Biblio

Firms collaborate with partners in research and development (R&D) of new technologies for many reasons such as to access complementary knowledge, know-how or skills, to seek new opportunities outside their traditional technology domain, to sustain their continuous flows of innovation, to reduce time to market, or to share risks and costs [1]. The adoption of collaborative research agreements (CRAs) or collaboration agreements (CAs) is rising rapidly as firms attempt to access innovation from various types of organizations to enhance their traditional in-house innovation [2], [3]. To achieve the objectives of their collaborations, firms need to share knowledge and jointly develop new knowledge. As more firms adopt open collaborative innovation strategies, intellectual property (IP) management has inevitably become important because clear and fair contractual IP terms and conditions such as IP ownership allocation, licensing arrangements and compensation for IP access are required for each collaborative project [4], [5]. Moreover, the firms need to adjust their IP management strategies to fit the unique characteristics and circumstances of each particular project [5].

In the Serious Game Operation Digital Chameleon red and blue teams develop attack and defense strategies to explore IT-Security of Critical Infrastructures as part of an IT-Security training. Operation Digital Chameleon is the training game of the IT-Security Matchplay series in the IT-Security for Critical Infrastructure research program funded by BMBF. We present the design of Operation Digital Chameleon in its current form as well as results from game \#3. We analyze the potential and innovation capability of Operation Digital Chameleon as an Open Innovation method for the domain of IT-Security of Critical Infrastructures. We find that Operation Digital Chamaeleon facilitates creativity, opens the process of IT-Security strategy development and –despite being designed for training purposes – opens the process to explore innovative attack vectors.

With the increase of the training offered in online environments over the last decade, one of the key elements in these training events is mediation as an enabler best results approval and learning achievements. In this context the role of mediation is key, especially when there is no teacher or tutor figure that is in contact with the participants. The aim of this research, that is derived from a doctoral program, is to analyze the practices of mediation in massive open online courses (MOOC) in the areas of energy sustainability and propose a mediation model that considers the open innovation as a key element. In this way answers the research question regarding the relationship between the practices of teaching and learning technological mediation with MOOC courses. The research is the result of cooperation between government institutions in Mexico such as CONACYT and SENER with the Technological Institute of Monterrey, the latter by offering 10 massive courses on the subject of energy sustainability, whose course name in spanish is: "Generación de energías y limpias y energías convencionales" [Generation of clean energy and conventional energy], and its participantes constitute the research population, who, through various instruments of qualitative and quantitative, will be consulted regarding mediation and its relationship with learning. The results of this study allow thus to answer the research question, in addition to the generation of proposals in the field of mediation that promote open innovation. It is expected that the results represent a contribution in the sense of determining the relationship mediation - outcomes of learning in MOOC courses.