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Catalonia is experiencing a significant wave of innovation in its schools. After decades of little change, since 2015 there has been a systemic surge of innovation in education that includes hundreds of primary and secondary schools. Almost at the same time, in 2015, the Catalan government enacted a new inclusive school framework based on the Salamanca Statement and subsequent developments (Ainscow, Booth, Slee, Stainback or Pujolàs, among others). This position paper analyses exploratory what is occurring in schools regarding the intersectionality between innovation and inclusion. The preliminary results show that, inclusion often competes and clashes with innovation in concrete school perspectives and practices. Our appraisal is that some schools tend to prioritise innovative practices over inclusive ones and present them as a 'school brand' in order to compete for white middle-class families. At the same time, some (head) teachers avoid implementing inclusive practices because they feel they are related to having more Special Educational Needs (SEN) students and a more complex and less 'competitive' school. The paper concludes by critiquing the setback to inclusive practices due to intersectionality with innovation, and by outlining some recommendations to generate positive synergies between the movements of innovation and inclusion [ABSTRACT FROM AUTHOR]

Virtual reality (VR) is an emerging technology that is being used in a wide range of fields such as medicine, gaming, psychology and sociology. The use of VR is promising in the field of education and requires investigation, but research on the use of VR in education is still limited. This enables the exploration of new territories, and design education is one of them. Design education, an important part of the curriculum of architecture students who aim to conceptualize problem-solving, is still taught using traditional methodologies with touches of digital technologies. Thus, there is limited research into the implementation of VR. This study proposes using VR in basic design education and focuses on the usability of VR, especially for problem-solving activities. It presents the literature on basic design education of digital approaches, VR technologies, usability criteria and the technology acceptance model. In order to analyse the usability of VR, we conducted an experimental study with 20 first-year interior architecture and architecture students. We found that, statistically, there is a significant difference in terms of 'the intention to use' and 'the perceived enjoyment' between the VR group and the paper-based group. Moreover, there is, statistically, a difference in effectiveness within the paper-based group and the VR-based group when one compares the success of two types of design problems in the same group. Thus, one can summarize that using VR can strongly enhance problem-solving activities in interior architecture and for architecture students and that one can consider it to be a promising and complementary tool in basic design education. [ABSTRACT FROM AUTHOR]

Higher Education Institutions are expected to stimulate the innovation system and to contribute to the development of societies in a global perspective. Within this context, there is an increasing focus on internationalization. HEIs are developing institutional mechanisms to support internationalization while academics are expected to carry specific practices that allow them to improve the internationalization of knowledge production. At the same time, they are encouraged to engage with non-academic partners to co-produce and transfer knowledge, contributing, in this way, to economic and social development. Although there is some research on the impact of internationalization on academic entrepreneurship, studies on the effects in other dimensions of academic engagement with society are almost absent. This paper aims to fill this gap by analyzing the relationship between academics' internationalization practices and perceptions and the development of different types of academic engagement. Our analysis draws on quantitative analysis with data provided by an international survey (APIKS) and explores the Portuguese context. Findings show that the different practices and perspectives on internationalization impact differently on the way scientists engage. While there are positive effects of internationalization of research on engagement, the time academics stay abroad and the high focus on publishing in internationally high-rated journals may negatively affect academics' orientation towards the local community. This paper contributes to the debate on the role of the internationalization in the context of a knowledge-based society, considering different dimensions and a broad spectrum of knowledge-based engagement activities. [ABSTRACT FROM AUTHOR]

This position paper describes the legal framework requirements when crediting digital teaching formats towards the teaching load in higher education medical teaching, as exemplified by the Federal State of Bavaria in Germany. It reveals the need for precise rules adapted to the advances in technology, if the process of digitalisation in higher education (HE) is not to come to a halt. If HE institutions are to act as centres of innovation with respect to the implementation of digital teachingand learningformats, then structural and strategic positioning with regard to e- and blended learning above all is called for in addition to financial resources, as well as the distribution and sustainable incorporation of digital offerings in faculties and HE institutions. There is a great deal of insecurity however with respect to the legal framework requirements and how best to count digital teaching towards one's own teaching load. This results to some extent from the complexity of current laws and regulations partially overtaken by didactic and methodological changes in education, with decentralised educational federalism only adding to the complexity. Bearing in mind teaching and learning formats that are undergoing change or have already been transformed, ways of adaptingthe (legal) framework to the digital shift need to be found, last but not least in order to offer enthusiastic teaching staff incentives to develop and expand digital formats. [ABSTRACT FROM AUTHOR]

This paper outlines how digital technologies support innovation in teaching and learning the English language across Palestinian Higher Education Institutes. A European project collaborated to build staff capacity in knowledge and skills, shown here through the redesign of curricula, pedagogical training, the design and implementation of interactive textbooks, the creation of language labs, helping to develop expertise in creating and utilising Open Educational Resources (OER) and significantly, the development of individual agency as a form of OER. In this paper, we draw on three years of data to present a model for teacher innovation showing how digital innovation is firstly personal at a practitioner level and shaped by need, before becoming driven by collaboration at an organisational level with like-minded colleagues. Shared practice at this level can lead to community discourse through practitioner networks, which in turn can lead to dialogue initiating instances of organisational change. This resonates with literature which shows innovation has three outcomes: originality (practitioner-based agency); scale (going beyond the site of creation) and value (how this produces benefits for others). We perceive that the resulting capacity-building extends beyond the redesign of curricula mentioned to professional enrichment, collegiality through cascading innovation to other areas, and enhanced practitioner agency. [ABSTRACT FROM AUTHOR]

Innovation and entrepreneurship education is an important component of cultivating the comprehensive quality of college students and an important force in promoting economic and social development. Meanwhile, due to changes in the social environment and economic structure, traditional university education is no longer able to meet the needs of contemporary society. Therefore, innovation and reform of innovation and entrepreneurship education for college students are urgent. Innovation and entrepreneurship education for college students needs to keep up with the times, constantly update concepts and techniques, in order to adapt to the ever-changing social and economic environment. The innovation and entrepreneurship education evaluation in the application-oriented vocational colleges is a multiple-attribute decision-making (MADM) problem. Recently, the TODIM and TOPSIS technique has been used to cope with MADM issues. The Type-2 neutrosophic numbers (T2NNs) are employed as a technique for characterizing uncertain information during the innovation and entrepreneurship education evaluation in the application-oriented vocational colleges. In this paper, the Type-2 neutrosophic number TODIM-TOPSIS (T2NN-TODIM-TOPSIS) technique is implemented to solve the MADM under T2NNs. Finally, a numerical case study for innovation and entrepreneurship education evaluation in the application-oriented vocational colleges and several comparative analysis is implemented to validate the proposed T2NN-TODIM-TOPSIS technique. The main research contribution of this paper is managed: (1) the TODIM and TOPSIS technique was enhanced with T2NNs; (2) Entropy technique is enhanced to manage the weight values with T2NNs. (3) the T2NN-TODIM-TOPSIS technique is founded to manage the MADM with T2NNs; (4) Algorithm framework for innovation and entrepreneurship education evaluation in the application-oriented vocational colleges and several comparative analysis are constructed based on one numerical example to verify the effectiveness of the T2NN-TODIM-TOPSIS technique. [ABSTRACT FROM AUTHOR]

Emerging digital technologies offer a transformative potential to redefine learning tasks and many examples of this potential are now available. The scaling of the innovative pedagogies emerging from the research into widespread and sustainable practice, however, remains problematic. This paper addresses the issue of scaling by using Design Based Research (DBR), also known as Educational Design Research, within teacher professional development to reposition teachers' thinking about the place of digital tools in their teaching. Using a project seeking to support the use of new digital technologies to develop children's spatial reasoning as a 'worked example', this paper highlights how the bringing together of the knowledge of educational research and knowledge of teaching practice in DBR can provide a catalyst for epistemic change. The paper will argue that DBR positions the knowledge and practice objects of both research and teaching as 'epistemic' or 'not yet known' objects and, therefore, the legitimate focus of experimentation and reflection. [ABSTRACT FROM AUTHOR]

Europe has introduced an institutional strategy in the University to move from an educational model, focused on teaching, to another, focused on learning, applying the necessity of evaluation in order to improve academic performance. This technique analyzes the evaluation system's effect, based on the development of different activities, which stand out a teaching innovation technique --named one minute paper-- from the academic result trough probit and tobit models. Results show that students satisfactorily participate in all the activities, which have a positive influence on the probability to pass the subject on the first official summon and on the obtain grade. One minute paper demonstrated its utility in order to improve the academic results. [ABSTRACT FROM AUTHOR]

E-Portfolios in language education have emerged over two decades. Despite their popularity as an instructional tool, many cast doubt on their usefulness in second language classrooms, especially when scholars are not clear about how e-Portfolio artefacts can be converted into reliable learning evidence by students' active reflection and validation via multimedia feedback to inform language teaching and learning. This paper examines the usefulness of e-Portfolios by looking into how teachers attempt the tool to connect portfolio evidence, rationalisation, and feedback. Three novice teachers with three-year school experience (Jill, Jamie, and Jackie) undertook action research projects in their secondary schools. They participated in the study by trying out their individual e-Portfolio programmes for a year. Qualitative data, including two classroom observations and three reflective journal entries per teacher were collected by the author. Content analysis of qualitative data (i.e., lesson observation transcripts and journal entries) was performed deductively. The findings showed that except Jamie, Jill and Jackie hardly enhanced the usefulness of e-Portfolios, because they could not empower students to link artefacts, reflection, and validation properly owing to multiple reasons. Pedagogical implications concerning how to scale up the usefulness of e-Portfolio in L2 classroom contexts are discussed. [ABSTRACT FROM AUTHOR]

Transcripts and testamurs serve to confirm the award of a degree but offer limited information on what a student can actually do. This conceptual paper considers the problem of how graduate achievements are represented by universities in typically reductive and limited ways that do not enable student achievements and distinctiveness to be communicated to future employers, communities and students themselves. It argues that refinements to existing methods for the design and development of assessment are needed to encompass both university validated and contextualised credentials along with student-constructed portrayals of achievement and personas. Significant change is needed to assessment design, data capture and storage and the ways in which learning outcomes are tracked across a program and over time. Innovations in assessment representation should strengthen employer trust in the value of degrees, student trust in assessment processes and scaffold student agency in curating their employability narratives. [ABSTRACT FROM AUTHOR]

School-external expectations regarding implementation of reforms and innovations often do not lead to successful school improvement processes in schools. To better understand these processes in schools, this paper aims to investigate school improvement processes on a deep level by focusing on cognitive, metacognitive, and motivational regulation strategies used by school teams and by exploring what school-external and school-internal factors are related to this strategy use. Principals, teachers, and specialist teachers (N = 1328) at 59 primary schools responded to an online questionnaire indicating their school's use of regulation strategies on school improvement. Results from descriptive, variance, and hierarchical multiple regression analyses revealed that school teams use all forms of school-based regulation strategies but that schools differ significantly in their strategy use. These differences were mainly explained more by school-internal deeper structures (e.g., task cohesion) and less by school-internal surface structures (e.g., school size) and not at all by school-external factors (e.g., governance systems). [ABSTRACT FROM AUTHOR]

As China's economic and social development enters a new stage, the role of innovation and entrepreneurship is becoming increasingly prominent, and its importance is also being emphasized. As the main force for future employment and national economic construction, college students naturally become the new force for innovation and entrepreneurship. Therefore, it is imperative for universities to carry out in-depth innovation and entrepreneurship education (IEE) for college students. Then, with the continuous development of social development needs and the professional growth needs of college students, the "innovation and entrepreneurship" education for college students should also be adjusted in a timely manner in terms of educational concepts, models, and methods. The IEE environment evaluation in universities under the background of " Double Innovation" is looked as multiple attribute decision-making (MADM). In this paper, the information entropy model is employed to calculate the objective weight of the evaluation attribute. Then, interval-valued intuitionistic fuzzy Combined Compromise Solution (IVIF-CoCoSo) is built based on the Hamming distance and Euclid distance to cope with MADM under interval-valued intuitionistic fuzzy sets (IVIFSs). The new MADM method is proposed for IEE environment evaluation in universities under the background of " Double Innovation". Finally, the IVIF-CoCoSo approach is compared with existing methods to verify the effectiveness of IVIF-CoCoSo algorithm. The main contributions of this constructed paper are: (1) the IVIF-CoCoSo method is built based on the Hamming distance and Euclid distance. (2) the information entropy model is employed to calculate the objective weight of the evaluation attribute. (3) The new MADM method is proposed for IEE environment evaluation in universities under the background of " Double Innovation" based on IVIF-CoCoSo. (4) The IVIF-CoCoSo model is compared with existing methods to verify the effectiveness of the IVIF-CoCoSo algorithm. [ABSTRACT FROM AUTHOR]

At a time of pedagogical exhaustion, this article wants to imagine ways to redeem education, to spare education from its unaccomplished promises, reinvent and renew its vows, and make it somehow work towards possible futures. But how can this be done when there is no longer the old inherited faith in a direction of history with an end, no 'telos' nor faith that educational institutions will inevitably move societies forwards? Is there any 'after' if the arrow of history points in no direction? What can we collectively expect from education if we have no assurance that schooling can lead to anything better than what we are now, or that caring for truth will make people freer? In place of the modernist idea of progress, the alternative narrative that is being offered to school systems and teachers is what I will describe as the 'innovation paradigm'. Within this framework what we are, what we have, and what is in place are presented as declining, inadequate, and unsatisfactory. This narrative has become so powerful that from a 'pedagogical popular culture' perspective it has turned into the mainstream way of thinking about our educational institutions, practices, and hopes. Would it not, however, be more pedagogically productive to speak of 'variation' instead of 'innovation'? Might this be the potential path for redeeming education after progress? [Editorial note: this paper forms part of the suite of papers entitled 'Education After Progress'.] [ABSTRACT FROM AUTHOR]

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]

This paper reflects upon and discusses the case of a participatory action research project in a public school in Nepal with the aim of exploring the possibilities for participatory approaches to contextualised teaching and learning. We discuss how research-degree students and school stakeholders involved in participatory needs assessment identified the need for contextualised teaching and learning and the participatory and generative model of contextualised teaching and learning we initiated in response. However, at the end of three different participatory action research (PAR) cycles, we came to an understanding that, for sustainable pedagogical reforms, even buzz words like 'participatory' and 'shifts in perspectives' have some limitations. In a bureaucratic schooling structure, like that in Nepal, pedagogical innovations for contextualised teaching and learning have to negotiate pre-structured schooling cultures, and therefore, any change in individual and group perspectives has to be accompanied by a shift in regular schooling design, from linear closedness to ecological openness. Otherwise, the innovations for contextualised teaching and learning are unlikely to be sustained in the face of the dominant practice architecture. [ABSTRACT FROM AUTHOR]

Early career teachers (ECTs) are potential resources for educational innovation and development in schools. Innovative professional potential (IPP) emerges in interaction between ECTs and their school ecology. Using semi-structured timeline interviews, we explored 105 IPP experiences of 19 ECTs in the Netherlands, aiming to understand when and how IPP emerges in the school, and to obtain a first grasp of how it can be stimulated. We categorised typification, location and professional interests and explored interaction processes with persons and affordances in the school ecology. Findings showed that ECTs initiate and perform innovative tasks and activities mainly at school or subject department levels. These tasks and activities are mostly social in nature or focused on educational development, while including a wide range of professional interests. Rather than one specific interaction with a person or an affordance, accumulations of restricting and stimulating interactions appear important for how IPP emerges. This paper concludes that it is crucial to consider ECTs capable of exercising the full range of teaching activities from the start of their career, and to share responsibilities among professionals in the school during ECTs' induction. These practices can help to increase educational quality and prevent teacher attrition. [ABSTRACT FROM AUTHOR]

This paper makes a case for revisiting the understandings of translation to enhance the co-production of geographical knowledge on climate change. Specifically, it offers insights about the potential role that schoolteachers and students can have as knowledge producers in relation to climate change by drawing on a case study of collaborative research on El Niño in Sechura, northern Peru. We call for researchers to pay greater attention to how co-production can be achieved through the integration of research agendas and practice with curricula development and innovation in school education. We contribute to work on how a generational shift in understanding about climate adaptation can be achieved through exploring communities' knowledge of the lesser-known opportunities of the El Niño phenomenon in northern desert regions. We conclude by arguing that revisiting how geography engages in and with translation is an urgent priority in climate-challenged times. [ABSTRACT FROM AUTHOR]

Japanese Lesson Study (JLS) is a professional development method, involving teachers collaboratively planning lessons, observing their enactment, then discussing observations of teaching and learning. This paper explores translation of JLS internationally, seeking to understand how and why it is adapted and how an understanding of national culture and implementation paradigms might support translation. We begin by examining evidence on adaptation and challenges of JLS implementation internationally, finding both deviation from the seven components of JLS, and qualitative evidence of perceived challenges to successful implementation. Further we explore two bodies of the literature explaining how and why such adaptations occur. First, implementation science reveals that full fidelity appears not to be amenable to the complexity of education innovations like LS, but that adaptation is fraught with challenges, with no linear pathway. Secondly, Hofstede's and colleagues' dimensions of culture enable us to hypothesise about how Japan's culture might have framed development of JLS, and to predict possible challenges when translated into a host nation. Finally, we hypothesize as to the relationship between adoption of either fidelity or adaptation implementation paradigms, and identified differences between Japan and the host nation's national culture, suggesting avenues for further research which may serve to test hypotheses empirically. [ABSTRACT FROM AUTHOR]

Nowadays, technology has become dominant in the daily lives of most people around the world. Technology is present from children to older people, helping in the most diverse daily tasks and allowing accessibility. However, many times these people are just end-users, without any incentive to develop computational thinking (CT). With advances in technologies, the abstraction of coding, programming languages, and the hardware resources involved will become a reality. However, while we have not progressed to this stage, it is necessary to encourage the development of CT teaching from an early age. This work will present the state of the art concerning teaching initiatives and tools on programming, robotics, and other playful tools for the development of CT in the early ages, explicitly filling the gap of CT at the kindergarten level. We present a systematic literature review evaluating more than 60 papers from 2010 to December 2020. The paper's amount was classified in taxonomy to show CT's principal tools and initiates applied to children early. To conclude this paper, an extensive discussion about the future trends in this field is present. [ABSTRACT FROM AUTHOR]

The paradigm of innovation has evolved over the last decades worldwide. The old conception of innovation as technological change has become more diversified and specialised. Current debates express the need to provide a holistic view of innovation, with its pros and cons, including all dimensions of innovation in society and different fields. This paper consists of a qualitative review focusing on three concepts: 'innovation', 'social innovation' and 'innovation in education'. This research includes a historical analysis within 1939–2019 as the base period of analysis. This article is based on 108 different sources, which were carefully selected. The analysis was carried out with content analysis in our main sample. This paper contributes to our understanding of innovation more holistically, by discovering how innovation is understood and used, but also by looking at the different stages it has gone through in historical debates and evolutionary trends. This article presents different perspectives on innovation over time and helps to recognise the evolution of the concept of innovation and the emergence of social innovation as a field of its own. Furthermore, the relevance of innovation in the field of education is presented and current debates on the understanding of innovation are situated. [ABSTRACT FROM AUTHOR]

This article aims to propose a framework with the relationship between education and social innovation (SI). To do this, we conducted a systematic literature review using the Web of Science database in two stages: (1) scientometric analysis, using the software CitNetExplorer and VOSViewer: a historiography analysis, co-occurrence of keywords analysis, and author co-citation analysis; (2) filtering and meta-analysis of the papers found, defined based on the number of citations of the papers, the year of their publication, and the presence of impact factors in the publication channels (method ordinatio method). Results indicate that social innovation originates in education, either as a process or as a product. And educational innovation processes are supported by co-creation and institutional articulations in different educational loci, including non-formal education. This study argues that SI can arise through education, having several purposes, and being able to become a vector of initiatives and technologies applied to the educational field, which generates a cycle between the two phenomena. This study contributes socially to the discussion on the emancipation of social actors through education. We also make a practical contribution, providing examples of the application of the theme, which can support new educational policy models and management. [ABSTRACT FROM AUTHOR]

Purpose: As the skills economy becomes the norm, learning focused on skills, learners who understand those skills and can iterate the learners to potential employers, and hiring personnel who prioritize skills when making personnel decisions create a visible currency that can be leveraged by all the stakeholders. This paper seeks to analyze those emergent skills, show the skills' impact on the self-organizing skills ecosystem and illustrate how the skills provide a conduit to wholesale global change by creating a talent pipeline designed to generate economic vitality. Design/methodology/approach: Through a system thinking lens and by exploring related skills ecosystem literature, this paper explores the concept of the self-organizing learn-earn skills ecosystem and the role technology plays in the development, implementation and continuation of the process. Tools such as customer, actor, transformation, worldview, owner and environment (CATWOE) and levers have been implemented to probe the maturity, challenges and opportunities the emerging ecosystem provides. Findings: As the ecosystem evolves, there is much to be done to align stakeholders to reach the ecosystem's full potential. However, by applying a systems lens to the work in progress, greater clarity and definition can be achieved, thereby generating more forward momentum to propel the skills movement toward the intended outcomes. Originality/value: While there are many recent publications that define the elements, parameters and attributes of the referenced skills ecosystem, this article aggregates information, through a system thinking lens, to provide a deeper, more cohesive analysis. [ABSTRACT FROM AUTHOR]

Recently, education and teaching have been significantly impacted by information and communication technologies. New cohorts of students, COVID-19 pandemic and pressure in the labor market on the labor force to master the technology-related skills and competence serve as main drivers for universities to redesign the way of teaching. A radical transformation of education caused by technologies is related to several aspects, such as online teaching or using other technologies in both physical and online learning environments with the focus on student-centered learning. The existing literature suggests that educational innovation through technologies allows for the adoption of collaborative, inclusive and student-driven pedagogy. The paper aims at revealing educational innovation through information and communication technologies in one of the courses for master’s students, namely People Analytics. While disclosing the particular case of one course, the paper seeks to provide the argumentation (advantages and disadvantages) for choosing specific tools and how these tools are embedded. The use of tools such as Zoom, digital escape rooms, Centimeter, and Padlet, is presented. The paper concludes that technologies may offer many wide-ranging benefits in education; however, the further study is needed for revealing the students’ acceptance of technologies and the impact of technologies on learning outcomes. [ABSTRACT FROM AUTHOR]

In the new contemporary pandemic paradigm, higher education in public administration and beyond knows challenges, barriers, and opportunities for the academic process. Shocks, environmental changes and physical distancing in recent years have led to the implementation of efficient solutions in educational services, based on artificial intelligence (AI). Thus, in the global academic landscape, many international universities have adopted a 'chatbot', a digital interface designed to stimulate conversation with people. Modern algorithmic communications have effects, such as: increasing the number of enrollments in public administration programs, improving academic experience and active student participation, while reducing administrative tasks on university staff. This paper aims to provide a glimpse on the perceptions of the potential impact of conversational artificial intelligence on public administration (PA) programs from universities and to reflect on its implications for university leaders and staff work and also on students' engagement. The paper will focus on how AI tools will help university programs to be more effective, and how technology will support the limited human resources in this sector. In order to gather the data for this research, the interview was used as well as case studies from international universities that have implemented a chatbot. The research findings capture technological and digital advances that will continue to shape the higher education landscape and its curricula, especially in PA programs. As a result, leaders will need to monitor how artificial intelligence, in particular conversational agents, influences universities' images; attraction and retention for students in PA programs and other important partners; staff productivity, and how to be more proactive in initiating pilot projects. This is one of the few publications that looks at the expectations for conversational AI in higher education today. In this sense, implementing a chatbot can be a competitive advantage in a market where modern technologies weigh heavily and make a difference. [ABSTRACT FROM AUTHOR]

This paper aims to provide evidence on whether the specialization of schools in certain teaching strategies contributes to promoting student skills. Specifically, we will focus on comparing those that make intensive use of innovative practices with those specialized in the use of traditional methodologies. By employing propensity score matching (PSM) to reduce potential bias related to the different characteristics of schools, we provide robust evidence that specialization in the use of innovative teaching practices does not lead to better academic performance and may even be harmful to some competencies. [ABSTRACT FROM AUTHOR]

The prerequisite of developing countries' economic growth is to move along the technological development trajectory through technological learning, and large firms as hubs of technological knowledge, play an important role in this transition. In this paper, we tried to bridge two main taxonomies in the field of technological development, one of them referring to taxonomies of firms, and the other one referring to technological learning processes. We have identified technological learning processes in several post catch-up large firms through content analysis and then by employing a survey approach, we explore technological learning processes of Iranian large firms. The results indicate that as per scale-intensive firms in Iran, learning by doing, learning by using, learning by interacting and learning from spillovers are respectively the most important technological learning processes. Regarding large science-based firms, learning by searching, learning by interacting and learning from spillovers are the key learning processes. Finally, these results have been compared with those of post catch-up large firms. [ABSTRACT FROM AUTHOR]

This paper examines Bauhaus School (1919–1933) innovation and relevance today. The School is a landmark in the history of design as a discipline and the development of design education. The School was also a workplace, commercialising Bauhaus-designed products. While drawing global interest in its innovations, the School faced resistance in Germany because it challenged conventions. This problem raises the questions: How did the School-workplace generate innovations amid the calamity of post-war Germany, and what is the significance of the Bauhaus for post-pandemic education and workplaces one hundred years on? The concept of 'transgression' is used to understand innovation at the Bauhaus School-workplace. Haraway discusses transgressive practices that disrupt established knowledges, moving ways of thinking and doing in new directions. Analysis of workplace learning research reveals that three interfacing dimensions make up innovation: (1) workplace environments, (2) the culture-order that facilitates innovation, and (3) learning in practice in authentic settings. This qualitative case study reports on how Bauhaus innovation emerged at the intersection of these key dimensions. There are surprising commonalities between the Bauhaus approach to innovation in challenging times and contemporary thinking about supporting innovation which are relevant to education, particularly STEAM (Science, Technology, Engineering, Arts and Mathematics) education, and workplaces in a world affected by the COVID 19 pandemic. Thus, encouraging people who challenge boundaries, rules or 'the way things are' can support innovation. This paper addresses a gap in workplace learning research on interrelated dimensions of innovation which the Bauhaus recognized. The study also offers an innovative approach to the examination of innovation across time and space whereas most contemporary studies of innovation focus on the present. Further, conceptualizing innovation as transgression offers a new way of thinking about innovation in design and in the workplace. [ABSTRACT FROM AUTHOR]

As burgeoning twenty-first century technologies have enabled new ways of reading, writing and communicating, conceptions of literacy have changed – and English curricula internationally have been modified to include new literacy skills. Second-level English teachers, however, report needing more guidance in incorporating the teaching of these skills into their practice, and they seek to understand how changes to their curriculum and teaching practice impact their students. This study, which took place within an educational laboratory in Ireland, sought to address these two issues. This paper first presents an exploration into the adaptation of a practical, innovative pedagogy for teaching new literacy skills in the English context. Secondly, this paper reports on the impact this approach had on students' confidence and engagement in English. Results indicate largely positive changes in students' attitudes towards the English subject and towards learning English with technology. The authors argue this practical approach can be valuable to educators in formal school settings and that it warrants further investigation in such contexts. [ABSTRACT FROM AUTHOR]

The article offers information on the mechanics on how to submit papers and training session proposal for the 2011 National Council on Measurement in Education (NCME) Annual Meeting: Innovations in Assessment. It mentions that the meeting enables one to exchange ideas, results, and concerns with other members of the organization. It mentions guidelines in the submission of proposals such as presentations must be related to some aspect of measurement in education. General information on paper proposals, coordinated session proposals, and training session proposals are discussed.

In recent years, there has been a notable upswing in the realm of innovation and entrepreneurship education for Chinese students, leading to remarkable advancements. However, students' initiatives in this field fall short of the desired standards. The current evaluation index system is insufficient for meeting the developmental needs of colleges and universities. Therefore, exploring innovative approaches and implementing a comprehensive evaluation framework become crucial. This research analyzes the limitations of the current evaluation system, which focuses on curriculum, teaching materials, management, research output, student employment, entrepreneurship awareness, and participation. Unfortunately, this narrow approach has a significant impact on the quality of education in this field. To address this issue, this paper proposes a novel evaluation system for assessing students' innovation and entrepreneurship education by utilizing the capabilities of backpropagation (BP) neural network. We researched the conceptual framework, components, and learning process of BP neural network. Additionally, we provide a thorough description of the calculation process and structure of the BP neural network algorithm by facilitating stakeholders' understanding. Our study aims to strengthen the landscape of education by developing a culture of excellence. We developed a robust evaluation system with well-defined indexes calibrated to capture the essence of this education. Through precise training and analysis, we achieved remarkable results, with a maximum difference of 1.6% between the anticipated and actual output. This highlights the accuracy of our model in assessing teaching quality. We also thoroughly compared several kinds of assessment methods for the growth of students' entrepreneurial and innovative skills that have been presented in the literature. Based on the simulation results, we discovered that our model performs better as compared to the existing model. Based on the evidence, innovation and entrepreneurship education in Chinese institutions can be characterized as moderate. This finding lays the foundation for further advancements, fostering a future where educational excellence and entrepreneurial spirit thrive. [ABSTRACT FROM AUTHOR]

The incorporation of gamification strategies in teaching has been described as a tool to increase the motivation and engagement of students with the subject. Under this premise, an educational innovation experience has been developed using the Kahoot! platform in the first and last laboratory practice of the Cell Biology course of the Biology degree. The participants were 135 students divided into 12 laboratory groups, which were divided into experimental and control groups. All groups solved a questionnaire on paper about the concepts explained in class, at the end of both practices (post-test), but only the experimental groups solved a questionnaire before the class (pre-test). Before the first practice, students in the experimental groups answered the pre-test using Kahoot! However, for the last practice, some groups solved it by playing Kahoot! and others with pen and paper. The results showed that those students who were selected to play Kahoot! obtained a higher number of correct answers in the test performed after the practical session (post-test) than those who did not solve any pretest or who did it in a classical way. Therefore, our results suggest that implementing gamification in teaching considerably increases student motivation, probably due to physiological changes experienced by the brain during the game and the creation of a positive climate, which facilitates the learning process. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to analyze the use of the exemplar methodology (ExM) as a method for selecting exemplars in education research. ExM is a systematic approach to selecting outliers that can be used to education researchers who investigate outliers to better understand phenomena among students, teachers, schools, and communities. While ExM is prevalent in development psychology and its use is growing in other social science fields, it is not yet frequently used in education. Selecting outliers while maintaining validity requires a methodological approach. When there are not established standards for exemplarity, ExM provides a step-by-step approach to choosing exemplars to study. While there are great opportunities in using ExM, investigating outliers comes with inherent challenges; this paper examines those challenges and describes how education researchers using ExM can mitigate them. [ABSTRACT FROM AUTHOR]

The transformation of the European energy sector is becoming a priority for the European Union. This is indicated, for instance, in the European Union strategy known as the European Green Deal. According to the Green Deal, the area of 'research and innovation' is one which can counteract climate change. Universities can play a significant role in this by adopting a pedagogical approach aimed at mobilizing the spirit of innovation and entrepreneurship in young professionals. In addition to modifying curricula related to mining, energy, and environmental engineering, i.e., activities in recognized, traditional schemes, one prospective tool may be the involvement of students and PhD candidates in European initiatives such as the InnoEnergy PhD School (which is funded by the European Institute of Innovation and Technology). This paper aims to discuss the InnoEnergy PhD School programme as a possible instrument for mitigating the negative effects of energy transformation. The article analyzes the programme using a case study method, including surveys and open interviews. The paper draws attention to and highlights the role of human resources in the field of education and the stimulation of innovation, as well as the need to strengthen the business component in the education of PhD candidates. [ABSTRACT FROM AUTHOR]

This paper proposes a multiattribute group decision-making (MAGDM) based on the CoCoSo method under the intuitionistic fuzzy sets (IFSs) environment for quality evaluation of innovation and entrepreneurship education (IEE) in vocational colleges. First of all, this paper extends the CoCoSo to the IFSs environment. Second, a new MAGDM model for quality evaluation of IEE in vocational colleges based on the CoCoSo algorithm is built. In this algorithm, the attribute weight is derived by subjective weight and objective weight, and the objective weights are defined by using the CRITIC method. At the end of this given study, some comparisons are given to verify the decision effectiveness of the algorithm. [ABSTRACT FROM AUTHOR]

With economic globalization and rapid development of science and technology, many colleges and universities pay more and more attention to the cultivation of students' innovative thinking and creativity, and innovation and entrepreneurship education has also become an important part of the education system. Due to the current unevenness of teachers in innovation and entrepreneurship education in colleges and universities, high training cost, and lack of strong atmosphere, this paper optimizes the innovation and entrepreneurship education and training system in colleges and universities through OpenStack cloud computing. This paper optimizes the cloud computing platform according to the OpenStack virtual machine and the multiobjective ant colony improvement algorithm and then designs the innovation and entrepreneurship education and training system. The multiobjective ant colony improvement algorithm uses the way ants find food to find the best information resource route from the traces left by the information trend in the cloud platform. In order to test the effectiveness of these methods, this paper uses the simulation method to test. The results show that, sometimes, the load utilization rate of the innovation and entrepreneurship education and training system in colleges and universities exceeds 80%, which is in line with the expected settings. Through the OpenStack cloud computing platform, it can provide a good innovation and entrepreneurship training environment for more users at low cost and low risk and promote the development of innovation and entrepreneurship education. [ABSTRACT FROM AUTHOR]

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]

With the rapid development of Internet of things, more and more computing intensive applications are running on the Internet of things terminals. These computing intensive applications usually need strong computing power. It requires high energy consumption to process these applications locally through Internet of things terminals. At the same time, the computing capacity and battery capacity of the Internet of things terminals are limited. To solve this problem, computing tasks can be transferred from single Internet (IOT) terminals to cloud computing with powerful computing functions. However, cloud computing has inherent limitations. That is, the distance from user terminal to remote cloud center server is very long, and the application delay time is too long. Mobile edge computing, as a new computing technology, is introduced to the network edge, which provides computing services that can generate enough capacity by obtaining a large number of free computing capacity and scattered storage space on the edge. This is a task that is used in mobile terminal or Internet of things terminal to perform computationally intensive and wait time important tasks. Unlike traditional cloud computing, mobile edge computing can be extended to wireless access points. This paper uses mobile edge computing Internet of things technology to study campus system innovation and student employment education. The high quality employment guidance education for college students is not only an important way to promote the external output of talents, but also an important link to realize the connection between universities and enterprises, and also an important means for universities to provide services to the society. [ABSTRACT FROM AUTHOR]

The paper focuses on inequalities in access to digital technologies and their influence on education (electronic diaries in particular) across secondary schools in Bulgaria. It tries to answer the following research question: does the impact of digital technologies on access to the educational process depend on the existence of social inequalities and horizontal differences between and within schools? The theoretical framework is based on Bruno Latour's Actor-network theory, Bourdieu's capital theory, as well the concept of technical capital. The research methodology includes case studies of three different types of schools with qualitative methods of data collection: interviews and focus groups with key stakeholders such as principals, students, teachers, and parents. According to the different social actors in the educational process, the usage of electronic diaries makes it significantly easier to access, store and distribute information, but not for all groups of children and their parents. The analysis of three different types of schools reveals the presence of significant differentiation and inequalities in the Bulgarian education system. The results show that the theories of Bourdieu and Latour are suitable for analysis of the Bulgarian education system. Based on the obtained results it is concluded that a comprehensive reform in the education system requires not only educational innovations but also adequate and long-term changes in all fields of society. [ABSTRACT FROM AUTHOR]

Over the past several decades large philanthropies have adopted aggressive approaches to education reform that scholars have labeled venture philanthropy. These efforts focused on broad changes to schooling and education policy, borrowing techniques from the venture capital world. But many foundations have recently become convinced that market forces and macro-level policymaking alone cannot drive educational improvement, particularly in areas related to classroom teaching and learning. In response, foundations have begun to design their own instructional innovations and identify providers to implement them. This paper interprets these recent efforts as early evidence of a distinct adaptation in the evolving role of philanthropies, which we dub design philanthropy. Although this approach represents an attempt by foundations to simultaneously increase democratic engagement, directly influence the instructional core, and spur educational innovation, it poses new risks for coherence, scalability, and sustainability in education policymaking. [ABSTRACT FROM AUTHOR]

Occupationally mobile families exist in multiple forms globally. While these families contribute significantly to the socioeconomic life of the locations that they traverse, sometimes their mobilities generate hostility in those locations. This hostility in the form of an anti-nomadic/sedentarist ideology creates corresponding difficulties for the schooling options and outcomes of the children of these mobile families. This paper explores the educational applications and implications of the anti-nomadic/sedentarist ideology as experienced by occupationally mobile families globally, and investigates also several successful schooling approaches for their children. The analysis identifies effective forms of schooling provision implemented in specific ways in these distinctive learning contexts. The author posits that 'innovative' in relation to the education of occupationally mobile communities is enacted in the historically constructed and materially grounded mobilities of each community, and 'works' and 'makes sense' only when conceptualised with references to those mobilities. [ABSTRACT FROM AUTHOR]

The conventional college innovation and entrepreneurship education ecosystem is not considered to be designed for low energy consumption, and there is confusion in function switching, which leads to a large value of packet loss rate in system transmission. In this paper, we analyze the construction of college innovation and entrepreneurship education ecosystem and construct the scientific ecosystem of college innovation and entrepreneurship education based on user experience so as to realize college. At the same time, it takes into account the principle of green and low energy consumption of system hardware and software design, in which the hardware part selects S3C6410 RISC microcontroller as the core component to build the structure of educational ecological controller, connects a 16 bit buffer in parallel outside the controller, uses the buffer as the actual conversion port, specifies the function switching bearing interface, uses a protocol conversion chip, and designs the data acquisition circuit structure. The software part builds a model of user experience elements, sets to get an ecological interaction interface under the interoperability between the model and information data, and uses JAVA programming to realize functional modules according to the deviation of educational information shown by users. The experimental results show that the educational ecosystem designed in this paper has high data throughput, high fault tolerance, and low packet loss rate and system energy consumption, which verifies the effectiveness of the system. [ABSTRACT FROM AUTHOR]

This paper looks into the dilemma of what counts as a grammatical 'learner error' in ELT on the basis of recent results from English variationist research and English as a lingua franca research. Examples from these studies show that features often perceived as 'errors' for EFL speakers also occur in ESL production—where they are called 'innovations'—and even in English as a native language (ENL) production—where the term 'spoken language universal' would seem more appropriate. It is proposed that the traditional categorization of English speakers into EFL, ESL, and ENL actually hinders us from seeing the linguistic realities of the English-speaking world, disfavouring EFL speakers in particular. The paper calls for ELT to see EFL speakers as users of the language rather than learners in order to acknowledge their grammatical creativity as similar to that of other speakers of English. [ABSTRACT FROM AUTHOR]

With the advent of the information age, computer technology is also widely used in various fields. In the field of education, physical education teaching strategy has always been the focus of many educators. In order to optimize physical education teaching strategies and improve teaching quality, this paper proposes a new intelligent computing technology. This technology has excellent innovation in the engineering design field of physical education teaching strategy reform and innovation and combines Intelligent Computing with physical education teaching strategy to explore the feasibility and effectiveness of physical education teaching strategy reform and innovation. On the basis of intelligent computing algorithm, this paper analyzes the visualization strategy scheme brought by intelligent computing classroom to physical education teaching. This paper analyzes the feasibility of students' feedback after the reform of the physical education teaching strategy. Finally, the big data discrete dynamic modeling technology is used to dynamically model and analyze the students' learning behavior and effect after the reform and innovation of physical education teaching strategy. Combined with the analysis data and students' behavior feedback, this paper analyzes the feasibility of the physical education teaching strategy after the reform and innovation. The results show that the visualization scheme of physical education teaching strategy based on intelligent computing can help students understand theoretical knowledge and realize the transformation from static classroom to dynamic classroom. It enhances students' practical activities and perceptual knowledge and is of great help to students' physical education learning effect. In the discrete dynamic modeling analysis, the feasibility of physical education teaching strategy reform is very important. [ABSTRACT FROM AUTHOR]