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6.3. Final Activity/Assessment: Submission and Review of Learning Stories

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6.3. Final Activity/Assessment: Submission and Review of Learning Stories

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1. Read the Criteria for a Good Learning Story and make sure your own Learning Story follows all these points:
CRITERIA FOR A GOOD LEARNING STORY
Here is a list of criteria you should consider when creating your Learning Story and to use for your peer review of the Learning Stories of two other people on the course:- The Learning Story develops 21st Century Skills: for example, activities develop collaborative skills in addition to acquisition of knowledge- The Learning Story uses technology to develop 21st Century Skills: for example, technology is used as a tool to produce something (a film, animation, presentation, etc.) or is used for students to collaborate more easily inside and outside of the classroom- The Learning Story is well aligned with its learning outcomes: activities and assessment clearly link with the defined learning outcomes and allow the teacher to determine by the end of the Story if the objectives have been achieved- The Learning Story is balanced: there is a good mix of activities with at least four different Learning Activities used (TLAs in the Learning Designer) and none of the Activities taking up more than 35% of the time (see the pie chart for this)
3.Review three Learning Stories. Wait until you have received an email confirming that you have been allocated 2 tasks of your peers to review. You will then be able to post comments on each of the 2 Learning Stories of your peers in the text box that will be available below each of the tasks. Take a look at this document for an example of the kind of feedback that should be provided, as well as this video which provides guidance on how to write a peer review of another teacher's work. Make sure that after having posted your comments in the text box, you click the "Assess" button.
Please follow the Criteria for a Good Learning Story (above) to provide feedback to your peers. Make sure to comment on each of the criteria and make at least one suggestion of how you could further improve/develop the Learning Story.
4. Read the feedback for your own Learning Story. You will receive an email once you can look at the feedback that has been provided for your Learning Story. Once its ready you will be able to see the feedback on this page.
Now this whole activity relies on your integrity and professionalism. Please take it seriously, don't plagiarise and provide valuable and friendly feedback. There is nothing more frustrating than having put a lot of work into a great Learning Story and then not being provided the professional courtesy by someone who does not take the review process seriously.
Reviews received
Review made By Desislava Trendafilova date 20-02-2017 07:42

Comment

Hello Angela,I like your learning story very much. I think it is a good one and I may use it in my classes (if you allow).It is well balanced. Students will be engaged all the time. And it will develop 21 century skills. Very well!You didn't put any Outcomes. You may think of some. it is very important for us as teachers to plan what we expect of every lesson.And one more thing you may think of. You plan formative assessment at the beginning wirth Socrative. You may do it again at the end, despite of the fact you plan other assessments. This is a good way to measure what students learnt.Once again congratulations for the inspiring learning story.Take care,Desi
Review made By Edit Ráthné Tóth date 20-02-2017 18:20

Comment

Dear Angela, here's my assessment:The Learning Story develops 21st Century Skills: Absolutely! You use group work with a lot of collaboration and up-to-date IT tools, communication in a foreign language  is developed. The development of creativity is also assured: students can search on the net and find articles and pictures. Perhaps it would be great if they made an advert for this trip to their schoolmates,too! The Learning Story uses technology to develop 21st Century Skills: You plan to use a wide range of digital tools for collaboration, assessment and mind-mapping, which is great! The Learning Story is well aligned with its learning outcomes: Yes, it is.The Learning Story is balanced: Yes, you incuded enough TLA-s, there is a good mixture of interesting tasks. None of the activities dominate the others. One thing I would recommend you to include: the show phase would need to be more for the public: you could make the groups present the end products to a bigger audience like other students at the school or to the headmaster, parents etc.Altogether I liked your design, congratulations and good luck in your future carreer!  All the best, Edit
Review made By Claudia Vitale date 19-02-2017 13:08

Comment

Congratulations. Very good and interesting work. It's important to compare our own job to the colleagues' ones to improve our teaching methods and get new ideas.

Step 2. Review your colleagues

https://v.gd/Px9siz

Description: Dear Francesca , I also teach English in a middle school in Castellammare near Naples. I like your learning story.I planned a PBL design very similar to yours.Here is my assessment. You use group works with a lot of collaborations and  up-to-date  i tools. Communication in a foreign language is developed. You foster creativity . The learning story is well aligned with its learning outcomes. You included a lot of learning TLAs. None of the activities takes more than 35% of the time in the pie chart. One thing I wuold recommend you to include: assessment (formative assessment and peer- evaluation).Altogether, I like your learning story. Congratulations ang good work! Best regardsAngela

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In Module 4, you had the chance of hearing from María Jesús García about different tools that you could use in a Future Classroom scenario for creating educational infographics or posters. Maria Jesús gave us different tips we need to take into account in order to create a good infographic, such as always including a title, the authorship and license, creating clear, simple and direct images, or making the text readable, among other things.
Some of the web tools María Jesús suggested to use in a flipped classroom or to use for collaboration purposes with your students, are the following:
Easel.ly
Picktochart
Canva
Smore
Tackk
Padlet
Eduglogster
As we think the best way of learning new tools is actually trying them, we would like you to investigate about these tools, choose one, and create a poster or infographic. It can be related to any topic you might be interested about: sciences, maths, foreign languages, etc.
Once you have created your infographics, please write a note in the following padlet and share the picture. Also, choose an infographic made by another colleague, and make a constructive comment about it, including a description of it, and the tool you have used to do it. Do you like this tool and why? Why not? Do you think you can use this tool in your classroom? For what purposes? Share your thoughts and ideas as well in the Padlet below.
Please bear in mind that this activity is not compulsory in order to pass the modules of the course, but it is just a way for you to improve your teaching practice across a variety of digital tools.
Thanks to all for your great work during this course.

Looking forward to seeing your beautiful posters and infographics!

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Our final tool for teaching has a very strange name but is a great tool to share and vote on ideas: Stickymoose.
It looks easy and useful. I will try it with my students to gather their opinions and reflections  on  the  etwinning  project we are doing.

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6.2. Peer review in the classroom and as a tool for professional development

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6.2. Peer review in the classroom and as a tool for professional development

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As part of the final assessment you will have to do a peer review of your colleagues' work. It is therefore important to consider the concept of peer review or peer assessment in more detail.
As you will know, the concept of peer review is deeply enshrined in the work of academics at universities. Much of their career depends on writing peer-reviewed articles. In teaching, peer-review or peer observation is less common (this applies also to university level teaching, probably even more so). However, if done well, it can be a powerful way to improve our teaching practise as it results in collaboration, reflection and often is a stimulus to try out something new.
The key benefit of such a process is, that it does not only benefit the person receiving the feedback but also the person providing the feedback. Reviewing or assessing someone else's work requires a reflection of one's own work as well as a reflection of what works and what doesn't. Peer review is therefore an effective form of professional development for both sides taking part in the review.
Peer review is of course also an effective activity for students that promotes collaboration, critical thinking and self-reflection. Take a look at the video below from MIT where professors and students tell of their experiences of using peer-review in teaching and in academia. It introduces a lot of interesting ideas about the value of peer-review.
However, peer review for professional development or as an activity for students is not an easy activity and it needs to be done well in order to be effective. What do you think about these strategies? Do you agree that peer review of each other's lesson plans or peer observations in lessons can be a useful form of professional development? What experience do you have with these strategies? What about peer-review as a student activity? What tips can you give to make peer-review in the classroom more effective?

I really agree that peer-review is a very good strategy to improve our work . It is useful for teachers because it opens our mind and helps us to comprehend what  might not work or what could be improved in our lesson plan. I think that comparison is enrichment and it can increase the quality of our work. Peer-review is really effective also for students because they are readier to accept insights from their peers than from their teachers. I often use this strategy in my lessons because it contributes to develop collaboration and critical thinking.

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5.2. From Learning Activities to Learning Story: An example

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5.2. From Learning Activities to Learning Story: An example

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Now that you know what a Learning Story is, let's look at one in more detail and examine how we move from Learning Activities to Learning Stories. In this video, Will introduces you to an example of how an iTEC teacher has used generic Learning Activities and turned them into an innovative and contextualised narrative to use in the classroom, in other words a Learning Story.

After watching the overview in the video, take a closer look at what Will describes in the video by examining the generic Learning Activities that make up the Learning Story presented by Will. Note that the Learning Activities used here are slightly more comprehensive Learning Activities than the ones we looked at as part of Module 4 in that they can span a whole lesson or even more. However, they follow the Learning Activity pattern of concrete and context-independent activities that could be used in any subject or with any age group. You will use these Learning Activities for your own Learning Story, so make sure you read them all.

Then take a look at the 2nd set of Learning Activities. These are in fact the same Learning Activities but the description has now been contextualised to the subject and classroom of the teacher. Also Learning Activities have been organized in such a way to support the narrative of the Learning Story. Again, make sure you take a close look, as this provides you with a very good example of what you will be asked to do for the final assessment.

DREAM

You present a design brief to your class that ties to the curriculum and the local community, but leaves room for interpretation. You inspire the students by providing them with the motivation for giving their best and by telling them about the ownership and freedom over the task. You present your schedule, and negotiate the assessment criteria with the class. Students form teams, discuss, question and familiarize themselves with the design brief. The teams refine their design brief, particularly in relation to whom they are designing for, initial design challenges and possible design results. Students record reflections and document their work online.

EXPLORE

Student teams explore the context of a topic or question either by observing relevant practices or environments using digital cameras, notebooks and microphones, or by searching existing works that relate to the topic or question by collecting relevant examples that they can use in answering the question or explaining the topic. They share their collected media files on their blogs and record a reflection. You guide their search and support them in the qualification of their material. Note that viewing and qualifying video material can be time consuming. Spending time viewing videos that contain inaccurate information, can be a detour from which a pedagogically meaningful conversation may arise, and may provide students with a first-hand experience about the appearance of an invalid source. Some students, for example younger ones, may need more guidance in performing this activity.

MAP

Teams analyse their findings on a given question or topic using mind-mapping techniques. They identify relations, similarities and differences between the examples and/or media files they collected. Based on their collected information and analysis, the teams refine their answers or explanations to the given topic or question. Then the teams record a reflection. Open ended questions can be challenging for students to answer initially. However, after passing the initial threshold, students are likely to have inspiring ideas.

REFLECT

Students and the teacher record, post and share audio-visual reflections and feedback of project progress, challenges and future steps. The students slowly build a shared collection of ways to tackle challenges, which can be used after the project ended.

MAKE

Based on a design brief and design ideas, student teams start making a product. They create their first prototype, and discuss it afterwards. The discussion especially relates to how well the design addresses the identified design challenges. They then record a reflection and document their activities. Careful guidance through the learning activities and the process of creation is indispensable for students to keep their minds on learning potential curricular requirements. Highlight the reflection after this activity and ensure that everyone focuses on addressing the needs of an audience. To avoid free-riders or unequal workload division, carefully divide tasks and roles within teams.

ASK

After having created a product as part of their work (prototype, presentation, design, etc.) student teams meet with 2–4 “experts”. These “experts” could be future users, readers, or recipients of the product created by the team. Expertise may be interpreted broadly, for example, a construction site worker can be considered to offer deep insight into the everyday practices of people on a building site. Other students or teachers can also be considered as “experts” in certain areas. The student teams communicate their ideas using prints, drawings, models or other supporting materials. The “experts” are encouraged to modify and comment on the product. After the meeting the students analyze the comments and decide how to interpret them for their re-design. They then refine their product, especially in relation to the challenges, context and added value of the result, record a reflection and update their documentation. This activity can happen more than once at varying time investments and can be conducted online or face to face.

SHOW

Students create a video with English subtitles presenting the results of an investigation, a product they have created or some other piece of work. In the video they also address their learning achievements and possible future steps. They share this video with other students in the school, their parents and their identified audience to transfer their learning, to communicate the background of their project, to let others know about the possibility to remix their work, and to receive feedback for improvement.

COLLABORATE

Students collaborate with students from other schools. Ad-hoc and serendipitous collaboration, driven by the students is encouraged

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The Learning Objectives for this module are:
1.Consider the advantages and disadvantages of peer review as a tool for teaching as well as a tool for professional development

2.Develop your Learning Story further so that it incorporates the key elements covered during the course

3.Reflect on the topics covered during the course by evaluating your peers’ Learning Stories

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Test done

Your result in the test was: 100%

You have improved on your previous grade of 75.

You have passed the test.

Your answers

What information does the teacher use in the example Learning Story presented in Section 5.2. to assess the students final product?

Comments underneath the videos, reflection recordings of students, collected documentation of the students, teacher notes collected during Learning Story

Within the iTEC methodology, in what order are the different pedagogical concepts usually constructed?

1. Learning Scenarios, 2. Learning Activities, 3. Learning Stories

In the 2nd video example of a Learning Story in Section 5.3., how did the Lithuanian teacher include an "ask the expert"

She asked older students at the school to join the class, present their ideas and provide feedback to the work of the younger students

What are two key features of Popplet that make it especially useful for use in the classroom?

It is media rich and allows groups of students to work on the same mind-map thereby developing collaboration skills

Congratulations. You finished.

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This week's tool for teaching features in one of the Learning Story videos: Popplet. It's a great mindmapping tool that works well for the "Map" Learning Activity presented in this module.

I think that this tool is useful and easy . It allows collaboration and can be used by students to arrange their work. I'll give it a try as soon as possible

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5.5. Activity: Preparing your Final Assessment

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5.5. Activity: Preparing your Final Assessment

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We are approaching the end of the course and it's time to get ready for your final assessment. Now we call this an assessment because we use it to determine who has completed the course successfully. However, in spirit, this should be seen much more as another learning exercise that will help your planning for your future classroom.

So here is what you have to do for the final assessment:

1. Prepare a Learning Story using the Learning Designer tool (submission due date 19th February, 23:59h Brussels time)

2. Review two Learning Stories of your peers (submission due date 26th February, 23:59h Brussels time)

This week we set you the first task of preparing a Learning Story.

For this, you will have to use the Learning Designer tool which was introduced in section 5.4. Make sure to watch the introduction on how to use the Learning Designer before starting this task.

When you have finished your Learning Story, click the "Share" button in the Learning Designer and you will receive a link to your Learning Story. You will have to submit this link as your final assessment in Module 6.
LEARNING STORY CRITERIA
When you create your Learning Story try to apply as many elements from the course as possible. For example, try to integrate some of the Learning Activities and technology tools that were introduced throughout the course. Here is a list of criteria you should consider when creating your Learning Story. You will also use this list to provide feedback to your peers in the 2nd task of the final assessment.
- The Learning Story develops 21st Century Skills: for example, activities develop collaborative skills in addition to acquisition of knowledge
- The Learning Story uses technology to develop 21st Century Skills: for example, technology is used as a tool to produce something (a film, animation, presentation, etc.) or is used for students to collaborate more easily inside and outside of the classroom
- The Learning Story is well aligned with its learning outcomes: activities and assessment clearly link with the defined learning outcomes and allow the teacher to determine by the end of the Story if the objectives have been achieved
- The Learning Story is balanced: there is a good mix of activities with at least four different Learning Activities used (TLAs in the Learning Designer) and none of the Activities taking up more than 35% of the time (see the pie chart for this)

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5.4. A tool to create Learning Stories: the Learning Designer

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5.4. A tool to create Learning Stories: the Learning Designer

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We have recently been working with the London Institute of Education who have developed a very nice tool, the Learning Designer, which can help us in creating and sharing something similar to a Learning Story. It is especially important for us to be able to easily share Learning Stories so that we can get feedback and exchange best practices. The Learning Designer allows us to do this.
The Learning Designer allows you to create a number of teaching and learning activities (TLA), similar to iTEC Learning Activities, and assemble them to what they call a Learning Design which is very similar to an iTEC Learning Story.
You can see an example of a Learning Story created in the Learning Designer below the video. Make sure to scroll around the Learning Story because not all elements will be shown inside the window.
It is important that you familiarize yourself with the Learning Designer because for the final assessment of the course you will have to create a Learning Story using the Learning Designer.

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Let's see what a Learning Story can actually look like in the classroom. In the first video, one of the iTEC teachers and her students tell us about how the Learning Activities we explored in the previous section were turned into a Learning Story that was applied in their classroom.

Take this video as an inspiration of what your own Learning Story could look like in your classroom. Don't worry if you do not have as much technology in your classroom, it is perfectly possible to construct a Learning Story without any use of technology (although if you have access to technology it would be a shame not to use it). The key point of the iTEC methodology was less about technologies but to reconsider how we organize our lessons into more student-centred, project-focused and collaborative learning environments that support the development of 21st Century Skills. Technology can be a powerful tool to help us with this but it is not essential to achieving this goal.

The 2nd video was created by another iTEC teacher and her students and also documents a Learning Story that uses the same Learning Activities as the previous one but in quite a different context. This is a nice example of how a great result can be achieved using the iTEC methodology while having less access to technology and receiving less support from outside (via parents or outside experts, rather they use older students as in-school experts).
Finally, take a look at the 3rd video as an example of another Learning Story but using a different set of Learning Activities.
Could you see these ideas working in your classroom? What elements of these Learning Stories did you particularly like? Have you done something similar before? Share your thoughts on the three videos in the Padlet below them.

I watched the three videos and I like them because all the planned activities  are student centred. In the videos the teachers provide guidance and feedback and the students are producers and collaborete creatively . The students have a lot of technology devices and use different tools appropiate to the task each group has to achieve. The students look really engaged and interested.

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Let's recap: in Module 2 we have looked at Future Classroom Scenarios, in Module 4 we explored the idea of Learning Activities. In this Module we now examine the concept of Learning Stories. Don't worry if you are getting confused with the names of these concepts (you can call them anything you like) but we do need to be clear about how each of theses ideas relates to each other.
To get a better idea of this, take a look at Will's introduction to Learning Stories. He already gives two brief examples of Learning Stories but you will have an opportunity to look at some examples in more detail in the following section. Then watch the 2nd video which provides a good overview of all the three iTEC concepts to be sure you understand the bigger picture of how Learning Stories fit with the other iTEC concepts (in this video Future Classroom Scenarios are referred to as Learning Scenarios but they are exactly the same).
As this module's activity asks you to prepare a Learning Story, make sure you are clear about what this is. If you still have questions or would like to share some thoughts in response to these concepts, please share them in the Padlet below.

I think that learning activities are based on the learning scenarios. Learning stories are the   concrete activities we have planned for our students in a  specific classroom scenario. But I am a bit confused with the exact difference  between the Learning Stories and the Learning Activities. I hope that everything will get clear in a short while.

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Module 5: From Learning Activities to Learning Stories

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Module 5: From Learning Activities to Learning Stories

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The Learning objectives for this module are:
1. Understand the concept of iTEC Learning Stories and how these relate to the iTEC Learning Activities and Future Classroom Scenarios
2. Explore examples of iTEC Learning Stories
3. Draft your own Learning Story using the Learning Designer tool

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Test done

Il tuo risultato nel test è stato: 100%

Hai passato il test.

Le tue risposte

What is Socrative?

A browser based student response system that works on any device

What is the key benefit of flipping the classroom (at least theoretically)?

It frees up classtime for more collaborative student work, experiential exercises, debate and lab work.

What is the link between iTEC learning activities and iTEC learning scenarios?

iTEC learning activities are subject-independent activities that support the realization of an iTEC learning scenario

What is Edukata?

A method for educators to design innovative learning activities with the support of colleagues

What are the 21st Century Learning Design Rubrics?

The rubrics provide a method for coding learning activities to ensure 21st century skills are properly embedded in the activity

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I have heard of Socrative before , but I have never used it. I Want to explore it in the next future.

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4.5. Activity: Learning Activities for the Flipped Classroom Scenario

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4.5. Activity: Learning Activities for the Flipped Classroom Scenario

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For this module's activity we'll look at a Future Classroom Scenario which many of you will probably already be familiar with: The Flipped Classroom Scenario. The flipped classroom vision was also part of one of the iTEC scenarios which you can access here. Start by looking at this scenario but there is also lots of information on the flipped classroom out on the web so feel free to do a quick browse if you are unfamiliar with the idea. For example, you can find more information about Flipped Classroom Scenarios at the Creative Classrooms Lab (CCL) (check especially pages 6-9), which was another project run by European Schoolnet and funded by the European Commission’s Lifelong Learning Programme, or finally have a look at the overview of the topic by Knewton Infographics below.

Landmarks in London
The students work in groups. They watch a video on London  and decide which attractions they  would like to visit. They prepare an interactive map of the city (they can  use Thinglink), describing the landmarks they have chosen to visit.

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4.4. Developing Learning Activities: 21st Century Learning Design Rubrics

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4.4. Developing Learning Activities: 21st Century Learning Design Rubrics

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Another very useful tool to help you build learning activities for Future Classroom Scenarios are the 21st Century Learning Design (21CLD) Rubrics developed by the Innovative Teaching and Learning (ITL) Research project.
The 21CLD rubrics help you to identify, understand and build learning activities that allow students to develop 21st Century Skills. The rubrics incorporate a framework for coding learning activities along a number of questions to ensure you are embedding 21st Century Skills in your teaching practices. To understand better what this means, take a quick look at the 21CLD rubric cheat sheet.
Then watch Deirdre's explanation to get a more general overview. Parts of this video you will have already seen in previous modules but it's good to watch it again in the context of the 21CLD rubrics.
After watching the video check out this document here which provides a more detailed description of the 21CLD rubrics (it's a little long but very much worth the read). Bear in mind that the 21st Century Skills that the 21 CLD rubrics focus on are slightly different to the ones presented by Roger in module 1.
As you will notice, the rubrics are not just useful to interrogate your own teaching practice and the learning activities you use but also for the design of new learning activities.

I think that the 21CLD rubrics can definitely help teachers in achieving meaningful learning activities to develop 21st Century Skills in their students. The teacher can check up on the activities,  reflect on the practises, interrogate on the work designed for his/her students.

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4.3. Developing Learning Activities: The Edukata Process

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4.3. Developing Learning Activities: The Edukata Process

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As part of the iTEC project a suggested process for creating Learning Activities was developed. This is summarised by the Edukata document that you can download from here and is outlined in the video below.
The Edukata process is quite comprehensive and time-intensive and it is of course not necessary to use such a process to come up with Learning Activities. However, one of the key elements of the Edukata process is that Learning Activities should be identified and further developed collaboratively, ensuring that more and better ideas for activities emerge.
Take a look at the video and the document and see if you can use some of the ideas to create a process in your school to design innovative learning activities with your colleagues.

I didn't Know Edukata. What I  really like about it is the idea that you can innovate your teaching by collaborating with your colleagues.

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4.1. Introduction to iTEC Learning Activities

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4.1. Introduction to iTEC Learning Activities

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The idea of Learning Activities is to break up the more general vision of a Future Classroom Scenario into smaller building blocks to assist us in turning the scenario into reality. Too often exciting visions for a future classroom have been developed without the sufficient support infrastructure to guide us through the steps in realizing that vision.
This is what the iTEC project addresses with the concept of Learning Activities. The Learning Activities are simple stepping stones that provide concrete ideas of how we can achieve the scenarios in our classroom.

It's a really interesting presentation. Now I am eager to have  some  concrete examples of Learning activities because I want to try something new in my classes and suitable to my classrooms.

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Module 4: Learning activities for 21st century skills

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Module 4: Learning activities for 21st century skills

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The Learning Objectives for this module are:
1. Explore how the general vision of a scenario can be broken up into more concrete and short learning activities that teachers can use to achieve the scenario.
2. Develop an understanding how the 21st Century Learning Design Rubrics can help to create rigorous learning activities for 21st Century Skills.
3. Identify suitable learning activities for the Flipped Classroom scenario.
In the first three modules, we've explored some general themes of innovation in the classroom. For the next two modules we'll be looking at more concrete ideas of how to turn the general vision of a scenario into something more concrete that can be put into practice in the classroom.

So in this module we'll be looking at the concept of iTEC learning activities which are concrete lesson activities that correspond with a scenario but that are not linked to a specific subject context. In the iTEC project, teachers have started to build up a library of these types of activities which can be a good starting point for building lesson plans that correspond with the learning scenario.

We would also like to introduce you to a framework which was not developed as part of the iTEC project but should be very helpful for your design of 21st century learning activities, the 21st Century Learning Design Rubrics. These rubrics support you in designing meaningful activities that directly address 21st century skills.

For this modules activity we will be looking at the Flipped Classroom scenario and ask you to identify some concrete activities that can help us turn this scenario into reality.

LIVE WEBINAR: María Jesús García San Martín- Learning activities for 21st century skills: flipped classroom and collaboration in a Future Classroom scenario
In this webinar, we will explore how a future classroom scenario can be broken up into more concrete and short 21st century learning activities that teachers can use to achieve the scenario. Besides, we will identify suitable learning activities for the Flipped Classroom scenario such as infographics, posters or stories to talk about the importance of visual and collaborative tools in the classroom.
Currently she is writing to her Stop and Learn English blog. From time to time she contributes to Cero en Conducta (Professional Social Network on Media Literacy and Audiovisual Language), the Observatory for Technological and Educational Innovation (ODITE), and a wide range of internationally known educational collaborative projects.

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Test done

Your result in the test was: 80%

You have passed the test.

Your answers

What is Aurasma?

A tool that allows us to create augmented reality content

How is Stage 5 different to Stage 4 of the Innovation Maturity Model?

In Stage 5 learners create their own learning journey with the support of learning analytics

Which of the following questions is highlighted by Deirdre Butler as a key question to ask yourself when designing collaborative activities?

When students work collaboratively is their work interdependent?

Which of the following technology tools does Irene Pateraki recommend for the development of student creativity by creating interactive posters

Glogster

What is a powerful example Bart highlights of how video-conferencing equipment can bring change to the classroom?

Provides opportunities for lesson observations by external pedagogical experts who can support teachers in their development

Bringing outside experts and “real-life” professionals into the classroom

Providing the headmaster with the opportunity to easily meet with other headteachers around the world to identify good practice

Congratulations. You finished.

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Do you want to engage students with interactive images and videos?
Then you have to try Thinglink! If you haven’t heard about it, Thinglink is a tool that allows you to create and share engaging interactive images, videos and 360° photos for teaching and learning. Thinglink offers a web platform and mobile app for creating and sharing interactive images. This allows teachers or students to add content inside any image - including photos, video and audio players, web links, polls, text and more - that appear in the image when shared and viewed. Have a look below at this very nice image created by Kristie Johnson using Thinglink, where you can also find other useful tools for your classroom.
There are many things you can do with Thinglink, you can use this tool for any subject and any grade level, to communicate with parents, for professional development, etc. You will find much more ideas to use Thinglink in your classroom in the following presentation. Please note that in order to use Thinglink, you will have to create an account. You can do it from here. There are different plans for teachers and schools, but Thinglink also gives you a free plan to try it for free.

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The tool for teaching this week is Aurasma, an augmented reality app and a great tool to develop your students creativity. Take a look and add your own ideas or experience with the tool in the Padlet below.

I have never used this tool.  I'll try it. It looks interesting.

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For this activity we ask you to respond to four questions that focus on your innovation maturity. The questions are based on elements of the innovation maturity model presented at the beginning of this module but have been adapted. The first question focuses on the use of technology while the other questions focus on more general pedagogical practices that are associated to how we use technology in the classroom. This activity should help you to identify at what level you are and what areas you could focus on in the future to develop the use of technology. When you have submitted your answers you will see where everyone else stands (in order to see the results of all questions you have to click through the pages just above the survey questions).

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3.5. Using Technology in the Classroom: Example Lessons

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3.5. Using Technology in the Classroom: Example Lessons

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We have talked a lot about technology in teaching and learning but now it's time to see it in action in the classroom.
Below you will find three videos that show how some teachers have used technology in the classroom. Take a close look. How is technology used in these lessons? What stage of the Innovation Maturity Model would you place these examples on? Identify what you especially like about each of the lessons via the Padlet below the video.

Congratulations to the teachers in the videos for their projects!
In all my classooms I have the IWB and the computer and I always use them to catch my students ' attention and to involve them in the lesson. But the problem is that there aren't laptops or tablets, so  my students can't work in group at school .

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3.4. 21st Century Skill in Focus: Creativity and Technology in the Classroom

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3.4. 21st Century Skill in Focus: Creativity and Technology in the Classroom

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Let's briefly take a look at another 21st Century Skill, being creative. Many of the complex problems we face in our societies require new and creative solutions so it is important that we cultivate creativity as a valued skill in our classrooms. In fact, creative problem solving was an element looked at in the most recent PISA test results (for an overview of the PISA 2015 results find more details in this news article: PISA 2015 results - Improving educational policies and outcomes).
Creativity can be developed in a huge variety of ways, many of them not using technology. But technology often provides completely new ways of interacting with existing content or creating new content thereby providing students with new ways to express their creativity. Furthermore, with technology also offering us new forms of collaboration, an important ingredient of a creative workflow - the exchange of ideas - is activated more easily and more often.
In the videos below two teachers who have been working on the topic of creativity in the classroom share their favourite technology tools to support creativity in the classroom. Irene Pateraki is an active teacher on the eTwinning network working with more than 2000 teachers in an eTwinning group called "Creative Classroom" and Kurt Klynen is a teacher and teacher trainer who ran the "Creative use of Multimedia" workshop at the Future Classroom Lab.
Do you know of any other tools that support creativity development? Do you have any other ideas of how to nurture creativity in your students?
Which of the following   Irene Pateraki recommends these technology toolsfor the development of student creativity :Drawitlive; Prezi; Glogster.

I strongly think that technology helps the development of creativity and collaboration. The use of technology in the learning and teaching process is a must. It is essential if we want our students  to develop their creativity  and their skill of collaborating and working together for a common objective. For some years I have   tried to  increase the use of  technology in my classeswith good results.

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3.2 21st Century Skill in Focus: Thinking about Collaboration in the Classroom

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3.2 21st Century Skill in Focus: Thinking about Collaboration in the Classroom

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One of the key 21st Century Skills is collaboration so let's focus a bit more on this. Most of us will probably say that we include some form of collaboration in our classroom, be it pair work or group work. But effective collaboration is in fact much harder to achieve than simply asking students to work together.
In the first video below, Deirdre highlights some very relevant questions we should be asking about our own collaborative activities in the classroom. For a very helpful overview of these questions which you can use to interrogate your own planning, check out page 9 of this document. The document outlines the 21st Century Learning Design Rubrics which we will get back to later on the course. It's a highly useful resource and we would recommend to delve into it beyond just the part on collaboration.
In the second video, some teachers who had been working on the iTEC project share their very practical ideas of improving collaboration in their classrooms.
What do you think of the ideas presented by Deirdre and the iTEC teachers? What other strategies can you recommend to make real collaboration work in the classroom?

I really  agree with Deindre. Collaboration is not putting students in groups. It goes beyond that. To promote a real and effective collaboration , students  must work together, give feedback, share ideas and responsabilities and have a  well-defined role in the group.  I think it is important that  the teacher organizes groups with different skills students, each of them is a  strenght  for the whole group.

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3.1. Evaluating your use of technology: The Innovation Maturity Model

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3.1. Evaluating your use of technology: The Innovation Maturity Model

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Most teachers nowadays use some form of ICT in their teaching practices. Especially for lesson planning and administrative purposes many of us will be used to working with computers, preparing handouts or presentations and communicating with colleagues, students or parents via email. In this way, ICT has been an important tool for us to simplify or improve our everyday work processes.
However, ICT has a much greater potential than just to make our work processes more efficient. ICT provides new and powerful opportunities of communicating, collaborating, creating, investigating, presenting, etc. In other words, ICT can be a powerful tool that supports us to develop 21st Century Skills in our students. Your participation in this course is a good example of how ICT provides a completely new form of collaboration with people from around the world. However, just by bringing ICT into classrooms does not automatically lead to new teaching and learning practices. In order for ICT to become a tool that helps us to develop 21st Century Skills, we need to really think about how, where and when we use it in the classroom.
The first step in this and in developing our own use of ICT in the classroom and school is to understand the opportunities ICT provides and then to identify how we are making use of these opportunities. In this video, Will introduces you to a tool, the Innovation Maturity Model 1, that can support you in doing exactly this. This tool does not just focus on the use of technology but takes a wider perspective. However, for the purposes of this module we will focus our attention primarily to the technology related areas. You can find more detailed documentation on this Model below the video. Use this Model as a starting point for your own evaluation and don't be afraid to add to it or even change it so it fits your own context.

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Module 3: From vision to reality – technology in your future classroom

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Module 3: From vision to reality – technology in your future classroom

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The Learning Objectives for this module are:
1. Understand a variety of ways how technology can be used in schools
2. Evaluate the level of pedagogically effective use of technology in your classroom or school
3. Develop and share ideas of effective and innovative use of technology in the classroom and school
4. Discuss lesson that integrate technology
In this module we will look more specifically at the role of technology in innovating in your classroom. We've involved stakeholders in our innovation process, we've considered trends that we need to take into account, now we need to identify what role technology can or should play in our process of innovation in the classroom and school.
The first step to this, is assessing how you currently use technology. Is it simply a tool that helps you prepare lessons or supports your administration work? Is it actively used by students to create, produce or investigate something? Or does it go beyond this and allows your students to personalize their learning? Will's introduction to the Innovation Maturity Model 1 should help you in asking the right questions and determing where you are and where you want to go with technology in your classroom and school.
We then explore two key 21st century skills in more detail, working collaboratively and being creative. Take a look at what teachers say about these skills and in particular what technologies they use to support the development of these skills. Of course, make sure to also share your stories of how you develop creativity and collaborative skills in your students.

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Test done

Your result in the test was: 100%

You have passed the test.

Your answers

What is Slack?

A real-time messaging tool for communication and collaboration in the classroom

What is one of the reasons Roger identifies why it is important to look at trends as part of developing future classroom scenarios?

It allows us to take a step back and to take some control over future developments at our school

Which of the following does Will identify as a key feature of a Future Classroom Scenario?

It needs to be realistic

What is one of the reasons Roger identifies as why it is important to involve stakeholders in the development of future classroom scenarios?

Without buy-in of key stakeholders it is likely there will be significant opposition to the changes introduced in the classroom or school

What is the Future Classroom Toolkit?

A set of tools that support you in developing a pedagogical vision for your school or classroom of the future.

What does Diana Laurillard, Professor of Learning with Digital Technologies at the Institute of Education in London, identify as a key feature of the classroom of 2025?

Students direct their own learning

Congratulations. You finished.

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Collaboration and Communication are two of the key competences of 21st century learning, they have not attracted the same level of interest or attention as other competences such as creativity or critical thinking.
In this Future Classroom Scenario course, we aim at offering you different tools for you to try out and to use with your students in your classroom. There a wide range of possible tools you can use in the classroom to develop competences, such as collaboration or communication. In this section, we would like to highlight the tool Slack.
Slack is a cloud-based team collaboration tool for real-time messaging that brings all your communication together in one place, allowing archiving and search for modern teams. It is a very useful tool that you can use in the classroom to discuss a project, a topic, etc. Besides, your students cannot only send messages and communicate with other students, but they can also share different documents and work collaboratively; If you use any services like Google Drive, Dropbox, or Box, you can also paste the link and that document will be immediately will be sync and searchable too.
Although Slack it’s useful for professional teams, it’s also very convenient for any other community that needs a quick place for synchronous and asynchronous conversation and collaboration; you can also use Slack in your school to provide feedback on student work, to send announcements to the whole class or to a particular student, to organize students into groups for assignments, etc; definitely a good tool to try in your classroom!

I have never heard about Slack before but it seems  a very good tool to use in our schools with collegues and students!

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For this activity, we'll be creating a "League of Trends", answering the question "Which educational trends do you think will have the greatest impact on our teaching and learning in the future?"  We will answer this question by means of crowdsourcing, or in other words we'll be using the wisdom of the crowd (all of you).

It's very straightforward, just vote for one of the two trends identified below based on which trend you think is more important.
I chose Cloud Based Learning: data, tools, softwar is all online and can be reached and modified from different devices over The goal to include everyone in reaching high degree of instruction and to go on with learning all the life long.

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2.4. Trends & stakeholders: the classroom of 2025

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2.4. Trends & stakeholders: the classroom of 2025

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They have asked some of the stakeholders of the Future Classroom Lab about their visions for the future of education. These views have helped them shape our work in the Lab. In the video some stakeholders describe their vision for the classroom of 2025 and identify some current education and technology trends that they believe will shape the future classroom.
It is important to remember that with trends we don't just mean education or technology trends but also economic, social and political trends. However, this is of course a huge topic, so for now let's just focus on some education and technology trends that will shape our classrooms in the next decades.
Who do you agree with in the video? Are these realistic visions of how classrooms will develop over the next decade?

I agree with all the people in the video. I hope the classroom of 2025 will be better than now. I imagine it as an interactive dynamic social place where children and pupils  are  protagonists in their learning process, where teachers are mentors who provide guidance and feedback. I imagine classrooms where students  can use technology devices, collaborate each other and interact. I hope that in the future there will be a school where children learn from other children and teachers from other teachers.

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One of the first steps when developing a new vision for our teaching and learning should be to talk to those people who will be impacted by these changes. The earlier these people are involved, the less likely we will face opposition to the suggested changes and the more likely the changes will have a substantial impact. This means we need to consider who are our stakeholders and how do we involve them.
We also need to consider what is happening outside of our schools. It is very easy to fall into the trap of staying inside our "school bubble". But if we are serious about innovation it is important to consider what is happening outside of school because at some point it usually has a big impact on what happens inside of schools. That is why considering the role of trends in society, technology, education, politics, etc. should be a fundamental part of this exercise.
The role of trends and stakeholders

Do you agree that it is important to involve stakeholders? Which stakeholders do you think are the most important for achieving successful innovation in the classroom? Can and should we be considering trends if they change so quickly?

I think it is very important to involve as many stakeholders as possible in the learning and teaching process. Students, teachers, school management, parents, local and national government and also union of teachers, assosciations, churches rapresent different points of view. If they collaborate and share their ideas about what school should be, it is possible to start a real changing and an effective innovation. It is, also, important, to consider new trends, but it is very difficult to keep up with them.

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2.2. Developing a future classroom scenario: The Future Classroom Toolkit

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2.2. Developing a future classroom scenario: The Future Classroom Toolkit

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developing a vision of how we would like to change what happens in our schools and classrooms is an important first step to introducing innovation. But how to go about creating such a vision?
To answer this question the iTEC project developed the Future Classroom Scenarios Toolkit. In this video, we provide an overview of the toolkit.
The toolkit should help you to establish a path through the process of innovation, a bit like we are doing on this course. Use the toolkit as a reference point, something you can revisit and refer back to and discuss with your colleagues and school principals.

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What do you think of the two examples in the videos? What do you think of these scenarios? What are the pro's and con's of each? Share your thoughts and ideas here.

these two scenarios are very interesting because they show that students learn not only through books, but also through their personal experiences. It's more motivating for them because they are involved in something practical, near their experience. It is also really important to give value to students' out of school activities and interests.

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Module 2: Your future classroom – towards a realistic vision

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Module 2: Your future classroom – towards a realistic vision

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The Learning Objectives for this module are:1. Understand the concept of future classroom scenarios 2. Explore the Future Classroom Toolkit that provides ideas and tools for developing a future classroom scenarios 3. Consider why it is important to involve stakeholders and which stakeholders you would want involve for your process of innovation 4. Discuss a variety of trends and challenges that are impacting on our work as educators.

Future classroom lab is more than a technological solution. In fact it is a pedagogical approach, a proposal to definitely break spatial barriers where our students can become the center of their own learning. This is a move towards the future of learning where mentors (teachers) design the learners’ personal and intellectual growth.
WEBINAR:José Luís Fernández -From Future Classroom to Future Teaching
On Tuesday 17th January, at 17h00 I joned this webinar.
It was really interesting

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Test done

Your result in the test was: 100%

You have passed the test.

Your answers

What is identified by Roger Blamire as one of the biggest challenges for integrating 21st Century Skills in teaching and learning?

Lack of teacher understanding of the concept

Lack of pedagogical strategies to develop these skills

Assessment and certification of these skills

What is the link between the factories of the early industrialisation period and many of our classrooms today?

The role of the church was important in determing peoples working hours in factories which also impacted on the timetables of schools at the time and is still reflected in the organization of school timetables today.

Factory workplaces underwent significant changes during this period which also resulted in new and innovative ways of organising classrooms that are still being used by innovative teachers today.

Public education systems were setup during this period and classrooms were organised in a similar setup to workplaces in many factories in order to prepare students for their later work life. A similar classroom setup is still present in many classrooms across Europe.

The Investigate, Create and Present learning zones of the Future Classroom Lab in Brussels focus primarily on which pedagogical learning scenario?

Collaborative learning

Inquiry-based learning

Teacher-led learning

What does Deirdre Butler argue is the reason why we should change our current teaching and learning practices?

Rapidly changing attitudes, contexts, job requirements in society require learners who can teach themselves and easily adapt to new situations

Because increasingly all our work and social activities are done online we also need to move teaching into the cloud (online)

Unemployment among young people is on the rise which indicates that we need to focus our teaching on subjects like science and maths that are most required by employers

In which of the following zones of the Future Classroom Lab can we introduce the attitude of Lifelong learning at school?

In the Interact zone

In the Present zone

In the Develop zone

Congratulations. You finished.

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What was iTEC and why is it important? iTEC was a project about designing the future classroom. It involved 15 Ministries of Education from across Europe, brought together teachers, policymakers, pedagogical experts - representatives from each stage of the educational processes - to introduce innovative teaching practices. The output and ideas from this project provided the basis for most things in this course and Will Ellis, who you have already met in the course introduction video, was the iTEC Project Manager. He will introduce you to the concepts, tools and ideas that came from the work in the project.

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1.5. Activity: What does your classroom look like?

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1.5. Activity: What does your classroom look like?

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My classrooms are very traditional. There are three or four rows of  desks. The  teacher desk is opposite the stydents' desks. Behind the teacher desk there is the white board.  I don't like this type of  classroom setup, but I share the classrooms with my colleagues and I haven't the liberty to organize the space in a different way.

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1.4. The Future Classroom Lab in Brussels

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1.4. The Future Classroom Lab in Brussels

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How could the classroom of the future look like? There's no right or wrong answer to this but if you are in Brussels anytime soon, come take a look at the Future Classroom Lab, a flexible learning space organised around developing 21st Century Skills in the classroom. In the meantime, take a look at this tour of the Future Classroom Lab's learning zones.
Could you organize your classroom around learning zones? If not, why not? How would you organize learning in the Future Classroom Lab? Which zones would you focus on or start out with?
Share your thoughts on these questions and the Future Classroom Lab in the Padlet tool below the video.

Great organitation! I have never used learning zones. I would like to use them. I think that this organization of learning activities requires a different organization of school time without the traditional succession of subjects.

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What skills, competences, knowledge should we focus on in our classroom? Should a curriculum focus on content or skills? Share your thoughts on Roger's video in the Padlet tool below the video.

I really agree with the focus presented By Roger because he underlines both the 21st Century skills students must develop and the 21st Century skills teachers must have to make their teaching effective. If we want our students to acquire the skill of life long learning, we also must learn to learn over time and change our way of teaching.

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1.1. Why should we change our classroom practices?

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1.1. Why should we change our classroom practices?

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1.2. Past, Present and Future Classrooms

The way how our students learn has changed  and  we teachers must help them to develop new skills,  useful  for their future. So I think that , in order to have good outcomes, we must try to change classroom setups too. But it is not easy not only for practical problems  (lack of adequate spaces and  technology devices, the amount of students per classroom), but also for our mentality.
Society is changing and school must keep up with it. This is a great challenge for us!

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Module 1: What does the future classroom look like? 

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Module 1: What does the future classroom look like? 

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The Learning Objectives for this module are:1. Reflect on your current practices and why you might want to change them2. Develop an understanding of the evolution of classroom organisation over time3. Consider the role of 21st Century Skills and their role in the classroom4. Evaluate your current classroom organisation and consider if and how you would like to change it
The first key question for this module is: Why should we change our current practices?
The second key question for this module (and the entire course) is: How should we change our practices and classrooms?

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Hello, I am Angela Gallo. I am a teacher of English. I have tought for about twenty years. My students are from 11 to 13 years old. Now my main purpose is improving my teaching in order to make it more respondent and closer to the new learning style of our students. So I think that this course is an excellent opportunity for me and my students.