Opportunities For Funding Innovation

equity, business angels and the NewConnect market, and describes the possibilities of using them. The article stresses that firms seeking capital to grow through innovation can use a wide range of financing options as long as their projects are underpinned by solid documentation, have a specified time horizon, and are attractive for investdors.W artykule zaprezentowano pogląd, że konkurencyjność firmy należy upatrywać przede wszystkim w zdolności do bycia innowacyjnym. Wskazano na stymulatory aktywności firm i efekty z tytułu realizacji innowacji. Przede wszystkim zwrócono uwagę na źródła i formy pozyskiwania kapitału na ich urzeczywistnienie. Szczególną uwagę poświęcono leasingowi, venture capital, private equity, aniołom biznesu i NewConnect. Podkreślono, że istnieje szeroka paleta tych ofert dla firm potrzebujących kapitału na rozwój poprzez innowacje. Jednakże pod warunkiem, że projekty te będą dobrze udokumentowane, określony będzie horyzont czasowy ich wykonalności i będą stanowiły atrakcyjne wyzwanie dla inwestorów

Learning design – making practice explicit

New technologies have immense potential for learning, but the sheer variety possible also creates challenges for learners in terms of navigating through an increasingly complex digital landscape and for teachers in terms of how to design and support learning interventions. How can learners and teachers make informed decisions about what technologies to use in the design and support of learning activities? This presentation will consider this question and present a new methodology for design – 'learning design', which aims to shift the creation and support of learning from what has traditionally been an implicit, belief-based practice to one that is explicit and design based. Learning design research at the Open University, UK has included the development of a set of conceptual design views, a tool for visualising designs (CompendiumLD) and a social networking site, for sharing and discussing learning and teaching ideas and designs (Cloudworks). An overview of this work will be provided, along with a discussion of the perceived benefits of this new approach to educational design

Evaluating learning and teaching technologies in further education

With the current emphasis on quality assessment and the role of evaluation in quality assessment, it is likely that teachers in post‐compulsory education will increasingly be expected to evaluate their teaching, especially when making changes to their teaching methods. In Further Education (FE), there have been a number of developments to foster the use of Information and Learning Technologies (ILT), following the publication of the Higginson Report in 1996. However, there is some evidence that the adoption of ILT has been patchy

The Science Studio – A Workshop Approach to Introductory Physical Science

This paper describes the Science Studio, an innovative workshop approach for instruction in a physical science course that combines aspects of traditional lecture and laboratory. The target audience for this introductory course is non-science majors, including prospective teachers. An inquiry-based, technology-rich learning environment has been created to allow students hands-on, in-depth exploration of topics in physics, and earth and space science. Course philosophy, course development, and sample activities are described in this paper, along with outcomes from a project-wide evaluation of the Virginia Collaborative for Excellence in the Preparation of Teachers (VCEPT), an investigation of change in student attitudes and the lasting impact of the studio model at Norfolk State University

Digital communities: context for leading learning into the future?

In 2011, a robust, on-campus, three-element Community of Practice model consisting of growing community, sharing of practice and building domain knowledge was piloted in a digital learning environment. An interim evaluation of the pilot study revealed that the three-element framework, when used in a digital environment, required a fourth element. This element, which appears to happen incidentally in the face-to-face context, is that of reflecting, reporting and revising. This paper outlines the extension of the pilot study to the national tertiary education context in order to explore the implications for the design, leadership roles, and selection of appropriate technologies to support and sustain digital communities using the four-element model

Transforming pre-service teacher curriculum: observation through a TPACK lens

This paper will discuss an international online collaborative learning experience through the lens of the Technological Pedagogical Content Knowledge (TPACK) framework. The teacher knowledge required to effectively provide transformative learning experiences for 21st century learners in a digital world is complex, situated and changing. The discussion looks beyond the opportunity for knowledge development of content, pedagogy and technology as components of TPACK towards the interaction between those three components. Implications for practice are also discussed. In today’s technology infused classrooms it is within the realms of teacher educators, practising teaching and pre-service teachers explore and address effective practices using technology to enhance learning

Teaching and learning in virtual worlds: is it worth the effort?

Educators have been quick to spot the enormous potential afforded by virtual worlds for situated and authentic learning, practising tasks with potentially serious consequences in the real world and for bringing geographically dispersed faculty and students together in the same space (Gee, 2007; Johnson and Levine, 2008). Though this potential has largely been realised, it generally isn’t without cost in terms of lack of institutional buy-in, steep learning curves for all participants, and lack of a sound theoretical framework to support learning activities (Campbell, 2009; Cheal, 2007; Kluge & Riley, 2008). This symposium will explore the affordances and issues associated with teaching and learning in virtual worlds, all the time considering the question: is it worth the effort

Behavioral Economics and Workforce Development: A Review of the Literature from Labor Economics and the Broader Field

Literature Reviewhere is mutual benefit for employers and workers when workers improve their skills beyond the minimum requirements for their position—a fact not lost on employers, many of who are willing to provide education and training opportunities to staff, including frontline workers. These opportunities typically include on-the-job-training, tuition reimbursement for postsecondary courses, and paid leave to attend classes. Despite often generous budgets for these activities, relatively few workers take advantage of these opportunities, potentially limiting increases in productivity, wages and longer-term career advancement (Tompson, Benz, Agiesta, & Junius, 2013). This dilemma raises an interesting research question: Can emerging lessons from behavioral science experiments be applied to cutting the Gordian Knot of worker participation in education and training programs? This review of current literature on the topic is intended to explore the strengths and limitations of applying tools of behavioral sciences to increase the participation and completion rate of training for lower-wage, frontline incumbent workers in ways that benefit both workers and sponsoring firms.The Hitachi FoundationRay Marshall Center for the Study of Human Resource