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02: Innovation für soziale Veränderungen – Chancengleichheit in einem digitalen Zeitalter

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Hauptschule
Breakout / Working Group
in englischer Sprache

Beim Übergang von der Industrie- zur Wissensgesellschaft ist ein Paradigmenwechsel des Innovationsbegriffes, aber auch des Innovationssystems festzustellen. Zielte Innovation bisher primär auf die naturwissenschaftliche und technologiebasierte Entwicklung und Vermarktung von Produkten und Verfahren ab, werden künftig soziale Innovationen stärker in den Vordergrund drängen. Ein offenes und innovationsfreundliches Umfeld kann nur durch einen interdisziplinären Ansatz geschaffen werden.
Das Zusammenspiel von Bildung, Wissenschaft und Innovation im Wissensdreieck ist ein Handlungsmodell, um innovative Veränderungen nachhaltig herbeizuführen. Der Arbeitskreis wird auf das Zusammenspiel im Wissensdreieck im Hinblick auf soziale Veränderungen und Chancengleichheit eingehen.

Vortragende

Senior Economist, Science and Technology Policy Division, Directorate for Science, Technology and Industry, OECD - Organisation for Economic Co-operation and Development, Paris
Chief Executive, Creativity, Culture and Education (CCE), London Abstract
Paul Collard will explore the characteristics of social exclusion and their correlation with digital exclusion, low academic attainment and poor employment skills. He will argue that social change will only be brought about if those disengaged or marginalised in society develop the competencies which underpin employability, academic success and digital engagement. These competencies, which are at heart open and innovation friendly, can only be developed in an environment which models the behaviours being enhanced. This places a responsibility on teachers in formal education to demonstrate the same open and innovation friendly behaviours in the classroom.
He will then use examples from the work of CCE to show how interdisciplinary work, involving teachers, creative professionals, children and young people can bring around fundamental changes in classroom practice and look at the impact of such approaches on pupil test results, motivation and behaviour and on parental involvement. He will conclude that the opportunities that such projects provide for interdisciplinary work not only improve attainment but better prepare young people for success in the 21st century.
Director General, Division for General Education, Educational Planning and International Affairs, Austrian Federal Ministry for Education, Arts and Culture, Vienna Abstract
Society faces a wide range of major challenges. In order to support development processes, increased consideration must be given to innovation and related abilities and skills. Innovation is linked to an open communications structure and the ability to master new situations by learning in an independent way.

What does this mean for the education system? It must be ensured that the constant raising of quality standards in the education system continues. Particular emphasis needs to be given to continuously promoting the existing potential in all individuals, and to supporting them in their development in the broadest way possible. Equal opportunities are the guiding principle in this context.

There is an increasing need for the ability to deal with differences and diversity in a wide range of fields. In terms of content, key competences are the core of institutionalised learning processes. To this end, schools need to open up and become a part of innovative learning environments. This requires appropriate communications and decision-making structures (governance).

For the individual, however, innovation skills and the strengthening of openness and flexibility are not only related to  being able to keep up in the constantly changing worlds of work and life in general, but above all to a greater participation in political processes, where social innovation skills are especially needed. With respect to learning at individual and institutional levels, it means that more attention has to be paid to a constructivist strategy and corresponding communications structures. Learners should not be viewed as  learning machines , but as autonomous learners who are structuring their learning more and more independently with the aid of gentle guidance and the use of appropriate media. In this context it is significant that people s understanding of ICT should go beyond viewing it as a mere tool, and that individuals should be aware of the fact that our perception is also shaped by the images conveyed by the media. These images have an influence on how people s individual conception of the world is structured.

In short: In the education process, an important part of self-determined learning is to move beyond being taken in and instrumentalised by dominant visual worlds and to finally create one s own world view in a productive process of reflection. This also has consequences for learning in schools. Social interaction in schools, but also outside them, needs to be integrated into the conception of learning. In this way, the individual becomes the director of his or her life plan and remains open and curious and thus actually capable of learning.

For the education sector, this means that learners should be put in a position where they can control their acquisition of knowledge via the internet and new media. On the other hand, it demands that schools must be reorganised (the deployment of learning platforms, helping people to become able to use the internet in a critical way, but also to participate in social communities etc.) so that they gradually become  learning laboratories .
All of this can enrich people s lives, but also bears a risk and thus requires critical reception skills. In this process, conventional forms of communications and organisation lose their significance, and the opportunity presents itself for self-organised learning and action. New forms can thus provide the basis for shaping one s life more autonomously in order to lead an independent, socially balanced existence.
Senior Scientist, Research Group »Intelligent Acoustic Solutions«, DIGITAL - Institute for Information and Communication Technologies, JOANNEUM RESEARCH Forschungsgesellschaft mbH, Graz Abstract
A common definition of innovation is  invention + exploitation (Roberts, 1987). In the last decades exploitation was mostly interpreted in the sense of business economics - as value creation for business purposes. Many instruments and models for the process of innovation and new product development base upon the integration of the technology-view and the market-view.

On the other hand there is the upcoming concept of social innovation, which interprets exploitation as a benefit for society or its individuals.

This talk will discuss the synthesis of all three perspectives: technology, market, and society. In particular technology-oriented research is in recent times not only steered by its business potential, but also by social aspects, e.g. as a demand in publicly funded research projects. On the other hand this social perspective can not only be seen as a requirement, but also as a chance for business development. It can be integrated as a new dimension into the innovation process.
Scientific Manager, Centre for Social Innovation (ZSI), Vienna Abstract
The concept of the knowledge triangle comprises education, research, and innovation to denote a set of activities supposedly capable to facilitate desirable social change. In this context my presentation will focus on the role of innovation in the triangle and, first of all, to discuss an extended concept of innovation, including the social dimension of innovations in technology and economy as well as what is specific in social innovation. The challenge is to avoid the fallacy of regarding social innovations fundamentally different compared to technological innovations on the one hand, yet to make clear and useable their distinct properties on the other hand.
Innovations are socially relevant, never mind whether social or technological innovations are being explored. They may have an impact on social change but do not determine social change at large. Innovations are part of the multitude of processes generating social change: The usually gradual, sometimes rapid variations of social structures, evolving institutions aside with institutions passing by, cultural patterns, related levels and directions of awareness and social practices. Many of such developments are not intentional. Some are, most outstanding those who are (or result from) innovations, because intentionality is a specific feature of innovations. Some of unintended changes as well as innovations are welcome, some disregarded, though any such notion may differ depending on e.g. social strata and milieu, age, education, experience, profession and interest. Pertaining to the definition of innovations it is essential, that idea and intention are followed by implementation and diffusion, i.e. acceptance either in markets (indicated by demand and sales figures) or in social practices (indicated by adoption and repetition).
Based on such considerations of a varied notion of innovation dynamic relations and interactions in the knowledge triangle will be analysed and exemplified. An important assumption here is that education provides for the potential, research signifies the intention, and innovation leads to the implementation of social development, which in turn feeds back to improved education. This is called cyclic learning in the knowledge triangle.
Director, Central Scientific Institute (sfs), Dortmund University of Technology, Dortmund Abstract
With the transition from an industrial society to a knowledge and service economy, according to our thesis, an innovation system paradigm shift is taking place that in turn is changing the relationship between technological and social innovation. This new innovation phase is essentially characterised by the opening of the innovation process to society. Alongside companies, universities and research institutes, citizens and customers become relevant actors within the innovation process by making contributions to the process of developing new products to resolve problems. Terms and concepts such as open innovation, customer integration and networks reflect individual aspects of this development. Based on these trends, innovation becomes a general social phenomenon that increasingly influences and permeates every aspect of life.
At the same time Social innovations become an autonomous part of the new innovation paradigm conceiving them as the actual engines of the innovation dynamics within modern societies. In particular, they are evident in the area of services (with a special consideration of services in the fields of social and health care for elderly people), within companies and organisations with new innovation and management concepts (e.g. Corporate Social Responsibility), in local and regional approaches to Human Resource Management and training strategies, in the area of sustainability (e.g. regional coping with the effects of climate change), in the social economy and in social integration, in the creative economy, in the modes of adopting and applying information and communication technologies. This shows that social innovations will become of growing importance especially with regard to preserving and expanding the innovation capacity of companies and societies. But Social innovation rarely appears as a specific and defined term with a clearly delineated scope but usually is used as a sort of descriptive metaphor in the context of social and technical change.
The presentation will provide an overview of the current state of national and international research on social innovation and discuss its contribution to obtaining and expanding the innovative capabilities of modern societies as well as resolving central problems facing society. Only by taking into account the unique properties and specifics of social innovation is it possible to make the systemic connection and interdependence of social and technological innovation processes comprehensible. Consistently, the social sciences will be challenged to redefine their functions with regard to innovation. In the past, innovation research in the context of social sciences has contributed heavily to explain the social dimensions, the complexity and paradoxa of innovation processes. Henceforth, much will depend on realigning the range of competencies of social science as well as social scientists by contributing actively to the development and integration of innovations as well as by developing social innovation.
Media Relations Manager, Institute of Science and Technology Austria, Klosterneuburg; Chairman, Association of Education and Science Journalists, Vienna Chair
Referentin, Sektion I - "Allgemein bildendes Schulwesen; Qualitätsentwicklung und -sicherung; Pädagogische Hochschulen", Bundesministerium für Unterricht, Kunst und Kultur, Wien Coordination

MA Mario CERVANTES

Senior Economist, Science and Technology Policy Division, Directorate for Science, Technology and Industry, OECD - Organisation for Economic Co-operation and Development, Paris

 Mario Cervantes is senior economist/principal administrator at the OECD's Science and Technology Policy Division. In particular he is responsible for the Working Party on Innovation and Technology Policy (TIP). With more than 15 years experience in innovation policy, Mr. Cervantes has written on a range of topics from industry-science relations, human resources in S&T, technology incubators, university patenting and licensing, open innovation and globalisation and more recently on innovation for social challenges. Current activities include the study of the changing nature of innovation and the policy implications as well as work on demand-side policies for innovation.
 
 A graduate of Columbia University (MA - international economics), the University of California at Santa Barbara (BA economics and political science) and the Institut d' Etudes Politiques de Paris (Sciences Po), Mr. Cervantes has also studied at the Berkman Center, Harvard Law School where he obtained a certificate in internet law, and was a Sloan Fellow in public policy at Princeton's Woodrow Wilson School of Public and International Affairs. Prior to joining OECD, Mr. Cervantes worked as a researcher at the Columbia Institute for Tele-Information (C.I.T.I) at the Graduate School of Business, Columbia University, New York.

MA Paul COLLARD

Chief Executive, Creativity, Culture and Education (CCE), London

 Paul Collard is the Chief Executive of Creativity, Culture and Education (CCE), the organisation responsible for delivering the British government's major creative and educational programmes for young people in England. He has 25 years experience of working in the arts and is an expert in delivering programmes that use creativity and culture as drivers of social and economic change, most notably in the North East of England and New Haven, Connecticut, USA. Other positions he has held include General Manager at the Institute of Contemporary Arts in London, Deputy Controller of the British Film Institute in London, Director of the UK Year of Visual Arts in the North East of England and Director of the International Festival of Arts and Ideas in Connecticut, USA.
 CCE's particular focus is on unlocking the creative potential of young people in the education system, in order to prepare young people for success in the creative economy of the 21st century. In addition to running such programmes, CCE is able to access a significant range of research data that it has commissioned and collected demonstrating the positive impact of such programmes on the achievement and attainment of young people. Further information about the organisation is available at www.cceengland.org

Dr. Anton DOBART

Director General, Division for General Education, Educational Planning and International Affairs, Austrian Federal Ministry for Education, Arts and Culture, Vienna

 Lehramt für Volksschulen und Hauptschulen
 Lehramt für Pädagogik an Pädagogischen Akademien
 Studium der Philosophie, Erziehungswissenschaft und Politikwissenschaft (Dr. phil.)
1970-1980 Lehrer an einer Hauptschule in Wien
1980-1987 Mitarbeiter im Zentrum für Schulentwicklung (verantwortlich für Schulentwicklung, Evaluation und Lehrerfortbildung)
1988-1990 Leiter der Abteilung für Bildungsplanung und Schulentwicklung
seit 1990 Leiter des Zentrums für Schulentwicklung
seit 1992 Leiter der Sektion für Allgemein bildendes Schulwesen, Bildungsplanung und internationale Angelegenheiten

DI MBA Maria FELLNER

Senior Scientist, Research Group »Intelligent Acoustic Solutions«, DIGITAL - Institute for Information and Communication Technologies, JOANNEUM RESEARCH Forschungsgesellschaft mbH, Graz

1990-1992 Studium Elektrotechnik, Technische Universität Wien
1992-1998 Studium Elektrotechnik, Toningenieur, Technische Universität Graz und Universität für Musik und darstellende Kunst Graz
2004-2006 Universitärer Lehrgang, Business Management, WIFI Wien
2007-2009 Studium, Professional MBA Entrepreneurship & Innovation, Wirtschaftsuniversität Wien und Technische Universität Wien
seit 1999 Aufbau und Leitung des Forschungsschwerpunkts "Intelligente Akustische Lösungen" an der JOANNEUM RESEARCH Forschungsgesellschaft mbH
seit 2001 Lehrtätigkeit, Technische Universität Graz

Dr. Josef HOCHGERNER

Scientific Manager, Centre for Social Innovation (ZSI), Vienna

1968 Abschluss der HTL für Flugtechnik, Wien
1973-1979 Institut für Angewandte Soziologie (IAS)
1974 Abschluss des Studiums der Sozial- und Wirtschaftswissenschaften, Universität Wien und Universität Freiburg im Breisgau
1980-1995 Abteilung Wirtschaftswissenschaften, Referat für Technologiepolitik, Abteilung Sozialwissenschaften, Arbeiterkammer Wien
1986 Habilitation in Soziologie, Universität Wien
1995-1998 Professor auf Zeit, Universität für Bodenkultur
seit 1990 Gründung, Aufbau und Leitung des Zentrum für Soziale Innovation (ZSI)
 Hauptsächliche Arbeitsgebiete in Forschung, Lehre und Praxis: Forschung, Technologie
2008 Univ.-Prof., Universität Wien

Dr. Jürgen HOWALDT

Director, Central Scientific Institute (sfs), Dortmund University of Technology, Dortmund

1982-1989 Studium der Sozialwissenschaften an den Universitäten Bielefeld und Duisburg
seit 1990 Wissenschaftlicher Mitarbeiter der Sozialforschungsstelle Dortmund
1993-2000 Koordinator des Forschungsbereiches "Organisationsentwicklung, -beratung und industrielle Beziehungen" der Sozialforschungsstelle Dortmund
1994-1996 Promotion an der Wirtschafts- und Sozialwissenschaftlichen Fakultät der Universität Dortmund zum Thema: "Industriesoziologie und Organisationsberatung"
1996 Mitbegründer und Gesellschafter der SI-Consult (Soziale Innovation GmbH)
1996-1999 Lehrbeauftragter an der Wirtschafts- und Sozialwissenschaftlichen Fakultät der Universität Dortmund
seit 2002 Geschäftsführender Direktor der Sozialforschungsstelle Dortmund
2003 Habilitation im Fachbereich Human- und Gesundheitswissenschaften der Universität Bremen
2003-2005 Privatdozent am Fachbereich Human- und Gesundheitswissenschaften der Universität Bremen
2004-2009 Honorarprofessor an der Wirtschafts- und Sozialwissenschaftlichen Fakultät der Technischen Universität Dortmund
seit 2009 Universitätsprofessor im Fachgebiet "Arbeits- und Organisationssoziologie" an der Sozialforschungsstelle - ZWE der TU-Dortmund
seit 2009 Kooptiertes Mitglied der Fakultät für Wirtschafts- und Sozialwissenschaften an der TU-Dortmund

Oliver LEHMANN

Media Relations Manager, Institute of Science and Technology Austria, Klosterneuburg; Chairman, Association of Education and Science Journalists, Vienna

1988 Freie Mitarbeit "profil"
  Reisen in Mittel- und Osteuropa
1988-1991 Freie Mitarbeit, dann Ressortleiter bei "Falter", Wien
  Reisen in Nordamerika, Japan, China, Südostasien
1991-1995 Redakteur bei "Merian", Hamburg
1995 Redakteur bei "Stern", Hamburg
1995-1997 Redakteur bei "News", Wien; Leiter der Lehrredaktion
1996-1998 Stringer BBC Worldservice, "Talent 2000"-Ausbildungsprogramm
seit 1998 Gründungschefredakteur des "Universum Magazin", Wien (LW Media)
2002 Mitglied des Leitungsteams, Universitätslehrgang für Wissenschaftskommunikation, Fakultät für Interdisziplinäre Forschung und Fortbildung, Universität Klagenfurt
seit 2002 Universitätslektor für Wissenschaftskommunikation, Fakultät für Interdisziplinäre Forschung und Fortbildung, Universität Klagenfurt
seit 2006 Gründungschefredakteur von "at.venture", Österreichs Wissenschafts-, Forschungs- und Technologiemagazin
seit 2007 Mediensprecher, Institute of Science and Technology Austria (IST Austria), Klosterneuburg
seit 2012 Vorstandsvorsitzende, Austrian Association of Education and Science Journalists

Technologiegespräche

Timetable einblenden

26.08.2010

10:00 - 12:30Technologiebrunch der Tiroler ZukunftsstiftungSocial
13:00 - 13:10BegrüßungPlenary
13:10 - 13:30Eröffnung der Alpbacher Technologiegespräche 2010Plenary
13:30 - 14:30EröffnungsreferatePlenary
14:30 - 15:20Die Entwicklung von Biomolekülen für die Grundlagenforschung und für Anwendungen in der BiotechnologiePlenary
15:40 - 17:10Neue Wege der InnovationPlenary
17:10 - 18:00Energieautarkie und RessourcenverfügbarkeitPlenary
20:00 - 21:30Robotik - neue Technologien für eine alternde GesellschaftPlenary
21:30 - 23:30Abendempfang gesponsert durch Forschung AustriaSocial
21:30 - 23:30Karrierelounge Abendveranstaltung mit Buffet für StudentInnen, JungwissenschaftlerInnen und BerufseinsteigerInnen, gegeben von den Veranstaltern der Alpbacher TechnologiegesprächeSocial

27.08.2010

09:00 - 15:30Arbeitskreis 01: Elektromobilität - von der Vision zur RealitätBreakout
09:00 - 15:30Arbeitskreis 02: Innovation für soziale Veränderungen - Chancengleichheit in einem digitalen ZeitalterBreakout
09:00 - 15:30Arbeitskreis 03: Endlich - intelligent, erneuerbar, sinnlich! Klimaschutz: die Chance für Mensch, Gemeinden und WirtschaftBreakout
09:00 - 15:30Arbeitskreis 04: Exzellente Forschung durch exzellentes Management. Die Bedeutung von Führung und Management in der kooperativen ForschungBreakout
09:00 - 15:30Arbeitskreis 05: Mechatronik - die stille RevolutionBreakout
09:00 - 15:30Arbeitskreis 06: Tribologie - unterschiedliche Betrachtungen von Reibung und VerschleißBreakout
09:00 - 15:30Arbeitskreis 07: Digitale vs. reale Welten - Grenzen von Computermodellen?Breakout
09:00 - 15:30Arbeitskreis 08: Von der Idee zur InnovationBreakout
09:00 - 15:30Arbeitskreis 09: Wozu braucht man eigentlich eine FTI-Strategie und was passiert damit?Breakout
09:00 - 18:00Junior Alpbach - Wissenschaft und Technologie für junge MenschenBreakout
09:00 - 16:00Sonderveranstaltung: ERA-Netze als Motor der internationalen Kooperation: Chancen und HerausforderungenBreakout
09:00 - 15:30Technologieworkshop: Innovative Internet-Technologien für intelligentes, nachhaltiges und integratives WachstumBreakout
09:00 - 15:00Ö1 Kinderuni Alpbach - Wissenschaft und Technologie für KinderBreakout
16:30 - 17:45Genomforschung und die Zukunft der KrebsmedizinPlenary
18:15 - 19:30Die digitale GenerationPlenary

28.08.2010

09:30 - 10:50Idee und Wirklichkeit des InternetsPlenary
11:00 - 12:10Chancen und Risiken von SchlüsseltechnologienPlenary
12:10 - 13:10James Bond und die PhysikPlenary
13:10 - 13:15Abschluss-StatementPlenary
13:15 - 14:00Imbiss zum Abschluss der VeranstaltungSocial