The main aim of this study is to collect evidence on the learning innovation emerging in online communities and to draw conclusions on the lessons learnt and on emerging models and features that could eventually be transferred to education and training systems to support lifelong learning, innovation and change in Europe. The results presented are based on an in-depth analysis of the pedagogical and organisational innovation observed in twelve online communities belonging to one (or more) of the following categories of community: organisation-driven; production-driven; topic-driven; and socially-driven.
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