DiLACT - Guidelines to select and design distant learning arrangements for corporate training: a reference for managers and designers of (continuous) vocational training in corporate settings

"This report translates results and findings of the intensive field work research carried out by the DELILAH consortium into practical guidelines for managers and designers of distant (vocational) training for corporate settings. Based on practical experiences of ISVOR-FIAT the guidelines are illuminated with a description of actual examples of three distinguishing distant training arrangements: a learning centre, video-conference courses and business television." (author's abstract

Mutual learning in innovation and co-creation processes

New digital solutions are often lacking integration and acceptance by potential users. Therefore, only a small amount of innovative software solutions is really in use. The article describes a co-creation process by integrating end-users and relevant stakeholders right in the beginning in a social innovation process. Within this process, technology is seen as an enabler of innovation getting its relevance from new social practices of the people using it (e.g. working practices). Against the background of EU funded projects conducted by the authors (GT-VET, GREEN STAR, COCOP, and ROBOHARSH) the relevance of mutual learning processes of engineers / researchers / trainers on the one side and end-users / beneficiaries / learners on the other side will become evident. Moreover, new (digital and analogue) skills of employees have been identified as key for a successful digital transformation. Thereby, this article shows a twofold perspective on social innovation in education: new skills demands for employees and mutual learning processes of developers and users/stakeholders. To obtain needed skills, traditional innovation practices have to be changed by setting up a social innovation process. Such a process design has to include stakeholder and user involvement beyond pure feedback on a new technology. Co-creation means that experience, knowledge and ideas of users will be considered to ensure high usability and impact of the new technology framed by organisational and people related measures. In this respect, the innovation process and the innovation itself is much more than technological functionality–it is a contribution to new social practices and performances of the people that innovate and use the technology

Social innovation as a driver for new educational practices

Based on the results of the EU funded Social Innovation – Driving Force of Social Change (SI-DRIVE) project the major challenges and needs of education and lifelong learning worldwide are revealed, focusing on solutions via new educational practices delivered by social innovations and embedding civil society. Against this background, a more learner-oriented approach instead of institutional improvements is presented. Based on the results of SI-DRIVE’s global mapping of more than 200 innovative education initiatives and 18 in-depth case studies, the article spotlights the relevant settings and success factors of social innovations in education, leading to a system related typology of social innovation. New ways of repairing, modernising and transforming education as well as separated approaches are illustrated showing the underdeveloped, unexploited and unrecognised potential of this kind of innovation. For setting up a more innovation friendly environment, it is particularly important to realise a paradigm shift towards a learner perspective and rationality. More leeway and new governance structures for integrating and fostering social innovations and unfolding the potential of all societal sectors for enhancing education are necessary. This especially includes a more active and new role of universities in enabling, exchanging, moderating and researching social innovation

A Global Mapping of Social Innovations: Challenges of a Theory Driven Methodology

The article discusses and analyses challenges, constraints and prospects of a theory driven empirical research methodology in the thematic field of Social Innovation. Based on the experiences made while conducting a global mapping of social innovation initiatives, it reflects challenges such as the different understandings and definitions of the research field and contexts related to different policy and world regions. Starting with the approach of the EU funded international project SI-DRIVE, the challenges of theory development and its methodological operationalisation and limitations in an iterative improvement by sequential empirical mappings are discussed - combining quantitative and qualitative research and results for proving and elaborating the theoretical frame (building blocks of a Social Innovation Theory). Empirical evidence shows that the theoretical development of such a ubiquitous phenomenon needs an iterative interrelation of theory and empiricism and a multi-method approach, giving leeway for the whole variety of social innovations by simultaneously developing a common understanding and concept of Social Innovation

A new innovation paradigm: combining technological and social innovation

A new innovation paradigm is needed to answer the societal, economic and environmental challenges the world and companies are facing. The EU funded Horizon 2020 SPIRE Project “Coordinating Optimisation of Complex Industrial Processes” (COCOP) is combining technological and social innovation within a steel company pilot case (Sidenor). The project aims at reducing raw materials consumption (and energy and emissions reduction as well) by plant-wide optimisation of production processes based on a software solution and at the same time changing social practices. Key for COCOP is a methodology integrating technological innovation within a social innovation process of co-creation and co-development by involving (potential) users of the future software system and relevant stakeholders right from the beginning; thereby improving effectiveness and impact of the innovations and the implementation process. This involvement is instructed and measured by social key performance indicators (social KPIs) and operationalised in surveys (questionnaire and interviews) with future users, engineers and external experts (from different industry sectors not involved in the project). The article presents the results of the starting point of COCOP illustrating the future user perspective of the pilot steel company (Sidenor) contrasted by the view of external experts – seriously taking into account the interfaces between technology, human and organisation