Documenting and assessing open innovation: co-creation of an open data model for surgical training

Challenge competitions have recently resurged for promoting open innovation in areas where markets fail to provide incentives, such as the Sustainable Development Goals (SDGs). Challenges call for the general public to contribute novel solutions to a well-defined problem, in exchange for prizes, credentials and the promise of further development of selected solutions. The aim of this paper is to report on the development of an open and collaborative data model to document and evaluate innovations in the context of a challenge competition, while also being compatible with the work of other open source communities to validate and improve them. By reusing open documentation standards and embedding them into a semantic collaborative platform, the model aimed to be flexible enough to respond to the evaluation needs of the project organisers and self-assessment for participants. We expect our experience provides insights on the potential of semantic, collaborative platforms and standards for increasing the impact of innovations towards the SDGs

The Promise of Faculty Inquiry for Teaching and Learning Basic Skills

Shares insights from the Strengthening Pre-collegiate Education in Community Colleges project on how teachers' systematic and collaborative analyses of new approaches and practices foster innovation and improvement in basic English and math instruction

Towards New Business Models for R&D for Novel Antibiotics

In the face of a growing global burden of resistance to existing antibiotics, a combination of scientific and economic challenges has posed significant barriers to the development of novel antibacterials over the past few decades. Yet the bottlenecks at each stage of the pharmaceutical value chain—from discovery to post-marketing—present opportunities to reengineer an innovation pipeline that has fallen short. The upstream hurdles to lead identification and optimization may be eased with greater multi-sectoral collaboration, a growing array of alternatives to high-throughput screening, and the application of open source approaches. Product development partnerships and South–South innovation platforms have shown promise in bolstering the R&D efforts to tackle neglected diseases. Strategies that delink product sales from the firms’ return on investment can help ensure that the twin goals of innovation and access are met. To effect these changes, both public and private sector stakeholders must show greater commitment to an R&D agenda that will address this problem, not only for industrialized countries but also globally

Learning the Lessons of Openness

The Open Educational Resources (OER) movement has built up a record of experience and achievements since it was formed 10 years ago as an identifiable approach to sharing online learning materials. In its initial phase, much activity was driven by ideals and interest in finding new ways to release content, with less direct research and reflection on the process. It is now important to consider the impact of OER and the types of evidence that are being generated across initiatives, organisations and individuals. Drawing on the work of OLnet (http://olnet.org) in bringing people together through fellowships, research projects and supporting collective intelligence about OER, we discuss the key challenges facing the OER movement. We go on to consider these challenges in the context of another project, Bridge to Success (http://b2s.aacc.edu), identifying the services which can support open education in the future

Decoding learning: the proof, promise and potential of digital education

With hundreds of millions of pounds spent on digital technology for education every year – from interactive whiteboards to the rise of one–to–one tablet computers – every new technology seems to offer unlimited promise to learning. many sectors have benefitted immensely from harnessing innovative uses of technology. cloud computing, mobile communications and internet applications have changed the way manufacturing, finance, business services, the media and retailers operate. But key questions remain in education: has the range of technologies helped improve learners’ experiences and the standards they achieve? or is this investment just languishing as kit in the cupboard? and what more can decision makers, schools, teachers, parents and the technology industry do to ensure the full potential of innovative technology is exploited? There is no doubt that digital technologies have had a profound impact upon the management of learning. institutions can now recruit, register, monitor, and report on students with a new economy, efficiency, and (sometimes) creativity. yet, evidence of digital technologies producing real transformation in learning and teaching remains elusive. The education sector has invested heavily in digital technology; but this investment has not yet resulted in the radical improvements to learning experiences and educational attainment. in 2011, the Review of Education Capital found that maintained schools spent £487 million on icT equipment and services in 2009-2010. 1 since then, the education system has entered a state of flux with changes to the curriculum, shifts in funding, and increasing school autonomy. While ring-fenced funding for icT equipment and services has since ceased, a survey of 1,317 schools in July 2012 by the british educational suppliers association found they were assigning an increasing amount of their budget to technology. With greater freedom and enthusiasm towards technology in education, schools and teachers have become more discerning and are beginning to demand more evidence to justify their spending and strategies. This is both a challenge and an opportunity as it puts schools in greater charge of their spending and use of technolog

Public Accountability: Performance Measurement, The Extended State, And The Search For Trust

In an Academy partnership with the Kettering Foundation, National Academy of Pubic Administration Fellows Melvin J. Dubnick and H. George Frederickson have completed a study of accountability. The study, Public Accountability: Performance Measurement, The Extended State, and the Search for Trust, is a treatment of the strengths and weaknesses of contemporary applications of accountability to public affairs. The working title of the study was Public Accountability: From Ambulance Chasing to Accident Prevention, but that title was thought to lack the dignity such an important subject deserves. Dubnick and Frederickson challenge the often assumed relationship between performance measurement and accountability. They give special attention to accountability challenges associated with the outsourcing of government work, what they call the Extended State. And, they provide examples of effective public accountability in the context of high trust public-private partnerships

Innovation 2.0: Grantmaking to Transform America's Education Systems

As social and technological forces reshape the environment, the educational landscape is being similarly transfigured as parents, employers, policymakers and students grow impatient with incremental efforts to reform a broken system. Too often such efforts have proven both slow and inadequate to the evolving needs of learners: Innovations have been inequitably distributed, promising solutions have been difficult to implement at scale. Yet the signs of widespread change are real, and there is little doubt that transformation has begun

Remedial Education for Black Children in Rural South Africa: An Exploration of Success Using Evolutionary Innovation Theory

remedial, South Africa, rural