global Outlook (with speechbubb...RISE Bioeconomy
This is a copy of a presentation of the project “A Cellulose-Based Society”, given by Marco Lucisano during Innventia Days 2015. We have added speech bubbles to guide you through the slides.Please feel free to contact Marco if you have questions and comments: marco.lucisano@innventia.com
Intelligent school design - english versionVoD_group
VoD platform proposes the postgraduate course “Intelligent school design” in order to give a practical interpretation to the recent D.M. 11/4/2013, guidelines for sustainable design of schools. The course works both in distance learning and in face to face learning. The organization of the course is thus light and interactive, it doesn't interfere with the working activities of the participants. Thou the low cost of participation, it gives a high surplus value, both professional and social, thanks to three final collaborative workshops.
Open Geospatial Labs are being established worldwide as part of an agreement between the International Cartographic Association and the Open Source Geospatial Foundation to expand geospatial research and education globally. Openness through open source software, open data, and open educational resources is fundamental to helping achieve the UN's 2030 Sustainable Development Goals. The "Geo for All" initiative aims to establish over 1,000 open geospatial labs in universities and schools worldwide by 2018 to provide open education, research, and training opportunities through a global community of contributors from various sectors.
This document provides an overview of the InnoTeach project, which aims to develop creativity, innovation and entrepreneurship skills for primary school teachers. The project will create training materials and methodology to teach these skills to teachers. It will also develop an exam system to validate the competencies gained by teachers through the training. The training and exam system will be implemented with teachers from Slovenia, Austria and Hungary to help address gaps in innovation and economic performance in these countries. The project runs from September 2016 to August 2018 and involves partnerships between organizations from Slovenia, Austria and Hungary.
The UDLL project aimed to promote inclusion of students with disabilities in higher education through universal design principles. It involved partners from Norway, Belgium, and Ireland. The project developed best practice guidelines and a student toolkit from focus groups and stakeholder consultations. It found universal design benefited all students. The partners' understanding of universal design grew through the collaboration. They plan to continue promoting universal design nationally using the project outputs.
Project provides opportunity for future self buildersselfbuildonline
Matthew Springett and Fiona MacDonald collaborated on the Made in Oakfield project to work with students from Oakfield School in Hull to design and build an allotment den on the school's land. Through a 12-week design phase and 1-week build, the students provided input into the design and helped construct a sheltered outdoor classroom space with sloped roofs, opening walls, and a covered deck area. The project gave the students hands-on experience in architectural design and construction.
This document summarizes a tutorial on reverse innovation. It defines reverse innovation as innovations first introduced in developing countries that are later launched in western markets. An example is provided of Nestle's low-cost noodles developed for India and Pakistan that found success in Australia and New Zealand. The document also discusses a project in Ecuador called "Aula Digital Movil" that aims to promote equal opportunities through quality digital education. The project has trained over 30,000 teachers and impacted over 600,000 children across Latin America.
Changing Buildling:The Building of ThingsDanny Lee
A Guggenheim moment where ... design and construction experts, critics, academics and the public are completely united about an iconic adaptable building that informs sustainable living and building practises and principles. The Building of Things provides experiences across eight themes to inspire and change the way we live, work and play in and from buildings! Importantly, the Building of Things also shows how social mobility and the four-legged unbalanced construction challenges – Affordability, Performance, Construction Knowledge & Skills and the Environmental & Health Impacts - can be improved!
Effective technology integration for 21st century learners supports group work, interaction, and active engagement. It reinforces real-world connections and allows flexibility, self-direction, cross-cultural skills, and accountability. When done effectively, technology integration encourages creativity, critical thinking, communication, collaboration, and learning and innovation skills.
Get Connected Pln And Partners Short SessionLinda Nitsche
This document lists organizations that the author partners with for global education projects including Global Education Collaborative, CIESE, GlobalSchoolNet, ePals, iEarn, Center for Interactive Learning and Collaboration, K12 Online Ning, Eduwiki.us, Twice, and muse.
Innovation at the UN Development Programme - Pecha Kucha talk at Executive Bo...Benjamin Kumpf
Through a global team of experts, a decentralized fund, 49 initiatives across 54 countries, and a network of practitioners and partners, UNDP drives innovation to achieve development results. Innovation projects are collaborative, engage diverse expertise, and are designed for scale and sustainability through testing, measuring, and improving. The goal of innovation is to use the most up-to-date approaches to achieve the best possible development outcomes.
DRIVE 2016 | 27 October - CIRCO: Creating value from waste - examples and dil...CLICKNL
This document discusses creating value from waste through examples and dilemmas. It summarizes the research program of the Amsterdam University of Applied Sciences' Faculty of Technology, which focuses on developing urban technology solutions through applied research projects in collaboration with companies and public organizations. The document outlines five dilemmas in creating value from waste: determining what value to preserve and for whom, issues of scale in waste collection and processing, setting up successful collaboration partnerships, ensuring waste volumes match applications, and planning for end-of-life scenarios of new applications. Examples of applied research projects addressing these dilemmas through circular approaches are also summarized.
Professor Daniele Gualeni has been teaching at the institution since 2010, specializing in sustainable design and innovative materials. He has taught courses on sustainable design and innovative sustainable materials. Professor Gualeni helps organize seminars that introduce new sustainable and innovative materials and technologies. He is considered one of the most qualified teachers due to his skill, passion, and ability to support his students.
Mocodean social inclusion of the disadvantaged students liceul tehnologic g...Vasilica Gazdac
This document summarizes a project focused on promoting social inclusion of disadvantaged students through new teaching strategies. The project involves 5 schools from 5 countries - Romania, Italy, Macedonia, Portugal, and Turkey. Each school will apply one of 5 new teaching methods: cooperative learning, peer tutoring, team teaching, project-based learning, or personalization. The goals are to promote inclusion of excluded students and overcome issues of social exclusion, lack of basic skills, and early school leaving. At the end, a methodology book will be produced documenting the experiences, observations, evaluations, and results of applying these new inclusive strategies.
HAMK Design Factory and Product Development Project 21Jari Jussila
The document describes an interdisciplinary product development project course at HAMK Design Factory from October 27, 2020 to March 12, 2021. The 15-credit course involves problem-based and co-creative learning in an interdisciplinary setting and international context. Students can earn credits by actively participating as team members, attending workshops, or taking on special roles like project manager. The course follows the co-creation pedagogy model of HAMK Design Factory and aims to provide real-world product development experiences.
Universal design is an approach to designing products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design. It is intended to consider all the conditions people may experience and benefit not just those with special needs but all users. The principles of universal design include equitable use, flexibility in use, simple and intuitive use, perceptible information, tolerance for error, low physical effort, and appropriate size and space for approach and use. Universal design can be applied to instructional design to maximize learning for all students by applying universal design principles to all aspects of instruction.
A short introduction to the UNDP Innovation FacilityBenjamin Kumpf
The document provides an introduction to UNDP's Innovation Facility, which was launched in 2014 to manage the Global Innovation Fund and foster innovation through a global team located in headquarters and regional hubs. The Facility aims to embrace complexity, technology, and new approaches to better serve end users. It provides programmatic guidance and partnerships to support innovative projects, such as turning e-waste into profit in China, generating ideas to address gender-based violence in Egypt, increasing tuberculosis treatment compliance in Moldova, supporting youth entrepreneurship in Haiti, and integrating foresight planning in Rwanda.
Papermaking towards the future - Innventia Global OutlookRISE Bioeconomy
What will paper products look like in the future? Who will be producing them and how? "Papermaking towards the future” is the second report in the series ”Innventia Global Outlook” that presents the most important trends and driving forces for tomorrow’s papermaking. The report is a critical analysis of the most important questions for the industry today and in the future. Based on an expert survey with 150 respondents from 21 different countries, interviews, workshops and teamwork, Innventia has identified, together with the analysis company Kairos Future, the key drivers and trends that will be increasingly important as the industry moves towards year 2030.
Order your copy at http://www.innventia.com/Papermakingtowards
The document proposes adopting "Leapfrog Principles" to transform higher education institutions into "Leapfrog Campuses" that prepare students for the 21st century knowledge economy. The principles include leading rather than catching up, involving students in all phases, and reframing students as knowledge producers and innovators. Technologies would help students develop creativity and immediately become productive workers. Chinese institutions are collaborating to develop Leapfrog practices and research their effectiveness. The University of Minnesota is establishing Leapfrog Institutes to apply these principles through various projects.
A Cellulose-Based Society - Innventia’s Next Global Outlook (with speechbubb...RISE Bioeconomy
This is a copy of a presentation of the project “A Cellulose-Based Society”, given by Marco Lucisano during Innventia Days 2015. We have added speech bubbles to guide you through the slides.Please feel free to contact Marco if you have questions and comments: marco.lucisano@innventia.com
Intelligent school design - english versionVoD_group
VoD platform proposes the postgraduate course “Intelligent school design” in order to give a practical interpretation to the recent D.M. 11/4/2013, guidelines for sustainable design of schools. The course works both in distance learning and in face to face learning. The organization of the course is thus light and interactive, it doesn't interfere with the working activities of the participants. Thou the low cost of participation, it gives a high surplus value, both professional and social, thanks to three final collaborative workshops.
Open Geospatial Labs are being established worldwide as part of an agreement between the International Cartographic Association and the Open Source Geospatial Foundation to expand geospatial research and education globally. Openness through open source software, open data, and open educational resources is fundamental to helping achieve the UN's 2030 Sustainable Development Goals. The "Geo for All" initiative aims to establish over 1,000 open geospatial labs in universities and schools worldwide by 2018 to provide open education, research, and training opportunities through a global community of contributors from various sectors.
This document provides an overview of the InnoTeach project, which aims to develop creativity, innovation and entrepreneurship skills for primary school teachers. The project will create training materials and methodology to teach these skills to teachers. It will also develop an exam system to validate the competencies gained by teachers through the training. The training and exam system will be implemented with teachers from Slovenia, Austria and Hungary to help address gaps in innovation and economic performance in these countries. The project runs from September 2016 to August 2018 and involves partnerships between organizations from Slovenia, Austria and Hungary.
The UDLL project aimed to promote inclusion of students with disabilities in higher education through universal design principles. It involved partners from Norway, Belgium, and Ireland. The project developed best practice guidelines and a student toolkit from focus groups and stakeholder consultations. It found universal design benefited all students. The partners' understanding of universal design grew through the collaboration. They plan to continue promoting universal design nationally using the project outputs.
Innoteach final info-newsletter_03-en-final-newITStudy Ltd.
The InnoTeach project empowers the innovation mind-set in the European Union by way of establishing learning environments in schools which fertilize the grounds for young people to apply innovation principles in problem solving and at the same time learn about entrepreneurship concepts.
The role of Schools of Government in Promoting Public Sector Innovation - AgendaOECD Governance
Meeting discussing the role that Schools of Government can play in promoting public sector innovation. This meeting is part of the OECD conference on Innovating the Public Sector. For more information see www.oecd.org/gov/global-network-schools-of-government.htm
Active Learning And ICT In Upper Secondary School An Exploratory Case Study ...Kristen Flores
This document summarizes a research study on using active learning and debate to engage students in upper secondary school. The study explored using debate in foreign language classes specifically. Standardized tests were used to assess students before and after teachers received training on active learning techniques like debate. The results showed that after the training, students' study strategies became more coherent and their cognitive styles became less polarized and more flexible. However, their self-regulation and anxiety levels saw slight decreases. Overall, the study found some positive impacts of using debate to support active learning.
07/10/2013 - European Schoolnet
Mainstreaming the iTEC project
The magazine summarises the developments and results of the iTEC project up to date. Within iTEC, educational tools and resources have been piloted in over 2,000 classrooms across 19 European countries with the key objective of providing a sustainable model for fundamentally redesigning teaching and learning.
Learning spaces as accelerators of innovation ecosystem development 2013Kari Mikkelä
This article examines learning spaces as a broad concept, addressing them both as an abstraction and as venues and facilities supporting learning on individual, organisational and regional levels. Our two simultaneous perspectives are top-down (Europe 2020 strategy) and bottom-up (learning and innovativeness of individuals). As an abstract
concept, learning space refers especially to the mental dimension of the space emerging
when individual experts collaborate. It draws from the culture of modernising the Triple
Helix collaboration coloring the learning environment, and the quality of interaction between the classroom and industry agents, either hindering or supporting better synergy between research, education and innovation, as well as different initiatives focusing on creativity and entrepreneurial discovery.
This document outlines an organization called Apps for Good that aims to teach students coding skills through developing apps that solve real-world problems. Their vision is to grow a new generation of problem solvers who can create and market products that change the world. They provide app development content and communities through their platform to teach students technical and soft skills. They have seen success in the UK and Catalonia in improving students' programming, teamwork, communication and problem solving abilities. They now aim to test international scaling of their model.
Micro-revolutions in the open networks of teachers in Finland EdMedia paperAnne Rongas
Finnish educators have formed open social media networks to drive educational innovations on a grassroots level. The Sometu network, started in 2007, helped popularize these efforts and currently has almost 5,000 members. Other networks have formed around ideas like reinventing vocational education through "Guild Schools" and using peer learning to share skills and ideas. These voluntary networks allow educators from different organizations to collaborate openly and generate new ideas. They have helped drive minor reforms in teaching practices and culture in Finland.
Talk from iPED 2010. Reviews how Open Context Model of Learning and the PAH Continuum can be applied to the craft of teaching. References sample courses and current debates such as Digital Literacies.
The document describes the ISTEAM program, which stands for Innovation, Science, Technology, Engineering, Art, and Mathematics. The program aims to encourage multidisciplinary learning and innovation through project-based learning. It adds an "I" for innovation to the traditional STEAM model. Over 600 students in Israel are participating in the pilot program, which emphasizes skills like collaboration, problem-solving, and the use of technology. Teachers received extensive training to implement the new curriculum, which focuses on complex, real-world projects cutting across multiple disciplines. Initial evaluations have been positive and the program aims to expand multidisciplinary, innovation-driven education.
Innovation for development and cultivating smart living talents in higher edu...Tuija Hirvikoski
This document discusses Laurea University of Applied Sciences and its approach to education through innovation. Laurea has received multiple awards for excellence and focuses on cultivating student talents through real-world research and development projects integrated into the curriculum. This learning model called Learning by Developing mobilizes human creativity and provides students with skills needed for the workforce. Laurea also collaborates internationally on innovation through networks like ENOLL and aims to tackle societal challenges through multidisciplinary work.
A Global Network for Deep Learning: the Case of Uruguay@cristobalcobo
The aim of this paper is to describe an innovative large-scale action research in the field of education. This paper illustrates a unique sample of a global network of schools working together as a "living lab" to test, implement and improve innovative pedagogical practices in seven different countries (clusters). This experience can be regarded as a disruptive experiment from the methodological (i.e. network of schools), pedagogical (i.e. learning by creating) and accountability perspective (i.e. novel ways of assessing learning outcomes). This global network allocates special relevance to the cultural and contextual specificities of each member. This paper focuses on the Uruguayan case, the only non-developed partner country, which is working in incorporating up to 2,800 schools in this global network by the end of 2019. After providing a background and key figures of the current education system in Uruguay, the authors describe the outcomes of this experience so far (2013- 2016) and highlight some of the expected achievements and instruments to assess the second phase of this experience (2016-2019), with special emphasis in the design of new metrics and the adoption of new assessment tools. After stating the conclusions, the paper points out the limitations and further questions to be explored along the implementation of this global experiment in education.
By Cobo, Brovetto, Gago
Agenda The Role of Schools of Government 13-14 November 2014OECD Governance
Agenda for the meeting on 'Promoting Public Sector Innovation: The Role of Schools of Government' which took place on 13-14 November 2014 in Paris, France. This meeting aimed to discuss the role of the Schools of Government in promoting public sector innovation and in developing the necessary skills and capabilities across the government to move from innovative ideas to impact.
The document discusses lifelong learning and the role of universities in promoting it. Lifelong learning is defined as all learning undertaken throughout life to improve knowledge, skills, and qualifications. Universities can promote lifelong learning by offering training that meets labor market needs, recognizing informal learning, and creating networks between educational institutions and other stakeholders. The ALFA TRALL project aims to design and test lifelong learning curricula involving universities and local organizations in Latin America and Europe over three years. Pilot programs in areas like communication skills and radio station operation were conducted at Universidad de Los Andes as part of this effort.
OER collaborators beyond borders: The case of Brazil 2010_06_29OLnet Initiative
Presentation by Andreia Inamorato dos Santos at the "OER and LabSpace: from OER content to OER community" workshop on 29th June 2010 organised by The Support Centre for Open Resources in Education (SCORE)
Similar to Teija Lehtonen - Aalto Global Impact (20)