In early 2014, the Future Cities Catapult, the UK’s government-backed urban innovation centre commissioned the Urban Systems Laboratory at Imperial College London to outline what is happening on urban systems and technology development inside UK universities. The attached document is the report of that commission.
Subscribers may be interested in the point of view published by CISCO concerned with connectedness and liveability in cities and communities. Once it was the 'Internet of Things': now it is the 'Internet of Everything' in our Smart Cities. This is of course linked to the Big Data revolution and the ability of modern computing methods to analyse large and diverse digitalised information, and the use of sensors in objects of many sorts. I'd welcome your thoughts on this topic.
It is said that the concept of social inclusion was developed in France in the 1980s, though just a little knowledge of history will remind us that people of good will and compassion have worked through the centuries to offset the adverse effects of political, commercial and societal decision-makers.
The attached booklet provides a variety of case studies of university-regional partnerships across Europe. All of them have been provided by members of the S3 Platform established by DG Regional Policy and managed by the Joint Research Centre in Seville.
This article provides a brief overview of historic work in the field of Learning City development. It then proceeds to highlight two contemporary strands of work. The first is the initiative of UNESCO’s Institute for Lifelong Learning (UIL) in establishing the International Platform of Learning Cities. The second is the work of the PASCAL Observatory, currently manifested in the Learning Cities 2020 programme.
The aim of this paper is to give a thourough insight to the evolution of the learning city-region initiative and connect it to the changing roles of higher education institutions within a frame of third missions of universities so as to promote regional development.
This paper looks at the role that educational bodies can play in promoting social and economic innovation at a local or regional level. A locality or region promoting innovation can be called a ‘learning region’. The paper demonstrates how learning in a ‘learning region’ differs from traditional formal and individualistic learning.
In this article some key elements of regional learning networks are discussed. Based on this, a development agenda for a learning region is outlined. Some insights into the initial development of networks via dialogue setting under regional actors are provided.
The ‘learning region’ discourse emerged from the debates of the neoliberal views of socio-economic and cultural change. These views stressed the overall trends of globalisation which had to transform the traditional economic, social and cultural institutions. In opposition of these views, the ‘learning region’ discourse pointed out the importance of locality.
Subscribers will recall that the Australian Learning Communities Network held a Regional Conference in May in Townsville. I think we all agree it was a great program with lots of opportunities to develop our skills. It has taken a little while but I have now updated the webpage to include the presenters’ powerpoints as well as our report at this link; the report is also featured below for easy access.
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