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Abstract: Growing demand for paper is putting pressure on the World''s forests, and although paper made from agricultural residues could meet global demand five times over, today less than 10% is made using these resources. The primary reason for this is the absence of cost effective, small-scale (∼10,000 tonnes per annum), environmentally sound pulping technology. The BioRegional MiniMill was developed in response to this problem. The MiniMill is a modular, regional scale, sustainable pulping process designed for straw and other non-wood feedstocks. The MiniMill innovates in two key areas: (i) preparation, feeding and pulping of straw using a twin screw extruder to reduce energy use, produce pulp in a shorter time and improve pulp quality, and (ii) the inclusion of a small-scale black liquor chemical and energy recovery system, based upon novel fluidised bed technology. The MiniMill is projected to be cost competitive at less than one-tenth the size of the smallest conventional wood-based pulping mill. As with conventional pulp mills, the MiniMill recovers enough renewable energy from the effluent to power the mill and qualifies for carbon emissions credits in accredited countries. In this work we report on some of the key research and development activities, at laboratory, pilot and semi-industrial scale, that have underpinned the design and development of the MiniMill. The ultimate goal of the project is to make available a technically and economically viable process for small-scale cellulose pulp production, that will facilitate the uptake of alternative uses of wheat straw, hemp or flax into the market place. [Copyright &y& Elsevier]

The objective of this paper is to explore how environmental protection expenditures (EPE) affect innovation and investigate the potential causal relationship between the two variables. The novelty and main contribution of our paper to the literature stems from the fact that we look at total environmental protection expenditures from both the public and private sectors, and distinguishing between corporations and households in the private sectors. We also consider both inputs and outputs of innovation and address potential endogeneity issues in this relationship, which are both lacking in the current literature. Using a panel of EU countries over the period 2006–2020, this study generally finds a positive impact of EPE on innovation after controlling for the effects of trade, credit, education and inflation on innovation, and using the System GMM estimator to treat endogeneity. Moreover, EPE from the government sector drives the bulk of this positive impact. The core results are robust to alternative measures of innovation, alternative estimation techniques that address endogeneity (i.e., the Lewbel 2SLS, Mundlak, and Hausman-Taylor estimators) and the moderation effects of Climate Change Performance (CCPI). This study also provides a useful guide to policy makers engaged in environmental planning. • We evaluate the impact of environmental protection expenditures (EPE) on innovation in mainly EU countries. • We use longitudinal dataset for the group of EU countries over the period 2006–2020. • We find a positive impact of EPE on innovation. • The results are robust for observable heterogeneity, alternative measures of innovation and estimation techniques. • This study provides a useful guide to policy makers engaged in environmental planning. [ABSTRACT FROM AUTHOR]

COVID-19 severely impacted small industries in Indonesia and many collapsed. Sustainable education is essential to help small industries recover post-pandemic through an open innovation design program to improve small industries' economic, social, and environmental performance. This paper examined the impacts of the sustainable education program implemented and explored open innovations suitable for the sustainability of small industries in developing countries, such as Indonesia, after the pandemic. This research employed a Participatory Action Research (PAR) approach involving academics, government, the community, and four small industries in West Java, Indonesia. Our findings reveal that the sustainable education program through learning activities and direct practice provides valuable knowledge and experience for small industries in designing economic, social, and environmental innovations. Open innovations post-pandemic suitable for small industries in Indonesia include simple business digitalization for company economic growth, the recruitment of people losing their jobs due to the pandemic to achieve social benefits, and innovations in using environmentally friendly packaging and charcoal briquette fuel as an environmental awareness effort. This study recommends that the open innovation designed for small industries be right on target and done using a participatory method to achieve sustainability after the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

This paper presents the results of qualitative research on new practices (habitus) of researchers in higher education (HE) in Mexico during the pandemic in three institutions in the State of Sonora. The research focused on modified or new practices or habitus during the pandemic, the challenges those scholars faced, and their view on remote scientific production in this period. Bourdieu's concepts of Habitus, Discipline, and Socialization are instrumental in interpreting data. Data was collected through semi-structured interviews. The data were analyzed using coding and MAXQDA software. The main results refer to the individual, academia, and the constraint to produce knowledge. The results show that for individuals, habitus refers to the care of people. In the face of a health emergency, the focus is on it combined with academic, administrative, and research activities. Such weight is distributed unequally among the female gender; it is about caring for the family, attending research, and more work. In the case of academia, the specific tasks of some disciplines, such as economics, do not present restrictions on productivity, while others do. The regulations of Mexico's National System of Researchers, SNI constitute a rule that constrains researchers. We assume that it is the primary mechanism for evaluating his/her productive habitus. • Scholars had to modify the volume of research they were used to produce (most of them presented a decrease). • Remote work (academic activities overall) was met with hesitation and restraint by most of the participants. • Neither researchers nor institutions were prepared to work remotely. • Higher education institutions should comprehend the need to identify the areas of opportunity to enhance their scholars' production. [ABSTRACT FROM AUTHOR]

The diversified literature on innovation processes impedes innovation and entrepreneurship education in providing a holistic innovation process model while practitioners struggle to implement innovation processes in the face of trends such as servitization and digitalization. This paper aims to shed light on how innovation processes are depicted by lectures and educators to establish a validated process view on digital innovation for services which will help provide grounding for innovation and entrepreneurship teaching. Consequently, this work expands innovation process and innovation teaching literature and contributes to high-quality up to date innovation and entrepreneurship education by providing propositions towards innovation processes and teaching practices. [ABSTRACT FROM AUTHOR]

Abstract The paper conducts a systematic literature review on the development process of universities towards the entrepreneurial model to provide a conceptual framework and a strategic research agenda. From the analysis of the body of literature on the topic, exploration and exploitation emerge as critical processes in the development of entrepreneurial universities. Nevertheless, the way they are balanced within universities is an under-researched topic. Adapted from the concept of organisational ambidexterity, this paper develops the notion of university ambidexterity to analyse the development process of entrepreneurial universities. To achieve this research aim, a conceptual model is developed by integrating the learning processes of exploration and exploitation to the previous theories used to analyse the entrepreneurial university. As already emphasised in other studies focusing on the role of ambidexterity in different research contexts, this paper proposes an idea of balance over time. The universities need to balance exploration and exploitation in their evolutionary path towards the entrepreneurial model, but it may be not necessary to invest in exploration and exploitation processes simultaneously. On the contrary, it may be most important to oscillate between periods of exploration and periods of exploitation to achieve ambidexterity over time. As a result, the tensions between exploration and exploitation processes generate a twisting learning path for entrepreneurial universities. Finally, the paper proposes an integrated conceptual framework which consists of six constructs, namely internal organisational environment, external environment, university exploration, university exploitation, university ambidexterity, entrepreneurial university performance. The proposed research hypotheses on the interrelationships between the mentioned constructs and the mediating role of university ambidexterity constitute potential areas of investigation to direct future empirical research and further develop the body of knowledge in the field of entrepreneurial universities. Highlights • The development of entrepreneurial universities is analysed through the notion of university ambidexterity. • In the university context ambidexterity is achieved over time. • Entrepreneurial universities alternate periods of exploration and exploitation. • The tensions between exploration and exploitation generate a twisting learning path. [ABSTRACT FROM AUTHOR]

Development of competencies for Open Innovation (OI) plays a very important role since new skills and abilities are required at all levels: to design and adapt products and processes, to develop new business models and to modify the organization of work and processes. This paper analyzes Education 4.0 features, main components, and characteristics; adaptation of teaching and learning practices to changed requirements of Industry 4.0 for the successful implementation of the Open Innovation model. This paper systematically reviews a total of 48 WoS and Scopus studies, ultimately allowing us to determine components of Education 4.0 used in the framework of the OI model in recent years. Four research questions have been directed to data analysis. The results showed that (a) there is little literature research on issues related to important aspects in the dynamics of open innovation (partnerships, critical thinking, self-assessment, leadership, friendships, and risk-taking); (b) the main literature focuses on a comprehensive study of knowledge and skill parameters, application of appropriate strategies for their development, there are gaps in character development and meta-learning; (c) there is a noticeable lack of research on the competence framework of OI aimed at schoolchildren and the use of learning and teaching strategies to strengthen open educational innovations in schools; and d) there is a lack of research on development of OI competencies using cloud resources. This paper is intended for researchers, education and open innovation experts interested in the possibilities of educational technologies for the further dynamic development of the OI model. [ABSTRACT FROM AUTHOR]

It is very important to evaluate the quality of innovation and entrepreneurship education for college students. On the basis of analyzing the current research of the quality evaluation of innovation and entrepreneurship education, This paper constructs an evaluation index system of innovation and entrepreneurship education quality of college students with 5 dimensions:Innovation and entrepreneurship education curriculum and activities, Innovation and entrepreneurship education conditions, Innovation and entrepreneurship education channels, Self innovation and Entrepreneurship, Innovation and entrepreneurship education effectiveness, and 21 sub indexes, establishes an evaluation model based on extenics, conducts empirical research on 8 universities in Ningbo city, and puts forward corresponding suggestions. [ABSTRACT FROM AUTHOR]

The IPCC emphasises the need to centre climate change adaptation in climate actions due to a lack of progress on meaningful climate change mitigation. This requires the expansion of adaptive capacity across many sectors, including education. Research asserts the key role formal education plays in increasing the learning and cognitive aspects of adaptive capacity and associated capabilities, but further work is required to understand the impacts of attempts to enact such changes, specifically in relation to climate change adaptation planning. Drawing on impact data collected from an experimental place-based digital educational resource – Climate Smart – that includes a serious online role play game, designed with and for second level students aged 15–17 in Ireland, this paper outlines the challenges of, and opportunities for, engaging young people in learning about climate change adaptation planning. We conclude that while such educational innovations are impactful in the short-term and essential for developing foundational knowledge and skills, as well as shaping individual and social norms, they will be insufficient alone to optimise capabilities for long term adaptive capacity for climate change adaptation. Wider complementary structural changes across multiple systems which support people to enact their learning and functionalise their capabilities are required. Finally, a prospective agenda for progressing adaptive capacity for climate adaptation planning with education at its core is outlined. [ABSTRACT FROM AUTHOR]

This paper analyses the institutional rationales of transnational technology corporations from the United States. Drawing upon in-depth interviews, participation observation and document analysis, the paper tests a tentative theory of transnational technology corporations' engagement in educational development. The concluding framework reveals multiple rationales based on corporate and organizational logics. The discussion compares the engagement of these corporations with traditional donors and reflects upon their role in the post-2015 development agenda. By adapting and applying the concept of donor logic to the institutional rationales of transnational technology corporations, this research expands the literature to include the underlying motivations and rationales of these actors in educational development. [ABSTRACT FROM AUTHOR]

Education hubs represent the third generation of crossborder education activities, which emerge onto the landscape of our more globalized world. As a new phenomenon in higher education, education hubs are appearing in different locations around the globe. In the literature on education hubs, most research studies have focused on Southeast Asia and Middle East. To address this gap in the literature, we seek to explore the emergence of China as an international education hub, especially with respect to its impact on development. Against the backdrop of China's national strategy to develop its international competitiveness in education, we conduct case studies of three education hubs in China: (i) the International Collaborative Education Exemplary Zone by the International Campus of Zhejiang University (iZJU) in the Yangtze River Delta; (ii) the International Higher Education Demonstration Zone in the Guangdong-Hong Kong-Macau Greater Bay Area; and (iii) the International Education Innovation Pilot Zone in the Hainan Free Trade Port. Overall, our paper draws implication on how education hubs developed through university-industry-government collaboration can help the region to shift to a knowledge and service-based economy, and gain a competitive edge within the country and beyond. • Education hubs represent the third generation of crossborder education activities, which emerge onto the landscape of our more globalized world. • We seek to explore the emergence of China as an international education hub, especially with respect to its impact on development. • Against the backdrop of China's national strategy to develop its competitiveness in education, we conduct case studies of three hubs in China. [ABSTRACT FROM AUTHOR]

This paper explores the contributions of co-teaching to learning-oriented assessment in eight co-taught undergraduate courses, over two academic years, in the fields of Education and Translation and Interpreting; specifically, whether collaborative teaching enhances assessment design and practices while developing instructors' and students' assessment literacy. Evidence from reflective teacher diaries and student focus group data was triangulated, with results suggesting a positive effect of co-teaching on formative assessment, especially regarding the quantity and quality of feedback received by students. Concerning summative assessment, transparency and communication were found to be key factors in reducing student concerns over the grading process. Finally, co-teaching appears to enable a two-way street encouraging students to provide feedback to their instructors and, in the process of doing so, develop their own feedback literacy. Overall, co-teaching, when well-planned and coordinated, can facilitate learning-oriented assessment, as well as provide a fruitful space for instructors' professional development in assessment practices. • Co-teaching enhances instructors' professional development in assessment design. • Collaborative teaching develops instructors' and students' assessment literacy. • Collaborative teaching facilitates formative, learning-oriented assessment. • Co-teaching enables a two-way street encouraging student-to-teacher feedback. • Collaborative teaching encourages educational innovation. [ABSTRACT FROM AUTHOR]

Many of the innovations that show promise for improving outcomes for underprepared community college students require instructors to make changes to their teaching practice. Little research explores the experiences of faculty teaching in reformed courses as related to their professional learning needs. Drawing on a multi-year qualitative study, this paper uses data from 100 faculty interviews to explore the questions they ask when teaching a new course. A key outcome of the analysis is a typology of questions that mirrors the stage of implementation. Through analysis of 20 observations of implementation activities, this paper also documents the learning opportunities made available to instructors and examines the extent to which these activities addressed their questions. [ABSTRACT FROM AUTHOR]

Student retention has emerged as a significant and expensive challenge for higher education institutes worldwide. Although several studies have been conducted on increasing student numbers and diversity in higher education institutes, studies on the relationship between student retention and entry grades are limited, particularly in the UK. The aim of this paper was to examine the relationship between entry grades and student attrition in the context of higher education in the UK. A quantitative methodology was used in this study, wherein data were derived from secondary sources, including University and Colleges Admissions Service (UCAS) tariff points and full- and part-time undergraduate student enrolment between 2012 and 2017. The data were extracted and analyzed using Higher Education Statistics Agency (HESA) performance indicators. The findings indicate that there exists a clear association between entry grades and student retention for part-time students, which may aid policy makers, academics, university staff, and higher education stakeholders to develop appropriate strategies to address attrition levels. [ABSTRACT FROM AUTHOR]

The paper considers the problem of adolescent and young students' personalities' development in the conditions of face-to-face and distance school learning. The scientific novelty of the study is the proposed classification of pedagogical technologies according to the degree of their novelty: modernized technology, combinational technology, progressive technology, pedagogical technology of the combinational type, the essence of which is shown in its title. A specific model of pedagogical technology of the combinational type "Teaching in cooperation, in a team using flipped classroom" was developed. The developed technology was implemented during the classes of the humanities and natural-mathematical cycles. Nine hundred and eight adolescent and young students (divided into experimental and control groups) and 32 teachers participated in the experimental work. To analyze the differences between the experimental and control groups in terms of the student's personality manifestation, several criteria and indicators were considered. For mathematical and statistical processing of the obtained results, the multifunctional statistical Fisher's F-test was used. Analysis of the implementation of the developed technology in the conditions of face-to-face and distance learning showed a positive dynamics of experience formation of the student's personality manifestation. This allowed the authors to consider the developed pedagogical means effective. [ABSTRACT FROM AUTHOR]

Abstract: Developing and then scaling up an educational innovation so that it achieves on the dimensions of depth, sustainability, spread and change of ownership is a complex endeavor. In this paper, we present a study of one such innovation which has been developed through a design-based research process in a Singapore school. The innovation features a primary science curriculum integrating the 5E inquiry phases with the use of mobile technology. It has evolved through the various development phases to where the innovation is becoming an integral part of routine classroom practices. With the objective of examining the impact of the curriculum innovation on science teaching and learning, this paper reports some of the results of our scaling efforts, in particular, those relating to changes in classroom practices and the effectiveness brought by the curriculum innovation. Using qualitative data analysis methods, the study discusses the transformation of the classroom practices on teachers' pedagogical approaches, classroom culture, lesson plan design, linkages to informal learning, assessment methods, and parent involvement. Quantitative analysis of the performance of students in science assessments when compared between pre-scaling and scaling phases shows the efficacy of the innovation when scaled up to a whole grade level. Implications are drawn to inform future studies or work on factors for effective scaling up of technology-supported curricular innovations. [Copyright &y& Elsevier]

With the ensuing immigration reform in the US, the paper shows that targeted skilled immigration into the R&D sector that helps low-skilled labor is conducive for controlling inequality and raising wage. Skilled talent-led innovation could have spillover benefits for the unskilled sector while immigration into the production sector will always reduce wage, aggravating wage inequality. In essence, we infer: (i) if R&D inputs contributes only to skilled sector, wage inequality increases in general; (ii) for wage gap to decrease, R&D sector must produce inputs that goes into unskilled manufacturing sector; (iii) even with two types of specific R&D inputs entering into the skilled and unskilled sectors separately, unskilled labor is not always benefited by high skilled migrants into R&D-sector. Rather, it depends on the importance of migrants' skill in R&D activities and intensity of inputs. Empirical verification using a VAR model in the context of the USA confirms the conjectures, and the empirical results substantiate our policy-guided hypothesis that skilled immigration facilitates innovation with favorable impact on reducing wage-gap. Inclusive immigration policy requires inter-sectoral diffusion of ideas embedded in talented immigrants targeted for innovation. [ABSTRACT FROM AUTHOR]

Engineering Education faced few disruptions like Outcome Based Education, Engineering Education for Sustainable Development and the present Industry 4.0 in the recent times. These disruptions failed to change Curricula, Teaching-Learning processes, Assessment appreciably in the large number of engineering institutions in several countries across the world. Same old processes despite switching over to Outcome Based Education or EESD or Industry 4.0 are being continued. Disruption is most sought after in engineering education as it offers lot of advantages like leadership, profit and professional standing. Many Institutions offering engineering programs try to implement disruptions but fail because of lack of understanding about disruption and the associated processes, required finances, Human Resources and more importantly the innovation capabilities. Disruption is a process where a product outsmarts others through Innovation either in Technology or in Product or in processes. Disruption is building a new eco-system to meet the customer's purpose of buying a product, service or a program. Of late people are trying to implement innovations in Engineering Education with no knowledge of Disruption, its properties and processes. In this paper, we try to take an example of Kingsmen Coffee, a company trying to disrupt in the Indian market, analyse what it is offering and how they are trying to disrupt the existing players and what lessons does it offer to Engineering Educators in Disruption. Kingsmen Coffee is a coffee dispensing machine with new technology and the way it is creating win-win situations for all the stake holders involved, is a matter of interest and study for Engineering Educators. Through this study of Disruption, essential pre-requisites for disruption to happen are noted and they are used to extrapolate for realizing disruption in engineering education. Some suggestions regarding implementation of Disruption are given. [ABSTRACT FROM AUTHOR]

Objective: This paper addresses how communication skills can best be assessed. Since assessment and learning are strongly connected, the way communication skills are best learned is also described.Results: Communication skills are best learned in a longitudinal fashion with ample practice in an authentic setting. Confrontation of behavior initiates the learning process and should be supported by meaningful feedback through direct observation. When done appropriately a set of (learned) communication skills become integrated skilled communication, being versatilely used in purposeful goal-oriented clinical communication. The assessment of communication skills should follow a modern approach to assessment where the learning function of assessment is considered a priority. Individual assessments are feedback-oriented to promote further learning and development. The resulting rich information may be used to make progression decisions, usually in a group or committee decision.Conclusion: This modern programmatic approach to assessment fits the learning of skilled communication well.Practice Implications: Implementation of a programmatic assessment approach to communication will entail a major innovation to education. [ABSTRACT FROM AUTHOR]

Today's dynamic and complex environment means that companies are trying to develop entrepreneurial thinking as a competitive advantage. Universities around the world are simultaneously increasing entrepreneurial training across a broad array of majors. However, the entrepreneurial training is not heavily connected to industry needs. This paper focuses on how industry and universities can cooperate to prepare students for corporate entrepreneurial thinking. The research is based on extensive literature, reports, and in-depth interviews with 28 people from various parts of the RTP (Research Triangle Park), including companies, government agencies, and numerous programs at multiple universities. The major finding from this study is that the strength of entrepreneurial education in the regional innovation system reinforces the companies' open innovation capacity and their performance. To be successful at launching campus-wide entrepreneurship education to increase understanding of corporate entrepreneurship, Corporate Entrepreneurship Education (CEE) must include (1) entrepreneurial leadership; (2) faculty champions; (3) student-focused policies; (4) engagement with the community; and (5) a decentralized, autonomous structure of entrepreneurship programs. [ABSTRACT FROM AUTHOR]

Abstract: Individual innovation capability is a principal element in enterprise independent innovation and new state construction. College students are the major force of the future innovations. However it lacks feasible means and methods to promote college students’ innovation capability. In this paper, the functions and performances of Creativity theory and Extenics are analyzed, and the existing major innovation methods are compared from the perspective of capability promotion. Then we present a combined training model for promoting students’ innovation capability, in which the advantages of Creativity Study and Extenics are integrated and support each other. The effects of our model are proved by our teaching practice cases. This paper also provides a reference as a guidance to improve postgraduates’ innovation capability. [Copyright &y& Elsevier]

Abstract: Many children in Malawi have poor access to learning and are at risk of exclusion and early dropout. In the context of HIV/AIDS, formal schools need to become more flexible and responsive to children''s lives. Introducing an educational model that integrates open and flexible learning strategies with conventional schooling, this paper highlights the potential of such an approach to enhance learning experiences, bring psychosocial benefits and improve retention of vulnerable pupils in high HIV prevalence communities in rural Malawi. This paper also argues that effective innovation requires strategies to create an enabling environment and promote an inclusive philosophy within schools. [Copyright &y& Elsevier]

Abstract: The purpose of this research work is to study the progress of research on innovations in India and to outline and identify the key disciplines, journals, articles and authors. For this, the author studied the existing literature from the various fields in which innovations in Indian research work has been published using ISI Web of Knowledge database. This paper finds that there is an increasing amount of research work on innovations in India and the bibliographical search resulted in three-hundred-ninety-eight documents and eight-hundred-eighty-eight authors; and were published in three-hundred-four different sources and classified in ninety-one multiple disciplines. The seven major disciplines and their underlying journals are business and economics, agriculture, public administration, education and educational research, psychology, plant sciences and social sciences—other topics account for the majority of publications. The most prolific journals measured by the number of research papers published are Economic and Political Weekly, World Development, Harvard Business Review, Technology Forecasting and Social Change and Indian Journal of Agricultural Economics. [Copyright &y& Elsevier]

Abstract: Firstly, this paper takes government departments, educational institutions and business organizations as the three dimensions of innovation factors to analyze how the variables under the three dimensions influence innovative culture of Zhejiang province from the view of educational factors.Secondly, the paper uses interview and questionnaire survey to collect data, and then, it analyzes the data with correlation and regression methods. The focused process is completed by SPSS software. Finally, the paper establishes the multiple factor regression models to reveal their internal logic relationship and mechanisms, and then respectively discusses the outcome of the three dimensions of government agencies, business organizations and educational institutions. Furthermore, the paper proposes some suggestions on innovation culture in Zhejiang Province from the view of educational factors. [Copyright &y& Elsevier]

Abstract This article reports on research into the development of a teacher education internship scheme at Oxford University from 1973 to 1987. Based on an analysis of an archive of documents and interviews with key protagonists, the paper uses insights from cultural-historical theory to show how the scheme emerged interactively within a multi-layered social system. The article makes a contribution to the history of teacher education and how we theorise change in the field by providing an empirical description and analysis of one highly influential programme internationally and using the tools of CHAT to theorise innovation. Highlights • Contributes to the history of teacher education by providing an account of the development of a programme that has been significant internationally. • Theorises innovation and change in teacher education using the tools of cultural-historical theory. • Offers potential implications for teacher education and teacher educators currently. • Presents aspects of the development of the Oxford Internship Scheme previously subordinated. [ABSTRACT FROM AUTHOR]

Test-based assessment tools are mostly focused on the use of computers. However, advanced Information and Communication Technologies, such as handheld devices, opens up the possibilities of creating new assessment scenarios, increasing the teachers’ choices to design more appropriate tests for their subject areas. In this paper we use the term Computing-Based Testing (CBT) instead of Computer-Based Testing, as it captures better the emerging trends. Within the CBT context, the paper is centered on proposing an approach for “Assessment in situ” activities, where questions have to be answered in front of a real space/location (situ). In particular, we present the QuesTInSitu software implementation that includes both an editor and a player based on the IMS Question and Test Interoperability specification and GoogleMaps. With QuesTInSitu teachers can create geolocated questions and tests (routes), and students can answer the tests using mobile devices with GPS when following a route. Three illustrating scenarios and the results from the implementation of one of them in a real educational situation show that QuesTInSitu enables the creation of innovative, enriched and context-aware assessment activities. The results also indicate that the use of mobile devices and location-based systems in assessment activities facilitates students to put explorative and spatial skills into practice and fosters their motivation, reflection and personal observation. [Copyright &y& Elsevier]

The technological pedagogical content knowledge (TPACK) framework is increasing in use by educational technology researchers around the world who are interested in issues related to technology integration. Much that is good can be found in the TPACK framework; however considerable theoretical work needs to be done if TPACK research is to cohere and constructively strengthen the field of educational technology. This paper uses criteria for theory building as a lens for examining the TPACK framework. Specific weaknesses are identified, which in turn suggest areas needing theoretical development. This paper calls for researchers to increase emphasis on using research findings to constructively build common definitions and understandings of the TPACK constructs and the boundaries between them. [Copyright &y& Elsevier]

New information technologies provide great opportunities for education. One such opportunity is the use of remote control laboratories for teaching students about control systems. This paper describes the creation of interactive remote laboratories (RLs). Two main software tools are used: Simulink and Easy Java Simulations (EJS). The first is a widely used tool in the control community, whereas the second is an authoring tool designed to build interactive applications in Java without special programming skills. The RLs created by this approach give students the opportunity to perform experiments with real equipment from any location, at any time, and at their own pace. The paper ends with an evaluation of this approach according to students’ criteria and academic results. [Copyright &y& Elsevier]

Abstract Sustained motivation is crucial to learning a second language (L2), and one way to support this can be through the mental visualisation of ideal L2 selves (Dörnyei & Kubanyiova, 2014). This paper reports on an exploratory study which investigated the possibility of using technology to create representations of language learners' ideal L2 selves digitally. Nine Chinese learners of L2 English were invited to three semi-structured interviews to discuss their ideal L2 selves and their future language goals, as well as their opinions on several different technological approaches to representing their ideal L2 selves. Three approaches were shown to participants: (a) 2D and 3D animations, (b) Facial Overlay, and (c) Facial Mask. Within these, several iterations were also included (e.g. with/without background or context). Results indicate that 3D animation currently offers the best approach in terms of realism and animation of facial features, and improvements to Facial Overlay could lead to beneficial results in the future. Approaches using the 2D animations and the Facial Mask approach appeared to have little future potential. The descriptive details of learners' ideal L2 selves also provide preliminary directions for the development of content that might be included in future technology-based interventions. [ABSTRACT FROM AUTHOR]

Highlights • Social development implies both building individuaĺs autonomy and creating local capabilities. • Some social systems promote the development of internal capacities but block their manifestation. • While increasing their internal capacities, individuals may lose their sense of belonging to their local community. • Quality of life can be increased by unleashing young peoplés capabilities. • Attractors of complexity develop individuaĺs capabilities to transform social systems using innovation technology. Abstract The aim of this paper is to describe, from the perspective of social cybernetics, a framework to design a mechanism to unlock local development processes. The framework is rooted in the notion of variety engineering (Beer, 1979, 1985; Espejo and Reyes, 2011). We introduce the concepts of complexity gradient, flow of complexity and complexity attractor as the main pillars of the proposed mechanism. The design of these complexity attractors implies entering the black-box description of the social system to understand its operational dynamics. We use the capabilities approach of Amartya Sen and Martha Nussbaum (Sen, 1999; Nussbaum, 2000) to show how this mechanism can increase the inner complexity of the system to achieve desirable performance vis-a-vis its environment. We exemplify this mechanism by describing a pilot project that has been developed in a small municipality in Colombia regarding local capabilities building to increase its quality of life. The attractor of complexity connects higher education and innovation with local development. [ABSTRACT FROM AUTHOR]

Although imagining the future is a key skill requirement in education for sustainable development (ESD), it is rarely taught. The French Education Ministry recently included the future in its ESD circulars and geography curriculum. We therefore developed an innovative framework for thinking about the future, featuring several different learning tools. This paper describes how schoolchildren aged 8–12 years imagined the future of the area where they live in an interdisciplinary context (Human‐Environment Observatory) in the course of a 3-year experiment. Our framework allowed them to work on different dimensions of the future and imagine several possible futures. We discuss the need for pupils to handle complexity and uncertainty when working with the future. The ability to project themselves into the future enables pupils/citizens to make sound choices and to form opinions by comparing their own views with those of others. [ABSTRACT FROM AUTHOR]

Abstract: This paper focuses on pedagogical plans intended as objects to support human communication. Its purpose is to describe a structural model for pedagogical plans which can assist both authors and users. The model helps authors to engage in the design of a plan as a communication project and helps users in the process of understanding, customizing, enacting and evaluating an existing plan. A distinctive feature of the model is the adoption of a hierarchical representation where each plan can be represented as a hierarchical network of constituent elementary plans that focus in on more specific parts of the learning process, thus going from more general to more concrete, detailed levels. This makes it possible to approach plan authoring as a top-down process, something that presents considerable advantages. It is a valuable aid for mastering the complexity of design and at the same time represents a maieutic factor that encourages authors to establish levels of conceptualization and abstraction which would otherwise remain unexpressed. The user too comprehends the plan in terms of a top-down process, where the specific steps of a learning activity are seen as originating from more general and abstract conceptualizations. In this way communication and understanding are enhanced and facilitated. The paper provides an easy-to-understand example of a hierarchical plan and describes a prototype tool that has been developed for managing hierarchical plans. Finally some preliminary results are presented from initial application of the model and the associated tool in the context of an international research project on educational innovation in mathematics. [Copyright &y& Elsevier]

Abstract: This paper explores the ways three different theoretical perspectives of the social aspects of self-regulated learning [Hadwin, A. F. (2000). Building a case for self-regulating as a socially constructed phenomenon. Unpublished doctoral dissertation, Simon Fraser University, Burnaby, BC, Canada; Hadwin, A. F., & Oshige, M. (2006). Self-regulation, co-regulation, and socially-shared regulation: Examining many faces of social in models of SRL. In A. F. Hadwin, & S. Jarvela (Chairs), Socially constructed self-regulated learning: Where social and self meet in strategic regulation of learning. Symposium conducted at the Annual Meeting of the American Educational Research Association, San Francisco, CA] have been operationalized in a computer supported learning environment called gStudy. In addition to contrasting social aspects of SRL and drawing connections with specific collaborative tools and structures, this paper explores the potential of gStudy to advance theory, research, and practice. Specifically it discusses how the utilization of differing collaborative models provides new avenues for systematically researching social aspects of SRL and their roles in collaboration. [Copyright &y& Elsevier]

Abstract: In this paper we describe an action-research project that our research team proposed to a group of teachers working in a special education school. The main idea was to introduce new methods to teach reading and writing in their school, mainly constructivist-based ones on teaching the function of writing text. In this paper we focus on the process that as researchers, teachers and practitioners followed in order to achieve this goal, and the resistances we found in students upon introducing a new way of functioning in the classroom. From this analysis, we will conclude how these kinds of innovation projects must take into account that the change of the practices of an institution requires a reflection about what a change of this kind supposes for all the participants and their ecological relationships. Conversation Analysis (CA) can be a useful tool to create this type of reflection. [Copyright &y& Elsevier]

Abstract: The term ‘interactive’ appears in two distinct strands of educational research discourse: one concerning pedagogy and the other concerning new technologies in education. As new technology increasingly pervades most classrooms in the UK, it seems likely that it would be fruitful to explore, both theoretically and empirically, links between the concepts of ‘interactive teaching’ and ‘interactive technology’. Previous reviews of the literature concerning interactive teaching have revealed a variety of ideas which are considered to be involved, with a number of common elements suggesting a scale of interactivity ranging from ‘authoritative’ to ‘dialogic’. There was a consistent suggestion in the literature that shifting the balance of interaction in classrooms towards the dialogic end of the scale would bring improvements to the learning process and consequently to attainment outcomes. However, current analysis focuses on whole-class teaching, which is only one mode of class organisation. This paper explores the literature on interactivity in group and individual work with ICT, and characterises categories of interactivity for these forms of activity organisation. A framework is presented which relates these categories to those previously devised and to the ways in which teachers and learners orchestrate the features of their classroom environment and interact with ICT to support action towards learning goals. The paper argues that a shift towards a greater role for learners in orchestrating resources in the classroom will be valuable and concludes that there is potential for ICT to support more dialogic and synergistic approaches in group and individual activity than is seen at present. It also identifies the potential for using the framework in future research concerning the effects of technological developments on learning in classroom settings. [Copyright &y& Elsevier]

Abstract: In March 2005, the Department for Education and Skills published its e-strategy, Harnessing Technology (, Harnessing technology: Transforming Learning and Children’s Services). Within this, two of its key objectives were: firstly to transform teaching and learning, and help to improve outcomes for children and young people, through shared ideas, more exciting lessons, and online help for professionals. Secondly, to engage ‘hard to reach’ learners, with special needs support, in more motivating ways of learning, and give them more choice about how and when they learn. This paper reports findings from a research project, funded by Becta, which formed part of Becta’s broader role in shaping and delivering the government’s Harnessing Technology e-strategy. The project ran for 7 months, from September 2007 to March 2008. It aimed to find out how learners and their representatives have influenced schools’ decisions to introduce, support and grow opportunities for personalising learning through the use of technology. The paper focuses specifically on the key facilitators and barriers, from both staff and learners’ perspectives, which influence the level of personalised learning activities using digital technology in schools. [Copyright &y& Elsevier]

Abstract: This paper reports on one aspect of the Joint Information Systems Committee (JISC)-funded project ‘Scoping a vision of formative e-assessment’, namely on cases of formative e-assessment developed iteratively with the UK education practitioner community. The project, which took place from June 2008 to January 2009, aimed to identify current theories and practices relating to formative assessment of learning where technologies play a key role. The project aimed to scope the ‘domain’ of formative e-assessment, by developing cases of practice and identifying key formative processes within them, which are affected by the use of technologies. From this analysis, patterns were extracted to inform future software design. A discussion of the key issues emerging from the review of the literature on formative e-assessment, a full account of the project methodology – the design pattern methodology – as well as a critical discussion of the findings – namely the patterns and the role of technology – are the focus of a separate paper (see . This paper documents how cases of formative e-assessment were developed during the project by a collaborative methodology involving practitioners from a range of post-16 education contexts. The cases were analysed with reference to key theoretical perspectives on formative assessment, particularly the work of . In addition, Laurillard’s Conversational Framework (2002, 2007) was used to locate practices of formative assessment within a wider concept of learning and teaching involving technologies, although a detailed discussion of the latter is not within the scope of this paper [1] For a comprehensive project report see . 1 . [Copyright &y& Elsevier]

Abstract: In this paper we report on the successes and challenges of a creative project involving museums, schools and interactive technologies. The MuseumScouts project is EU Comenius 2.1 funded and involves teachers, teacher educators, museum staff, students and researchers from five European countries: Germany (Berlin and Munich), Lithuania (Vilnius), Portugal (Porto), Austria (Linz), and the UK (Bristol and London). The MuseumScouts project arises from a European-wide desire to bring schools and cultural and educational institutions such as museums of different kinds, art galleries, science centres and historic buildings, together in collaborative learning experiences. The project aims to develop learner-centred approaches in the ‘museum’ environment: learners use information they collect during authentic learning opportunities to design short interactive multimedia teaching presentations with collaborative authoring tools. The focus is on knowledge acquisition, transformation and communication. During a ‘museum’ visit students (mainly 10–19year olds but also, in some cases, adult learners) research specific artefacts, using a range of devices, from pencil and paper to Smartphones, to gather information in the form of notes and photographs. They then work in teams to create interactive multimedia presentations about the artefacts to inform and quiz their peers. The authoring tool, ‘Evolution’, which underpinned the project enables students to collaborate and work online. The principle is of ‘learning by teaching’: the idea that considering how to convey to others what you have understood yourself is an important process for ‘deep’ learning. The project has been run with groups of students at least once in each partner country and twice in several. Countries implemented the project activities in different subject areas, at different stages in the school curriculum and with differing amounts of available time. Student motivation and engagement were notable in all contexts. We present a review of findings common to all the partners in order to share experiences of implementing this pedagogic approach. [Copyright &y& Elsevier]

Abstract: The use of ICT to enhance teaching and learning depends on effective design, which operates at many levels of granularity from the small to the very large. This reflects the range of educational problems from course design down to the design of activities focused on specific learning objectives. For maximum impact these layers of design need to be co-ordinated effectively. This paper delineates a reference model of ‘layered learning design’ where designs at one layer should use and incorporate designs from lower (more specific) layers in elegant and powerful ways. This would allow different designers, or tutors, to focus on different levels of abstraction in the learning design process, and to collaborate in combining designs to make a substantial impact on practice. The paper first delineates a model of the different layers of learning design. These layers range from the strategic structuring of learning activity (to achieve high-level goals) down to the design for basic learning activities. The paper then tackles the issue of the integration of this model with a major ‘aggregation’ model for learning objects. The essential insight is that learning objects should be viewed as instances of learning designs. This leads to a combined reference model where there is a correspondence between learning designs and learning object types at each layer. Finally, the paper applies the combined model to map some major contributions to learning design research and development. [Copyright &y& Elsevier]

This paper addresses the issue of how games can reshape education by describing current educational practices. It argues that there are conservative camps that emphasize structure and development of basic literacy and numeracy skills in education as well as liberal camps that emphasize immersion, and notices that both camps fail to train students able to address the crisis of innovation. A post-progressive pedagogy that integrates both structure and immersion to address this innovation crisis is described in the paper. It is also emphasized that epistemic games can serve as excellent tools at the hand of this post-progressive pedagogy. [Copyright &y& Elsevier]

In this paper, several issues regarding the epistemology of technological pedagogical content knowledge (TPCK) are first raised for the purpose of clarifying the construct. Specifically, the transformative and integrative views are juxtaposed for exploring the epistemology of TPCK, and, at the end, the transformative view is adopted concluding that TPCK is a unique body of knowledge that is constructed from the interaction of its individual contributing knowledge bases. Then, ICT–TPCK is introduced as a strand of TPCK, and is described as the ways knowledge about tools and their affordances, pedagogy, content, learners, and context are synthesized into an understanding of how particular topics that are difficult to be understood by learners or difficult to be represented by teachers can be transformed and taught more effectively with technology in ways that signify its added value. One model for the development and another for the assessment of ICT–TPCK are then discussed. Technology Mapping is proposed as a situative methodology for the development of ICT–TPCK, and three forms of assessment, namely, expert assessment, peer assessment, and self-assessment are proposed for assessing teachers’ competencies to teach with technology. The paper also reports on the empirical findings of a study that was undertaken to investigate the impact of the proposed models on student learning within the context of two design tasks in a pre-service primary teacher education course. Repeated measures within-subject effects were tested and the results indicated that ICT–TPCK competency significantly improved over the course of a semester. The results of this study clearly show that the theoretical models proposed herein can positively impact the development of ICT–TPCK. Lastly, these results can be used as baseline data in future studies that may be conducted to further validate or improve the proposed models in different contexts. [Copyright &y& Elsevier]

Abstract: This paper analyses the process of multimedia integration in English language classrooms equipped with interactive whiteboard (IWB) technology, and offers insights into the theoretical underpinnings of multimedia use in language learning from the perspective of cognitive learning theory. The data discussed here are drawn from a study carried out as part of a PhD research programme at Lancaster University (UK). The study was conducted within an interpretative research paradigm, and data were collected and analysed according to a qualitative approach. In the first part, the paper discusses some perceived pedagogical benefits of adopting a multimedia-oriented approach in the IWB-based classroom. Secondly, it discusses a variety of potential problems related to the use of multimedia resources in the language classroom in question. Finally, the paper draws upon the literature on multimedia learning to address the potential pedagogical implications of these research findings. [Copyright &y& Elsevier]

Abstract: This paper probes into the discursive aspect of educational change. Drawing on the rhetorical perspective that talk is never without an end, the paper shows how two conversing parties use the deixis ‘it’ as a referent to their emotional standpoint regarding the context of a school change. After reviewing theories of ‘emotions’ and ‘deixis’, I will analyze three conversational events in which ‘it’ functions as an empathetic deixis. The paper''s main argument is that in the context of educational change, ‘it’, as ‘this’ and ‘that’, may have an operative role in signifying the speaker''s emotional detachment from or proximity to the above-mentioned change. [Copyright &y& Elsevier]

Abstract: The following questions are naturally at the heart of the current Euratom research and training framework programme: [(1)] What are the challenges facing the European Union nuclear fission research community in the short (today), medium (2010) and long term (2040)? [(2)] What kind of research and technological development (RTD) does Euratom offer to respond to these challenges, in particular in the area of reactor systems and fuel cycles? In the general debate about energy supply technologies there are challenges of both a scientific and technological (S/T) as well as an economic and political (E/P) nature. Though the Community research programme acts mainly on the former, there is nevertheless important links with Community policy. These not only exist in the specific area of nuclear policy, but also more generally as is depicted in the following figure. Display Omitted It is shown in the particular area of nuclear fission, to what extent Euratom research, education and innovation (“Knowledge Triangle” in above figure) respond to the following long-term criteria: (1) sustainability, (2) economics, (3) safety, and (4) proliferation resistance. Research and innovation in nuclear fission technology has broad and extended geographical, disciplinary and time horizons: [•] the community involved extends to all 25 EU Member States and beyond; [•] the research assembles a large variety of scientific disciplines; [•] three generations of nuclear power technologies (called II, III and IV) are involved, with the timescales extending from now to around the year 2040. To each of these three generations, a couple of challenges are associated (six in total): [•] Generation II (1970–2000, today): security of supply+environmental compatibility; [•] Generation III (around 2010): enhanced safety and competitiveness (economics); [•] Generation IV (around 2040): cogeneration of heat and power, and full recycling. At the European Commission (EC), the research related to nuclear reactor systems and fuel cycles is principally under the responsibility of two Directorates Generals (DG): [•] DG Research (RTD, located in Brussels), which implements and manages the programme of “indirect actions”, i.e. multi-partner projects undertaken by consortia made up of national laboratories, industrial bodies and other research organisations in the EU, usually on a shared cost basis (http://cordis.europa.eu/fp7/euratom.html); [•] DG Joint Research Centre (JRC, headquarters in Brussels and seven scientific institutes in five Member States), which carries out “direct actions” in their own laboratories. In the frame of the enlargement of the European Union, the JRC facilities and competences are made available to a large number of countries (http://www.jrc.cec.eu.int/). In this overview paper, the emphasis is on the indirect actions related to innovation in nuclear fission, as they are conducted in the Unit “Nuclear Fission and Radiation Protection” of DG Research/Directorate J Energy (Euratom) (6th Euratom research framework programme/2003–2006/FP-6). The total EC contribution for this specific research is 78 million EUR. The related Community research projects are spread over the four sub-areas that are listed in the table below and described in more details further down in the paper. To carry out the above research, new financial instruments were used, namely: “networks of excellence” (NoE) and “integrated projects” (IP), also discussed in this paper. Numerous examples are given of the unique synergy between Euratom research, education and innovation in nuclear fission. The emphasis in this paper is on the S/T challenges and on the response that the “European Research Area” offers, in collaboration with private and public stakeholders. Conclusions are drawn regarding the role that nuclear fission energy plays at the EU level as part of the solution in a balanced energy mix. [Copyright &y& Elsevier]

Abstract: This paper discusses cultural conditions for networked-based mobile education. In our paper, we demonstrate how an Integrated Meta-Model that we have been developing in our MOMENTS project, i.e. Models and Methods for Future Knowledge Construction: Interdisciplinary Implementations with Mobile Technologies, can be used as a heuristic tool for research and pedagogical practice with technology, drawing attention to such cultural and pedagogical aspects and relations which are easily left unnoticed. This Integrated Meta-Model consists of four levels: (i) cultural discourses and practices; (ii) pedagogical models and principles; (iii) action, and (iv) individual acts and activities. These four conceptual levels are complemented with three main components of the model, namely culture, interaction, and adaptability. To concretize our approach, we are presenting findings from four case studies conducted as a part of our MOMENTS project. Finally, we hope to undermine the technological deterministic thinking by reminding that there is a more fundamental cultural change taking place behind the rapid technological development and its pedagogical application. [Copyright &y& Elsevier]

Abstract: Mathematics education reform emphasises the need to move away from transmission models of teaching to discursive classroom practices in which students negotiate and justify solutions to problems. This shift has potential, but not inevitable, implications for students’ mathematical identities with respect to their sense of ownership and participation in mathematics as a creative activity, and is particularly pertinent in the UK context where ability grouping is prevalent. This paper presents an analysis of 13–15-year-old British pupils’ accounts of learning and doing mathematics, and shows that the pedagogic practices of ability grouping do indeed play a major part in the development of participatory identities for some pupils but not for others. The data also show that learning is more than participation: it is also dependent on the discursive positions that individual pupils take up. The paper theorises further about the role of self-positioning in the development of individual mathematics identity trajectories. [Copyright &y& Elsevier]

Abstract: This paper describes a complete lab work management framework designed and developed in the authors’ department to help teachers to manage the small projects that students are expected to complete as lab assignments during their graduate-level computer engineering studies. The paper focuses on an application example of the framework to a specific lab work related to Low Level Input/Output. Special emphasis is laid on the most complex aspects of such environments. The management framework provides specific tools for dealing with these issues: the management of student work delivery and evaluation results accessibility, automatic or semi-automatic assessment of student work, and detection of lab assignments that are highly suspect of having been copied. Additionally, the lab work framework represents a method through which a closer peer-to-peer or one-to-many communication with students can be attained. The lab work described in the paper is a small project based on a specification document. It is designed to get students to gain an in-depth knowledge of the computer Input/Output subsystem. While the framework has been in use for over 10 years, the specific Input/Output lab work has been managed by the framework tool-chain for the last 6 years, and used by over 2000 students. The lab work management framework is a step towards the feasibility of a closer-to-the-student higher education system, where the main interaction between students and teachers can be based on individual or on small group tutorials. Using the tool-chain, the academic load of teachers in mass course environments can be kept at acceptable levels, making for higher quality education. [Copyright &y& Elsevier]

We present research comparing theoretical and practical knowledge on digital transformation. By determining the gap and synchronization of academic research and practitioners' focus in the digital age, the paper aims to solve the puzzle of "transformative strategy," "knowledge management," and "innovation" that underlines the organisational design. Contributing to the method, text mining and TFIDF tests are run to find the most centric view on digital transformation, thus visualising the future path for digital transformation. Text mining is suitable for detecting the common and differences between the two perspectives. As a result, the research suggests that the field of interest for cross-professional collaboration is data and technology, organisational oriented, whereas the practitioners focus on health, services and insurers, and banking. • Our text-mining fiding is first statistical evidence for the discrepancy of academic-practitioners perspectives. • The practitioners and scholars think differently about digital transformation. • Practitioners can consider the academician's perspective to develop their business model. • Academicians can capture the practitioner's needs as the gaps for future research. [ABSTRACT FROM AUTHOR]

This paper presents different approaches, experiences and perspectives of using technologies in higher education institutions. Particular case studies of application of social media (especially wikis), game-based learning and various technology-enhanced learning tools in different courses at several Serbian institutions are presented. In-house developed intelligent tutoring system Protus and possibilities to enhance it by software agents and eye-tracking are also shown in detail. Our experiences of using different technology-enhanced learning tools and mechanisms showed that educational processes must be modernized and enhanced by technological progress. [ABSTRACT FROM AUTHOR]

Recent research suggests that training teachers as learning designers helps promote technology-enhanced educational innovations. However, little attention has been paid so far to the interplay between the effectiveness of Teacher Professional Development (TPD) instructional models promoting the role of teachers as designers and the capabilities (and pitfalls) of the heterogeneous landscape of available Learning Design (LD) tooling employed to support such TPD. This paper describes a mixed method study that explores the use of a novel Integrated Learning Design Environment (ILDE) for supporting a TPD program on Information and Communication Technologies (ICT) and Collaborative Learning (CL). 36 Adult Education (AE) and Higher Education (HE) in-service teachers, with little experience on both CL and ICT integration, participated in a study encompassing training workshops and follow-up full-lifecycle learning design processes (from initial conceptualization to implementation with a total of 176 students). The findings from our interpretive study showcase the benefits (and required effort) derived from the use of an integrated platform that guides teachers along the main phases of the learning design process, and that automates certain technological setup tasks needed for the classroom enactment. The study also highlights the need for adaptation of the TPD instructional model to the learning curve associated to the LD tooling, and explores its impact on the attitude of teachers towards future adoption of LD practices. [ABSTRACT FROM AUTHOR]