Learnovation 10 Imperatives For Change

Learnovation Open Forum
27 May 2009, Brussels

Event Report

Executive Summary

The Learnovation Open Forum entitled "Removing the barriers to creativity and innovation?
Listening to stakeholders’ voice”, was held on 27 May 2009 in Brussels, gathering the main
European networks in the field of innovation and ICT for Education and Training.

This event was organised by the Learnovation Roundtable with the support of the European
Commission as a contribution to the European Year of Creativity and Innovation, and resulted in
the launch of the “10 imperatives for change” to make European education and lifelong learning
a lever for innovation.

The conference counted with the participation of prestigious speakers, such as Ms. Odile Quintin,
Director General for Education, Training, Culture, Youth (European Commission), Mr. Roberto
Carneiro, former Minister of Education of Portugal (Universidade Católica Portuguesa) and Mr.
Karlheinz Brandenburg (Fraunhofer Institute for Digital Media Technology), ambassador of the
European Year of Creativity and Innovation and one of the fathers of mp3 technology.

During the event, a list of priorities for action was discussed by more than 90 participants and “10
imperatives for change” were produced, that will be proposed to relevant EU and national policy
makers and will represent the starting point of a broad societal consultation on the desired future
of European education and lifelong learning.

1. Opening interventions

Claudio Dondi, coordinator of the Learnovation Roundtable, briefly explained the logic and
objectives of the event, which wants to be an open moment of stakeholders’ involvement on the
important issues of innovation, creativity and ICT for learning. The event is organised by the
Learnovation stakeholder Roundtable (www.learnovation.eu) in the frame of the Learnovation
project (www.lelearningeuropa.info/learnovation) with the support of the European Commission,
and wants to give a contribution to the European Year of Creativity and Innovation. The point of
departure of the Learnovation initiative is the gap between “desired innovation” and “achieved
innovation” in European education and raining, but also in the European society in general. It is
reasonable to expect that an open involvement of all categories of stakeholders of lifelong
learning – not only the most consolidated groups – may create more favourable conditions to
design, implement an evaluate innovation.

The morning session is designed to comment what has to be done – the 24 statements extracted
from a broad set of study and consultation activities conducted by the Learnovation project and
Roundtable; while the afternoon session is designed to discuss how an open consultation of
stakeholders may become a permanent bottom-up complement to the institutional consultation
and concertation mechanisms for European policy makers in the field of lifelong learning.

Learnovation Open Forum – 27/05/2009 1

Odile Quintin, Director General for Education, Training, Culture, Youth, European
Commission, welcomed the participants by stating that ICT is a key asset for creativity and
innovation in European education and lifelong learning, and that investing in new and digital skills
is paramount for the future of Europe. She confirmed the importance of the Learnovation Open
Forum slogan “removing the barriers to creativity and innovation” and the importance of
involving as much as possible all relevant stakeholders in the decision making process, both as far
as the new Lifelong learning Programme and the general EC policy for education and lifelong
learning are concerned, including important initiatives such as the EIT – European Institute for
Innovation and technology.

Roberto Carneiro, Universidade Catolica Portuguesa and former Minister of Education of
Portugal, set the ground for the event by proposing a number of conceptual frameworks related
to innovation, creativity and change in and around lifelong learning systems. He reflected on the
needed conditions for real change to happen including management and leadership, and
concluded that we somehow have an “over-managed” and a “sub-led” Europe. Investing in
measures able to uncap creativity and therefore foster innovation can help Europe to be the
protagonist of the knowledge-intensive and wisdom-led change that is now needed in the world.

Karlheinz Brandenburg, Fraunhofer Institute for Digital Media Technology (IDMT), Ambassador
of the European Year of Creativity and Innovation, presented the story of the creation of the
mp3 technology as a key innovation moment in European technology history. Prof Brandemburg,
considered as one of the fathers of the mp3, provided the audience with the message that
everybody needs to be creative, that we need to give priority to the future and that we do need
both fresh ideas in Europe and the capacity to valorize those ideas. Finally, he reflected on the
importance of the following lessons learned for any innovation-driven venture:
− Importance of process and problem solving vs. content;
− When European teams are able to work together they can create world benchmark;
− Listening to stakeholders, including the market, is as important as taking the right decisions.

Among the comments received by the audience, the following are worth mentioning:
− Public funding for research in education seems to be a key leverage to improve the
understanding of the conditions at the basis of innovation and creativity in Education and
lifelong learning in Europe.
− The creativity process is worth investigation: new ideas and new questions seem to come
from finding new solutions to old problems.
− Cross-disciplinarity and capacity for ideas-sharing were stressed as key points to increase the
level of innovation of European economy and society.
− Failure seems to be necessary in science, and therefore a degree of courage is needed to
innovate European social systems, including education and lifelong learning.

2. Parallel sessions

The audience split in the following four parallel discussion sessions:
Session 1 - Learning in the life of digital natives
Session 2 - Changing relationships between learning and working
Session 3 - New value chains for higher education
Session 4 - Learning individuals and learning communities


Each session counted with an input from the Learnovation project and discussed some of the 24
Statements proposed by Learnovation, in order to improve and refine them. All sessions counted
with a multinational and multistakeholder group of participant who actively and lively worked for
almost two hours in expressing views and concerns around the proposed issues and statements. To
make an example, Session 1 counted with 23 participants from 9 countries representing the
European Commission, national government, regional government, educators, industry, parents
and researchers.

Session 1 - Learning in the life of digital natives

During the session, all the proposed statements were discussed and improved following the
concerns of the different stakeholders represented. A key point in the discussion was the needed
strategy to “integrate education and learning into real-life”: the distance between classic
curriculum-based experiences and the amount of informal learning taking place outside formal
E&T settings seems to be perceived as one of the main barriers to innovation and creativity. In
this line of reasoning, it was stated that assessment and examination systems should “serve”
learning objectives and hat teacher training systems, which are at the basis of potential
innovation in European education, shall be made more open to innovation filtering from daily life
of both digital natives and digital immigrants.

The following statements resulted from the work of the session:

1.a Increase focus on learning processes and attitudes
Disciplinary contents are important, but more focus should be put on explaining and
demonstrating processes such as problem solving, self assessment, information search and
filtering, team work, evaluation, etc.
− to develop higher level competences and
− to root learning in a context and add meaning
ICT may help to make each of these processes more effective and efficient.

1.b Re-integrate education into real life
Education curricula and teaching/learning practice should come closer to societal needs and the
habits of digital natives.

1.c Encourage diversity in learning processes
Diversity of learners (including their e-competences) should not be seen as a hindering factor but
rather an asset for peer learning.

1.d Ensure that assessment supports learning
Examination practice should be changed in order to allow:
− Differentiation of learning paths
− Review and recognition of skills and competences developed
This would introduce substantial room for innovation in contents and methods.

1.e Enhance the innovation capacity of teacher training systems
Teachers training should include creative and innovative approaches to teaching/learning able to
develop the motivation to learn and the joy of learning in future lifelong learners.


Session 2 - Changing relationships between learning and working

The statements were appreciated by participants and some changes where proposed as detailed
below. In the discussion the following interesting points where raised:
- Strong need to shift from the concept of competence to the concept of performance in
designing, implementing and assessing learning at work;
- Strong need to link accreditation mechanisms to performance and loose up bureaucratic
barriers
- Though the importance of process is key, knowledge should not be underestimated. In other
words, formal education is key in providing the necessary knowledge upon which creativity
and innovation processes can be enhanced.
- When talking about learning at work learning styles as well as working roles have to be taken
into consideration: diversity matters, variety is important and motivation is key.
- Enhancing individual motivation to learn as well as companies’ engagement in motivating
workers to learn is a priority.


2.a Encourage all forms of learning in the workplace
Working and learning overlap in the knowledge society. The organisations should develop a
climate supportive to open ways of learning which takes into consideration the motivation of both
the learner and the organisation.

2.b Embed learning into change
Organisational needs cannot be solely addressed by knowledge-based solutions; problems and
opportunities for organisations should be addressed by project work, peer learning, experience
exchange and informal learning, all of which can be supported by ICT. eLearning should be
conceived as a means to support performance and accelerate transformation.

2.c Celebrate and recognise learning achievements
Recognising the value of prior learning achievements both formal and informal in the workplace
will encourage further learning. Learning should not be considered as only qualifications or as
hierarchical levels. European reference tools like the EQF could be helpful in this respect.

2.d Remember diversity and differentiation of learning needs and styles
The knowledge, competences; attitudes and values required in contemporary work places are
diverse and differentiated. This should not be forgotten when optimistic positions are expressed
on the potential of Web 2.0 forms of learning to make Lifelong Learning a reality for all.

2.e Encourage informal learning beyond the limits of one organisation
Inter-organisational (i.e.: supply chain networks) and extra-organisational networks of people are
gaining importance in continuing learning. Validation of such learning should be developed.

2.f Do not forget the bottom line
Celebrate and recognise the contribution of learning to the strategic goals of the organisation
where performance, innovation and success measures are met and / or exceeded.


Session 3 - New value chains for higher education

This session started with a general discussion on the new competition conditions of HE institutions
in a world in which knowledge is easily accessible and abundant, and most students know how to
access it, while many do not know how to select, process and consolidate it on pre-existing
concepts and criteria. To this regard it was felt that a statement regarding the open educational
resources and the open access category was missing from the proposed list.

It was then observed and agreed how little ICT is part of the mainstream discussion on HE (e.g.
the Bologna Process) and a new statement was proposed (3.a) in consideration of the fact that
ICT can make possible many of the innovation aims of the HE system, among which the “learning
outcomes revolution”. A new statement was proposed (3.f) to address the importance of
curricular innovation and appropriate/relevant indicators. The rest of the statements were
discussed and amended to result in the following list.

3.a Integrate ICT into the broader European HE discourse
Subtitle not yet available (new statement)

3.b Make sure quality assurance processes require innovation
Quality assurance systems must become able to assess and reward innovation and structurally
open to evolution of practice in teaching and learning involving different categories of learners.

3.c Exploit the potential of ICT as enabler of quality enhancement, of innovation and of
equity
The Bologna process should pay more attention to ICT potential to accompany and accelerate the
desired innovation lines of higher education, including the pending issues of equity and access.

3.d Use the potential of virtual mobility to democratise access HE on a (inter-)national level
Virtual mobility should no longer be seen as a poor substitute of classic students mobility, but as
a complementary and powerful way to allow to study internationally to practically all higher
education students and to consolidate relationship among H.E. institutions of different countries,
also beyond the borders of the European Union.

3.e Support the integration of informal learning using social networking technologies while
avoiding institutional invasion of student space
New forms of learning - autonomously and through social networking - should be considered and
valued by H.E. institutions, but attempts to control and absorb them into institutional learning
environments may be counterproductive and discourage self-regulated learning and informal peer
support.

3.f Stimulate the development of relevant, innovative curricula and develop appropriate
indicators
Subtitle not yet available (new statement)


Session 4 - Learning individuals and learning communities

During the open round table “Learning individuals and communities” the participants recognised
the urgency of bringing informal learning into the policy spectrum and act upon it. They also
discussed a variety of concrete strategies for doing so, but the core discussion remained on the
place of informal learning in European and national agendas.

The first debated question had to do with the 'European approach' to informal learning and its
integration in education and training policies. The participants agreed that before acting upon it,
the purpose of informal learning has to be clear for all; and that a way to move forward lies in
the recognition “that lifelong learning will never take up without informal learning”. Hence, they
asked for a better integration of informal learning across all sub-programmes and key transversal
activities of the lifelong learning programme.

The participants also debated about the objectives of informal learning: what are the aims of
informal learning and what role it plays in the development of individuals according to European
policy concepts? Some see it directly related to inclusion and participation. Others put forward its
impact on personal development and employability. What is the policy spectrum targeted:
culture, education and youth; cross-cutting policies like growth and jobs; or employment and
social rights? Answers vary along with the aims of informal learning. Policies and concrete actions
have to be adapted to this diversity. Setting the informal learning agenda requires, for some
participants, the deployment of an open method of consultation.

At the level of concrete actions for the development of informal learning in Europe, participants
reckon that:
− Recognising learning achievements is a powerful way to motivate people to learn further: the
implementation of the EQF is a great opportunity to address the issue and set up generalised
approaches and facilities to do so.
− The role of ICT cannot be underestimated in the development of informal learning for
individuals and communities.
− Informal learning and the recognition of its value pose some problems of reliability.
− The learners’ quality literacy is becoming as important as formal quality assurance in order to
respect the spontaneous and differently structured learning models in place. It is important to
revisit the quality assurance process for informal learning.
− Intermediation, between learners and educational providers, plays an important role for the
recognition of informal learning. It is important to break the monopoly of formal assessment
and certification and to open up to new informal networks of recognition.


4.a Bring informal learning into the policy spectrum
Lifelong Learning for all citizens may become a reality earlier than foreseen thanks to new ways
of ICT-supported and socially-networked informal learning: policies at all levels should
acknowledge this potential and act consequently.

4.b Address quality issues in informal learning, but respect its specificity
Informal learning and the recognition of its value poses some problems of reliability of sources
and quality of processes, but learners quality literacy is probably a better approach than formal
quality assurance to respect the spontaneous and differently structured learning models in place.

4.c Make recognition of informal learning outcomes a reality for all


Recognising learning achievements is a powerful way to motivate people to learn further: the
implementation of the European Qualification Framework is a great opportunity to address the
issue and set up generalised approaches and facilities to do so. The role of ICT-supported devices
(ePortfolios, personal learning environments, social reputation systems, etc.) should not be
underestimated to this purpose.

4.d Help teachers and trainers to recognise and respect the value of informal learning
Teachers and trainers should be supported in using the potential of informal learning to
complement and enrich the “institutional” teaching and learning process and in recommending
learners ways to do so autonomously.

4.e Campaign for learning
Lifelong Learning could become the flagship initiative for a creative and innovative Europe:
awareness of citizens, organisations and communities should be raised through mass media
campaigns and concrete incentives should be provided to engagement in learning.

Transversal statements

The following four transversal statements were also made available for discussion in the parallel
sessions:

T.1 Rescue research on education and Lifelong Learning from a marginal position
The role of educational research should not be underestimated in producing the necessary change
in learning systems and their governance models, although education and lifelong learning
research needs a refreshed agenda and a better capacity to dialogue with all its stakeholders.

T.2 Establish more connections among the different areas of Lifelong Learning
From a learner’s perspective the institutional separation among school, VET, higher Education,
adult learning makes little sense: a really integrated system of Lifelong Learning opportunities
should be a common policy aim across Europe.

T.3 Provide more evidence to policy making, but choose indicators that are able to push
creativity and innovation, not only conformance
Developing indicators and benchmarks for policy makers in an important achievement of the
Lisbon strategy, but the risk should be avoided to focus only on those aspects that are easier to
be measured, and more attention should be paid to innovation aspects.

T.4 Face openly the issue of relevance of current learning provision: change is urgent
There are many good reasons why change in institutional education may not be too quick, and
stakeholders’ concern is one of them. However, the generalised perception of decreasing
relevance of education should leave nobody indifferent: Europe needs learning systems which are
closer to societal needs and encourage creativity and innovation, and it needs them now.


3. Priority setting and voting

Following the presentations of the main conclusions from the parallel sessions, the Learnovation
statements were rated in real time by the participants. This brought to the emergence of the
following 10 most voted statements:

1. Rescue research on education and Lifelong Learning from a marginal position
The role of educational research should not be underestimated in producing the necessary change in
learning systems and their governance models, although education and lifelong learning research needs a
refreshed agenda and a better capacity to dialogue with all its stakeholders.
2. Provide more evidence to policy making, but choose indicators that are able to push creativity and
innovation, not only conformance
Developing indicators and benchmarks for policy makers in an important achievement of the Lisbon
strategy, but the risk should be avoided to focus only on those aspects that are easier to be measured, and
more attention should be paid to innovation aspects.
3. Face openly the issue of relevance of current learning provision: change is urgent
There are many good reasons why change in institutional education may not be too quick, and stakeholders’
concerns is one of them. However, the generalised perception of decreasing relevance of education should
leave nobody indifferent: Europe needs learning systems which are closer to societal needs and encourage
creativity and innovation, and it needs them now.
4. Establish more connections among the different areas of Lifelong Learning
From a learner’s perspective the institutional separation among school, VET, higher Education, adult
learning makes little sense: a really integrated system of Lifelong Learning should be a common policy aim
across Europe.
5. Celebrate and recognise learning achievements
Recognising the value of prior learning achievements in the workplace is fundamental to encourage further
learning, EQF has a potential to support this at EU and world level.
6. Bring informal learning into the policy spectrum
LLL for all citizens may become a reality earlier than foreseen thanks to new ways of ICT-supported and
socially-networked informal learning: policies at all levels should acknowledge this potential and act
consequently.
7. Enhance the innovation capacity of teacher training systems
Teachers training should include creative and innovative approaches to teaching/learning able to develop
the motivation to learn and the joy of learning in future lifelong learners.
8. Help teachers and trainers to recognise and respect the value of informal learning
Teachers and trainers should be supported in using the potential of informal learning to complement and
enrich the “institutional” teaching and learning process and in recommending learners ways to do so
autonomously.
9. Encourage all forms of learning at workplace
Working and learning tend to overlap in the knowledge society, but the development of a climate
supportive to open ways of learning does not happen in all organisational contexts.
10. Remember that not all workers are stereotypical knowledge workers
Non-knowledge workers should not be forgotten when optimist positions are expressed on the potential of
new Web 2.0 forms of learning to make Lifelong Learning a reality for all.


4. Panel: Stakeholders involvement in a long-term perspective

Moderator: Anthony F. Camilleri, Scienter

− The European Commission perspective. Maruja Gutierrez-Diaz, European Commission
− The researchers’ perspective. Alan Brown, TLRP - UK, European Education Research
Association
− The regional perspective. Matthias Holzner, MFG Baden-Württemberg
− The teachers’ perspective. Eileen Brennan Freeman, Trinity College
− The students’ perspective. Ligia Deca, European Students Union
− The industry perspective. Elmar Husmann, IBM-eLIG

The session was designed to give stakeholders a space where they could explain the rationale for
involving stakeholders, and look towards means and methods as to how such involvement may
take place. When challenged to justify their involvement in education and training systems, the
various stakeholders made the point that they deserved a stake in decision making processes due
to:
− Their status as the representatives of particular interest groups;
− The fact that decisions taken have direct effect on the same interest groups;
− Their expertise in the areas in which the policies deal.

While some participants seemed to agree that not all stakeholders necessarily hold equal stake in
decision making processes, they did not venture to propose a classification or methods to deal
with these differences in stake.

In terms of mechanisms and strategies for involvement of stakeholders, the panellists, especially
those from research-oriented professions/institutions, focussed mainly on funding schemes as a
method for empowering the participation of stakeholders. Here, the most important points raised
included:
− The need for more programs to specifically finance exploitation of results developed in
previous projects
− The possibility of providing more framework agreements to allow long-running initiatives to
plan and operate on a more long-term, sustainable basis
− The necessity of putting even more emphasis on the valorisation of results from current
projects, and moving to a model where the onus for such valorisation is shared by the funding
institution, and not left exclusively to the grant-holder.

In terms of innovation, the panel members proved somewhat sceptical of the concept of
measuring creativity and innovation, as well as of centralised strategies designed to kick-start
innovation. Instead, they argued that (a) a wealth of creativity and innovation already exists in
Europe which is not put to good use, and that (b) any strategy for the promotion of innovation
must focus on user-driven innovation (linked to concepts such as self-directed learning,
entrepreneurship education etc), which, if properly dealt with, could become a new paradigm for
education.

The panellists also chose to stress the importance of research in social sciences and humanities,
in pushing forward any educational agenda, and developing learning ecosystems. This is based on
the argument that the process of education is one of aiding the conversion of theories (from
research) into practice, and, as such, the absence of such research, even into this process itself,
would effectively put the foundations out of the educational system.


The main conclusion of the panel in terms of stakeholders’ involvement can be summarised as
follows, according to the role of the stakeholders, which can be one, the other, or both:
− Role of political representatives/unionists: in these cases stakeholders speak on behalf of the
interests of their members, and as such need to have fora available, in which their views can
be listened to and considered. It is important that such fora are established within formal
consultative cycles, and not on an ad hoc basis
− Role of experts in the field: in this case, stakeholders in the panel see the main challenge as
one of providing for better dissemination of results and conclusions from research (usually
done within the framework of projects), and of providing more stable and certain conditions
under which such type of research can take place.

5. Closing remarks

Claudio Dondi, Learnovation Roundtable: Conclusions of the day

Claudio Dondi expressed his satisfaction – also on the behalf of the Learnovation Consortium and
of the Learnovation Stakeholders Roundtable – for the outcomes of the event. He pinpointed the
need – as emerging from the results of the Open Forum – to increasingly involve stakeholders in
the design of policies and initiatives supporting learning innovation in Europe. Finally, he
informed participants on the follow-up actions of Learnovation. In particular, he underlined that
an open consultation would be soon launched on the 26 Learnovation statements resulted from
the parallel sessions and that participants to the event would be invited to participate in the
Learnovation DELPHI Survey, aimed to collect the experts’ views on the main factors affecting
change of learning systems; on the future evolution of learning systems and their suggestions for
the priority of actions to be taken in order to reach the desired (rather than the undesirable)
scenarios of evolution in the future.

Finally, he concluded that Learnovation would commit to make open consultation a permanent
exercise rather than an exceptional event. In this sense, the Learnovation Open Forum has to be
considered as the first step of a systematic consultation process involving stakeholders in the
debate on the role of learning for innovation and creativity and for shaping the future of Europe.

Karlheinz Brandenburg, Fraunhofer Institute for Digital Media Technology (IDMT), Ambassador
of the European Year of Creativity and Innovation

Karlheinz Brandenburg highlighted the importance and relevance of the issues discussed and
emerged during the day. He underlined the need, in learning environments as well as in the
working world, to increase the focus on processes as only the combination of knowledge and
processes can foster creativity and innovation. Finally, he thanked the Learnovation Stakeholders
Roundtable and the Learnovation Consortium for the organisation of the event.


6. List of participants

Name Surname Organisation/Institute Country
Stefania Aceto SCIENTER Italy
Saïda Allachi MENON Network Belgium
Lurdes Angles Vila Gov. Catalonia - Deleg.BXL Spain
Muhammad Ayyaz Ayyaz Climax Computers Pakistan
Malik
Pascal Balancier AWT Belgium
Cristina Balari Fundación CEDDET Spain
Laurence Baldewyns Technifutur Belgium
Ignacio Baleztena Innovation Agency of Navarra Spain
Licia Barattelli Anci Ideali Foundation Italy
Emmanuel Bellengier U&I Learning France
Pascale Biver EACEA Luxembourg
Ingeborg Boe EFQUEL Norway
Annemie Boonen EuroPACE ivzw Belgium
Karlheinz Brandemburg Fraunhofer IDMT Germany
Eileen Brennan Freeman Centre for Research in IT in Ireland
Education (CRITE), Trinity
College Dublin
Alan Brown University of Warwick United Kingdom
Miriana Bucalossi University of Siena Italy
Anthony Fisher Camilleri SCIENTER Italy
Roberto Carneiro Universidad Catolica Portuguesa Portugal
Rocio Cervera Regional Office of Extremadura Spain
in Brussels
Aurelia Cezar County School Inspectorate Romania
Elvira Conte En.A.I.P. Italy
Ricardo Cospedal CEDDET Spain
Giulia Costantino IHF – Institute de Haute Belgium
Formation aux Politiques
Communautaires
Paul Coyne Emerald Group Publishing United Kingdom
Chiara De Caro YES-European Confederation of Belgium
Young Entrepreneurs
Roberto De Miguel Garcia CICTOURGUNE Spain
Ligia Deca European Students' Union (ESU) Belgium
Karl Desloovere Department for Educational Belgium
Development, Flemish
Community of Belgium


Kathrin Deventer European Festivals Association Belgium
Jim Devine IADT Ireland
Gabriel Dima University Politehnica of Romania
Bucharest
Claudio Dondi SCIENTER Italy
Daniela Drobna Faculty of political science and Slovakia
international relations,
University of Matej Bel, Banska
Bystrica
Marc Durando European Schoolnet Belgium
Erik Duval K.U.Leuven Belgium
Coello Elena EACEA Belgium
Margaret Farren Dublin City University Ireleand
Elisa Filippi Anci Ideali Foundation of Cities Italy
Catherine Franche Ecsite - European Network for Belgium
Science Centres and Museums
Angel Luis Garcia Plaza Master-D S.A. Spain
Bas Giesbers Maastricht University The Netherlands
Estefania Gil Master Distancia S.A. Spain
Estefania Gil Moñux Master-D S.A. Spain
Hans Grönlund International Programme Office Sweden
for Education and Training
Maruja Gutierrez European Commission - DG EAC Belgium
Heeok Heo Sunchon National University South Korea
Jim Herbolich EFMD - European Foundation for Belgium
Management Development
Matthias Holzner MFG Baden-Württemberg mbH Germany
Elmar Husmann ELIG Germany
Ntegeka Issa Uganda Computer Services Uganda
Oystein Johannessen Norwegian Ministry of Education Norway
and Research
Nikitas Kastis Lambrakis Foundation Greece
Kathy Kikis-Papadakis FORTH/IACM Greece
Elisabetta Kustermann SIOI Italy
Anne Marie La Claire European Commission Belgium
Ana Landeta Madrid Open University Spain
Katja Legisa Teseo Sprl Belgium
André Lemaylleux Université Libre Internat. Belgium
Nigel Lloyd Cambridge Professional United Kingdom
Development (CamProf)

Kay MacKeogh Dublin City University Ireland


Veronique Maes elearning consultant Belgium
Cinzia Manetti University of Siena Italy
Ween Marianne Funksjonshemmedes Norway
Studieforbund
Clementina Marinoni Fondazione Politecnico di Italy
Milano
Anna Martelli ETS – European Training and Italy
Studies
Peter Mayr European Commission - DG Belgium
Research
Sabina Melavc Permanent Representation of Slovenian
Slovenia to the EU
Tomas Milar IFOAM EU Group Belgium
Riel Miller xperidox futures consulting France
M. C. Patricia Morales University of Leuven Belgium
Stefan Morcov SIVECO Romania SA Romania
David Morley EADL UK
Elisabetta Mughini ANSAS - exIndire Italy
Mihaly Nagy European Commission - DG EAC Hungary
Andrea Naranjo Leclercq COTA BELGIUM
Fabio Nascimbeni MENON Network Belgium
Carlo Nati SSIS Universita' del Lazio Italy
Béatrice Niyibigira MENON Network Belgium
Richard Noss Institute of Education/London United Kingdom
Knowledge Lab
Paula Osés European Projects Office- Spain
Extremadura's Regional
Government
Kathryn Owens Committee of the Regions Belgium
Ilyana Panteleeva European Federation for Belgium
Intercultural Learning (EFIL)
Eleonora Pantò CSP Italy
Thea Payome CHECK.point eLearning Germany
Eduardo Paz Centro de Formacion Online - Spain
Comercio Electronico Global
Margarita Perez MENON Network Belgium
Leonardo Piccinetti EFB United Kingdom
Yves Punie European Commission - IPTS Spain
Sranislav Ranguelov Eduactio, Audiovisual and Belgium
Culture Executive Agency
Martin Rehm Maastricht University The Netherlands


Rolf Reinhardt EFQUEL Belgium
André Richier European Commission Belgium
Mirjam Rinderer Permanent Representation of Austria
Austria to the EU
Antoni Riu P.A.U. EDUCATION Spain
Renzo Rubele EuroScience Belgium
Susanna Sancassani Politecnico di Milano-Centro Italy
METID
Juana M. Sancho Universitat de Barcelona Spain
Anna Maria Sansoni European Commission Belgium
Friedrich Scheuermann European Commission, JRC, Italy
CRELL
Martin Schneider Mihok Consult sprl Belgium
Lucienne Sharpe Touch the Sky Ltd England
Peter Sloep Open Universiteit Nederland The Netherlands
Morten Søby Network for IT-Research and Norway
Competence in Education,
University of Oslo (ITU)
Mario Spatafora EBTN Italy
Vito Spinelli EVTA Italy
Simon Squire Bristol City Learning Centres UK
Karl Steffens University of Cologne Germany
Andras Szucs EDEN - European Distance and Hungary
E-Learning Network
José Valiente Berná Universidad de Valencia Spain
Lieve Van den Brande European Commission - DG EAC Belgium
Kees-Jan Van Dorp EADTU The Netherlands
Claire Van Zande European Festivals Association France
Bart Verswijvel Immaculata Instituut Belgium
Vitus Vestergaard DREAM (Danish Research Centre Denmark
on Education and Advanced
Media Materials)
Ernesto Villalba European Commission Italy
Brygida Walczak Start-up Belgium
Kugemann Walter ILI-FIM Germany
Jocelyne Wang EFMD - European Foundation for Belgium
Management Development
Joseph Woods The World Centre for New Malta
Thinking
Monica Zuccarini University of Naples Federico II Italy


Learnovation 10 Imperatives For Change

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Learnovation 10 Imperatives For Change