In Secondary Education, students need innovative skills and competences that the current education system does not sufficiently offer. Also, educators need pedagogical support to develop teaching to respond to 21st century skills requirements. In order to achieve these goals, an experimental culture of learning needs to be implemented in practice. The aim of this paper is to introduce and pilot a pedagogy for teaching innovation, collaboration, and co-creation in secondary education. The proposed pedagogy is based on a designerly way of thinking, digital competences, and entrepreneurial spirit, together with an experimental culture of creating, making, and collaborating in order to improve students’ innovative, co-creative and collaborative way of thinking and making. The main finding is that the proposed pedagogy enhanced innovative, collaborative and co-creative student competences. Moreover, digital and entrepreneurial skills gave the ability to the students to create new valuable products and services.

Quality of service (QoS) plays a key role to the economic analysis of demand for network resources (bandwidth and buffers). In the absence of any QoS consideration, users are not able to rank their preferences for resource bundles and no utility function can exist. Without such a QoS-based utility-maximizing model, demand for network resources is not possible to be derived and network usage cannot be efficient. In this paper, we assume that QoS-based preferences are expressed by means of Cobb-Douglas utility functions and we propose a demand-based approach to optimal resource allocation with QoS requirements. QoS is the 'glue' that ties together standard economic properties and network performance characteristics. Finally, we examine the economic variables of the model and we determine the optimal amounts for each resource by means of users' demand functions.