Libros sobre el tema "Open Innovation Process"

The manufacturing digital transformation is changing the industry through the introduction of advanced solutions that allow companies to re-interpret their role along the value chain. The industrial revolution opens up great opportunities for Italian companies, in terms of process efficiency, cost reduction and improvement in productivity, but also in the rethinking of products, new services, and the ability of reaction to market needs. This report examines the possible impact of Industry 4.0 on business models considering technological innovation also as a driver of strategic innovation.

The book proposes an open and collaborative approach to the production of digital teaching contents and to teachers' professional development. Starting from an initial excursus on the undertakings of the Open Educational Resources movement and on the value of collaboration in and among schools, it deals with the topic of teacher training as a back-up to innovation processes, with particular reference to multimedia whiteboards. The theoretical reflection is integrated with the results of the AMELIS biennial project, carried out alongside a network of schools within the Innovascuola (2008-10) framework, and with a presentation of the digital teaching resources produced by the network. Completing the volume, these resources are also available on-line in the form of files and multimedia materials. Conveying the wealth of the experience, they offer teachers and educators useful resources for their teaching activities.

Crowdsourcing is an increasingly important phenomenon that is fundamentally changing how companies create and capture value. There are still important questions with respect to how crowdsourcing works and can be applied in practice, especially in business practice. In this chapter, we focus on prediction markets as a mechanism and tool to tap into a crowd in the early stages of an innovation process. The act of opening up to external knowledge sources is also in line with the growing interest in open innovation. One example of a prediction market, a virtual stock market, is applied to open innovation through an online platform. We show that use of mechanisms of internal crowdsourcing with prediction markets can outperform use of external crowds.

These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.

Guidelines for Open Pit Slope Design is a comprehensive account of the open pit slope design process. Created as an outcome of the Large Open Pit (LOP) project, an international research and technology transfer project on rock slope stability in open pit mines, this book provides an up-to-date compendium of knowledge of the slope design processes that should be followed and the tools that are available to aid slope design practitioners. This book links innovative mining geomechanics research into the strength of closely jointed rock masses with the most recent advances in numerical modelling, creating more effective ways for predicting rock slope stability and reliability in open pit mines. It sets out the key elements of slope design, the required levels of effort and the acceptance criteria that are needed to satisfy best practice with respect to pit slope investigation, design, implementation and performance monitoring. Guidelines for Open Pit Slope Design comprises 14 chapters that directly follow the life of mine sequence from project commencement through to closure. It includes: information on gathering all of the field data that is required to create a 3D model of the geotechnical conditions at a mine site; how data is collated and used to design the walls of the open pit; how the design is implemented; up-to-date procedures for wall control and performance assessment, including limits blasting, scaling, slope support and slope monitoring; and how formal risk management procedures can be applied to each stage of the process. This book will assist in meeting stakeholder requirements for pit slopes that are stable, in regards to safety, ore recovery and financial return, for the required life of the mine.

Recently, a number of co-creation approaches and techniques have been proposed for supporting innovation processes. These range from traditionally organized ideation workshops within an organization, to implementation of open innovation methods that allow the involvement of various external and globally distributed partners. Particularly in dynamic and emerging industries, innovation seems necessary, with both closed and open approaches being applied. This chapter provides an empirical study on idea contests with customers and employees of a large telecommunications provider in Austria, and provides insight into the commercial feasibility of ideas, their origin, and likelihood, as well as how social media tools support community building during idea generation. Aiming at developing basic managerial implications on how to apply crowdsourcing effectively, we compare the outcomes of open, semi-open, and closed co-creation approaches, and discuss the importance of lead users and idea-sponsors. We find evidence for offline community building and other aspects supporting organizational crowdsourcing.

Innovation is generally considered to be the antidote to economic stagnation. But while the coupling of ‘responsible' and 'innovation’ has been much discussed, that of 'responsible stagnation' has gone largely unexplored. In this book, we take this concept seriously as a means to question the political economy of science, technology and innovation, both as policy and as process, and the problems which arise from unquestioned emphasis on innovation as the means to increase GDP. The book argues that examining what 'responsible stagnation' might contribute opens new space in the growing global discussion about RI, incorporating innovation in non-market oriented processes, goods and services which have strong societal benefit but do not necessarily contribute to GDP. It examines the conundrum of diminishing productivity returns and increased environmental and social hazards associated with attempts to increase GDP, and how taking a growth-agnostic approach contributes to recalibrating innovation around responsibility as its focal point. Drawing on insights from ecological and steady state economics, Science and Technology Studies, and social innovation across the world, this interdisciplinary group of scholars questions how the growth paradigm shapes and limits the innovation space, and how decoupling innovation from growth points toward myriad possibilities for facilitating human well-being in more environmentally and socially responsible ways.

The third chapter brings the mixed media of the BAM and the 21st century together as Crawford shows that black art, after the Black Arts Movement, continues to create an alternative way of approaching art as process, not as object. The first part of this chapter shapes this process-oriented counter-literacy around the Black Arts Movement textual productions of the black book as the open book. She explores the openness of word and image texts and argues that they produce the lack of closure of black post-blackness. Through the text paintings of Glenn Ligon and the word and image books of Amiri Baraka, June Jordan, John Keene, Christopher Stackhouse, and others, this chapter unveils the unbound nature of mixed media as one of the most innovative legacies of the Black Arts Movement.

This chapter examines indymedia's multilayered, transnational application of direct democracy, which in many ways anticipates and sets the stage for Occupy Wall Street. It focuses on the ways that democracy is understood and enacted by indymedia activists—from the development of an open media system where anyone can speak (democratizing the media), to the preference for consensus-based decision making (democratic governance), and the belief that activists must develop the structures, processes, and relationships within the movement that they aim to achieve in the world (prefigurative politics). Seen from this vantage, for indymedia activists democracy is multivalent, standing in as the end goal of a new society, a revolutionary tool to remake that society, and the everyday practice that allows for innovation and new forms of collective power.

This chapter explores how conceptual disputes over genre boundaries, noise, and music open a window into a society that debates and constructs its own contemporaneity, in dialogue with conceptions about what is meant by indigeneity, music, musical composition, musicality, and experimentalism in the twenty-first century. The chapter inquires into how discourses about experimentation and innovation coming from the realm of Noise are constructed under specific technological assumptions; it also explores how these discourses might play out within the Costa Rican artistic scene. On an aesthetic level, this chapter problematizes how the “noise community” (formed by sound artists) imagines itself in the face of a “community of musicians,” separated by the principles of “academic training,” and how Noise, without the noise community, conceives itself as an anomalous zone in Costa Rican society, evidencing processes of “interior coloniality” that function on a micropolitical level.

Since the late Qing, literature in translation and modern Chinese literature have maintained a symbiotic relationship. Translation, understood as an entirely new means of creation and expression rather than a mere change in language, profoundly influenced modern Chinese literature with regard to narrative structures and techniques as well as generic and formal innovations. Literature in translation can be considered from the dual perspectives of cultural alterity and sameness; even as the process of translation was influenced by modern literature, translation played an important role in the development of modern Chinese literature. To regard literature in translation as an integral part of modern Chinese literature challenges how we define the “Chineseness” of Chinese literature. It allows for a new understanding of the dialectic relationship between literature in translation and modern Chinese literature in the broader context of world literature and thus opens up new possibilities for literary creation.

Practices of assessment in education are byproducts of a bygone era. When testing and grades become the very goals of education, learning suffers, along with the well-being of students and teachers. In this book, the authors propose a radical alternative to the measurement-based assessment tradition, a vision in which schools are no longer structured as factories but as sites of collective meaning-making. As it is within the process of relating that the world comes to be what it is for us, the authors draw from this process their understanding of what knowledge is and what is good and valuable. Equally, learning and well-being are embedded in relational process, which testing and grades undermine. Thus the authors advocate a relational orientation to evaluation in education, emphasizing co-inquiry and value creation. The aim is to stimulate and enhance learning while simultaneously enriching the vitality of the relational process. A wide range of innovations in evaluative practice bring these ideas to life. The authors include detailed illustrations using cases from pioneering schools around the globe, at both primary and secondary levels, demonstrating how evaluation can foster students’ engagement in learning, feed into teachers’ professional development, support whole school improvement, and further nurture learning communities beyond the school’s walls. A relational shift in evaluation also opens a space for the flourishing of interactive and participatory teaching practices and more flexible and co-created curricula. Such a transformation in education speaks to the demands of a rapidly changing and unpredictable world, in which our capacities to listen, dialogue, and collaborate are imperative.

An innovative guide to quantitative, corpus-based research in historical and diachronic linguistics, this book provides an original and thoroughly worked-out methodological framework, which encompasses the entire research process. The authors argue that, although historical linguistics has been successful in using the comparative method, the field lags behind other branches of linguistics with respect to adopting quantitative methods. In a theoretically agnostic way, the book provides a framework for quantitatively assessing models and hypotheses in historical linguistics, based on corpus data. Using case studies, the authors illustrate how research questions in historical linguistics can be answered within a framework of quantitative corpus linguistics. With an eye for the needs of researchers, the book explains and exemplifies the benefits of working with quantitative methods, corpus data, corpus annotation, and the benefits of open and reproducible research. Historical corpora, corpus annotation, and historical language resources are discussed in depth, with the aim of enabling researchers to identify appropriate existing resources, or creating their own. The view of quantitative corpus linguistics advocated here offers a unified account of how they fit into the bigger research picture of historical linguistics research.

This book argues for an ethnographic analysis of international intervention as a series of encounters, focusing on the relations of difference and inequality, and the question of legitimacy that permeate such encounters. The book discusses the transformations that happen in everyday engagements between intervention agents and their target populations, and also identifies key instabilities that emerge out of such engagements. It highlights the struggles, entanglements and inter-dependencies between and among foreign agents, and the people of Bosnia-Herzegovina that channel and shape intervention and how it unfolds. Drawing upon nearly two years of fieldwork studying in postwar Bosnia and Herzegovina, the book's analysis identifies previously overlooked sites, processes, and effects of international intervention, and suggests new comparative opportunities for the study of transnational action that seeks to save and secure human lives and improve the human condition. Above all, the book foregrounds and analyzes the open-ended, innovative, and unpredictable nature of international intervention that is usually omitted from the ordered representations of the technocratic vision and the confident assertions of many critiques.

The conventional account of a European Union (EU) “democratic deficit” misses part of the story. This book argues that member-state regulatory processes operating under EU mandates may actually have become more democratically accountable, not less. EU law creates entry points for stakeholder participation in the operation of national regulatory authorities; these avenues for public participation were formerly either not open or not institutionalized to this degree. In these cases, we see not a democratic deficit but a democratic surplus generated by EU law in the member states. Moreover, the decentralized EU regulatory structure may promote experimentation, innovation, and policy exchange between the member states. The book discusses a series of case studies demonstrating how EU law influenced telecommunications regulation in France, Greece, and the United Kingdom. It assesses the operation of accountability processes by drawing on data from more than 1,000 public consultations and some 8,000 consultation responses. The analysis is supplemented by interviews with agency officials as well as industry and consumer group representatives in Paris, Athens, Brussels, and London. The study finds increased participation by actors other than the traditional powerful firms as well as significant transparency gains compared to the previous regime. Nonetheless, the three countries did not respond to EU pressures in an identical fashion. The book compares how the same EU mandates were translated into divergent institutional practices as a result of the different administrative traditions, bureaucratic culture, and public law history of these countries. It also documents roadblocks and difficulties along the way.

The project of the educational program for establishments of specialized education of a scientific direction is the normative document containing a complex of educational components for achievement by pupils of education of the results of training defined by the Standard of specialized education of a scientific direction. The project is the basis for integration processes between formal and non-formal education, convergence of educational systems, different types of educational institutions and institutions that can provide educational services. It contributes to the creation of optimal conditions for the implementation of specialized education in the scientific field and the development of an integrated educational space of relevant educational institutions. The key goal of the project program is to ensure the development of research competence through the direct involvement of students of basic and specialized schools in educational research, design, invention and exploration activities in accordance with the Standard of specialized education. The project is developed on the basis of modern state educational policy and strategy of reforming the education system of Ukraine. The project of the educational program for institutions of specialized education of scientific direction is an open, dynamic resource intended for creative pedagogical communities ready to carry out innovative activity on development of specialized education of scientific direction.

This book approaches the reframing of African art through dialogues with collectors, curators, and artists on three continents. It explores museum exhibitions, storerooms, artists’ studios, and venues for community outreach. Part One (Chapters 1-3) addresses the history of ethnographic and art museums, ranging from curiosity cabinets to modernist edifices and virtual websites. Museums are considered in terms of five transformational nodes, which contrast ways in which museums are organized and reach out to their audiences. Diverse groups of artists interact with museums at each node. Part Two (Chapters 4-5) addresses museum practices and art worlds through dialogues with curators and artists examining museums as ecosystems and communities within communities. Processes of display and memory work used by curators and artists are analyzed with semiotic methods to investigate images, signs, and symbols drawn from curating the curators and exploring artists’ experiences. Part Three (Chapters 6-8) introduces new strategies for displaying, disseminating, and reclaiming African art. Approaches include the innovative technology of unmixing and the reframing of art for museums of the future. The book addresses building exchanges through studies of curatorial networks, south-north connections, genre classifications, archives, collections, databases, and learning strategies. These discussions open up new avenues of connectivity that range from local museums to global art markets and environments. In conclusion, the book proposes new methods for interpreting African art inside and outside of museums and remixing the results.