By CENTRE FOR EDUCATIONAL RESEARCH AND INNOVATION
Expertise is a key motive force of academic innovation, and a number of programes targeting funding in infrastructure, apparatus, in-service education and electronic studying assets were proven to advertise its utilization in basic and secondary faculties. up to now, little comparative analytical realization has been dedicated to realizing how electronic assets enhance the standard of studying and to assessing the general public regulations that aid their improvement and use, and the function performed via different stakeholders like publishers, broadcasting businesses and more and more consumer groups. This book goals to fill that hole via either reviewing and comparing the method of systemic innovation. Drawing on case reviews from 5 Nordic international locations, the record assembles info at the wisdom bases and coverage actors which impression every one section of this innovation procedure and the most elements which impact its good fortune together with governance, financing and consumer involvement.Table of content material :Executive precis bankruptcy 1. Introduction-BackgroundMethodologyThe constitution of the reportReferencesChapter 2. Systemic Innovation and ICT in education-The proposal of electronic studying assets similar parts of analysis defining the concept that of innovation-The dimensions of innovation-The innovation procedure features of rules on ICT in education-Conclusions-References bankruptcy three. ICT coverage within the Nordic Countries-The Nordic context-The profile of ICT regulations within the Nordic countries-Conclusions-ReferencesChapter four. Government-Initiated options within the Nordic Countries-Initiation and implementation of nationwide portals-Implementation and scale-up of nationwide academic portalsMonitoring and evaluate of nationwide portals-The innovation strategy of different governmental initiatives-Conclusions-ReferencesChapter five. Innovation Initiated by way of advertisement Actors-Innovations via academic publishers-Educational broadcaster-Drivers and boundaries to personal zone innovations-ConclusionsChapter 6. Bottom-Up Innovations-Initiation of user-generated innovations-Scale-up of user-generated innovationsKnowledge base, tracking and evaluation-Conclusions-ReferencesChapter 7. Conclusions and Recommendations-Conclusions-Policy recommendations-ReferencesChapter eight. constructing the information Base on DLRs-The learn agenda.-Benchmarking using DLRs-Objectives of the conceptual frameworkDefinition of the conceptual framework
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Extra info for Beyond Textbooks: Digital Learning Resources as Systemic Innovation in the Nordic Countries
They can be an efficient way of promoting lifelong learning, both for individuals and for government, and can bridge the gap between non‑formal, informal and formal learning. This phenomenon has so far mostly affected tertiary education but can be expected to have a growing importance also for schools. given the definition of oer as “digitised materials offered freely and openly for educators, stu‑ dents and self‑learners to use and reuse for teaching, learning and research”, oer should be viewed as a subset of dlrs.
A possible explanation for this may lie in the role that private publishers play in the development of materials for schools, either in analogue or digital form. commercial publishers have traditionally played a key role in developing and distributing printed learning material. however, when it comes to dlrs, they seem to find that the market may not be ready to take up this type of resource yet, mainly due to the lack of infrastructure, teacher’s skills or cultural factors. Therefore, they may lack the necessary incentive to develop this kind of materials.
Content development. some countries, because of the uniqueness of their curricula or special considerations of culture and language, find a need to emphasize the development of digital content as part of their operational policy. in his comparison of the icT initiatives in the educational sector of germany, korea and the united states, lee (2003) concludes that the spec‑ trum of implementation of core policies in the three countries is similar, although the implementation approaches differ among these countries.
Beyond Textbooks: Digital Learning Resources as Systemic Innovation in the Nordic Countries by CENTRE FOR EDUCATIONAL RESEARCH AND INNOVATION