1. Centre for Innovation The Hague
Learning Innovation
ICTO Symposium 2012
Copyright © 2012 Universiteit Leiden All Rights Reserved.

2. Assignment
• Take a piece of paper
• Quickly draw a fish 1
• Draw another fish, but then a
different one other than the one
before. 2
3
• Draw your last fish, but a
different one than the one you
made before.

3. The result: your first fish..

4. Does this mean that no one is creative?
> NO! This means that we are pre-programmed in our thinking paterns
> When we realize this we can start braking these paterns
> Thinking through gets us the most creative resuls, so quantity= quality!

5. Centre for Innovation The Hague
“We cannot solve our problems with the same thinking we used when we
created them”
Albert Einstein
RESEARCH LEARNING
INNOVATION INNOVATION ENTREPRENEURSHIP
Support and co-create Provide the space and Offer an entrepreneurial
innovation from expertise to experiment learning and discovery
academic research using with new educational experience.
a technology driven approaches and
approach. technology.
We challenge and push the boundaries of interdisciplinary research and
development, to tackle contemporary issues faced by public and private sector.
Copyright © 2012 Universiteit Leiden All Rights Reserved.

6. Key ICT themes social scientists should be aware of
Copyright © 2012 Universiteit Leiden All Rights Reserved.

7. A quick view of some of the projects
Education CDH Scenario’s 2030 Entrepreneurship academy
VRE’s CDH Buienradar – Text Mining
Learning Leadership
Political Attention Visualisation IEEE Responsible Innovation
Conference 2013
CDH APP
Modeling and Simulation Group
Law MOOC
CTC Crisis Simulation
governancequarterly
CTC-COT collaboration / NITIM
Copyright © 2012 Universiteit Leiden All Rights Reserved.

8. Source: The National Library of France (BnF) credited to Villemard.
http://paleo-future.blogspot.nl/2007/09/french-prints-show-year-2000-1910.html

9. Why Learning Innovation?
Weak influence of research findings on academic educational
practice caused by:
• the low status of educational research, hampered by a lack
of strict methodological rigor, frameworks and norms of
research, and
• the fact that the produced knowledge is not applied in the
field, as universities do not emphasize on educational
research (Tierney and Holley, 2008)
Socio economic: Push to do more with less; No time and money to
invest in better
Internal: Low priority given to teaching/learning (research more
important)
The Challenge
Develop effective and new ways of learning while maintaining
flexibility to shift and change with the curve and staying ahead.

10. Stay Ahead of The curve
What will our future look
like?

11. From Scenarios to Roadmap
Ideation/Staying Ahead Experiments and Lessons Learned
of the Curve Projects Next steps
Learning Analytics
Project 1: MOOC
Intelligence Europees Recht
Gathering
Automated Testing
Project 2: Flip the
Education Classroom
Scenario’s 2030 BSK
Online Lectures 2.0
Technology Project 3: The Link to research
Vision Hague Experience
Develop 2013-2014
Partnerships Unexpected outcomes

12. Experiment 1: Mooc EU law
Some facts:
- We are the first in NL
- This course will be free
- The amount of students is unlimited
- Students receive a certificate
Why do we do this?
- Gather knowledge
- Explore potential
- Deploy locally
- Stay ahead of the curve
How does it work?

13. Experiment 2: Flip it
Challenge
Recognize the right time to move from one level of
learning to another, and at the same time have the
ability to do so effectively and efficiently.

14. Next Steps
• Further experiment with technology
themes in relation to learning
• Explore link research and education
• Enable this space for experiments and
inspiration in new way of learning
Copyright © 2012 Universiteit Leiden All Rights Reserved.

15. Q&A