quarta-feira, 31 de janeiro de 2018

UNIVERSIDADE DE CAMBRIDGE | «How to implement open innovation»



 
 
Como se pode concluir pelo resumo a seguir o trabalho do relatório da imagem germinou e desenvolveu-se no mundo dos negócios. Mas como defendemos e disso temos dado expressão neste blogue os setores «com fins lucrativos» e os «sem fins lucrativos» podem e devem aprender um com o outro. Até porque há dimensões comuns a todas as organizações. E vamos ao resumo: 
«This report sets out to answer the question: ‘I want to implement open innovation – where should I start and what should I do?’ It provides an overview of existing approaches to OI and outlines how a company can start to implement a strategy to match the organisation’s needs. The report will be particularly relevant for CEOs, CTOs and senior managers of R&D and supply chains. It will also be useful for senior managers who have been charged with OI implementation. The report is the product of two years’ research within the Cambridge Open Innovation Network, a network hosted by the Institute for Manufacturing and funded by Unilever and the Cambridge Integrated Knowledge Centre. It illustrates the challenges facing senior managers who are setting out to implement an open innovation strategy in their companies. The importance of organisational culture, and ways in which the culture can be influenced, has been the key focus of this research. From interviews across various sectors, it was clear that OI means different things to different industries. However, all the companies involved recognised that OI represents an opportunity to improve innovation capability and to confront business challenges. All the contributors to our study showed a great interest in understanding and sharing practice about ways to implement OI in their business».
E também já aqui destaque para o que se entende por «open innovation»:
«Open innovation (OI) is a strategy by which companies allow a flow of knowledge across their boundaries as they look for ways to enhance their innovation capability. Company boundaries become ‘permeable’, enabling the matching and integration of resources between the company and external collaborators».
 
 

 

quinta-feira, 25 de janeiro de 2018

quinta-feira, 11 de janeiro de 2018


 
 
 
 


Da Educação, uma passagem:

«Education and Skills
Use of digital technologies to improve teaching, research and use of evidence

Technology is being used to support learning across different stages of education. For example, technologies such as location specific resources can be used to better support new and existing students. The Future Cities catapult is working with the University of Glasgow to develop a strategy for a Smart Campus that will take into account changes in technology and learning whilst also protecting their heritage (both cultural and physical) and realising cost savings. Technologies are also being used to engage learners including augmented reality technology (such as Google Cardboard), adaptive learning technologies (Dreambox, ALEKS, Reasoning Mind), and holographic learning (Microsoft HoloLens). Technologies are further being used to support teaching. For example, one school has used two of SoftBank’s human-looking robots and AI to grade students’ written answers. Technology can also be used for administrative purposes such as monitoring attendance automatically. Examples include small digital “badges” signifying completion of a training task, using analytics to boost fair access and retention and lead to improved student satisfaction and attainment. Other technologies such as Brain Computer Interface (BCI) systems – programs that connect the brain or nervous system to a computer – are at an earlier stage but may help support users with significant physical or sensory deficits. They can collect information on attention levels of students and can store and manage educational data concerning learning processes. (...)»

segunda-feira, 8 de janeiro de 2018

quarta-feira, 3 de janeiro de 2018

«The OECD Handbook for Innovative Learning Environments»

 



Da Apresentação:
«(...)
Governments can help to open up systems to innovation. They can create an innovation-friendly climate that encourages transformative ideas to flourish on the ground, both by fostering innovation within the system and by creating opportunities for outside innovations to come in. They can help strengthen professional autonomy and a collaborative culture where great ideas are shared and refined. Governments can help to make great ideas real by providing access to funding and non-financial support to lift those ideas into action. Not least, governments can build incentives and signals that strengthen the visibility and demand for what demonstrably works. But governments can only do so much. Silicon Valley works because governments have created the conditions for innovation, not because they do the innovation. Similarly,  governments cannot innovate in classrooms. If there has been one lesson learnt about innovating education, it is that teachers, schools and local administrators should not just be involved in the implementation of educational change but they should have a central role in its design. They need robust frameworks and sound knowledge about what works if they are to be effective innovators and game changers. The OECD Centre for Educational Research and Innovation has devoted considerable energy to building such a knowledge base about innovative policy and practice over recent years. This Handbook now translates that knowledge base into practical tools for teachers and for leaders, whether in schools or at other levels of education systems. We hope it will empower them to educate children for their future, not for our past. (...)».