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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.

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'Tell a Story' - creating video biographies

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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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Learning scenarios: general description of the classroom learning experience.  ( programmazione iniziale?)
Learning activities:  describes in concrete terms the activities from the scenario ( fasi concrete o realizzazione del progetto?)
Learning stories: Result of the learning activities ( relazione finale?)

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I don't know it and my students can't use a smartphone in the classroom. They work at home with EDMODO

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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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<a href="https://www.knewton.com/infographics/flipped-classroom/"><img src="http://www.knewton.com/wp-content/uploads/flipped-classroom-1.jpg" alt="Flipped Classroom" title="Flipped Classroom" width="1000" /></a>
<p>Created by <a href="http://www.knewton.com/" alt="Knewton" title="Knewton">Knewton</a></p>

Me:    After watching some videos on the cities of a certain French-speaking country, the students work in groups of 4 or 5, documenting the personalities of those cities tied to a specific historical period selected from the group class and the teacher togeter.

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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.

ME: The 21st Century Learning Design Rubrics are a useful and innovative tool that I discover today for the first time. It would be very interested a practical example of its use.

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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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"Edukata is a model for educators to facilitate a participatory design process in collaboration with other educators and students at school. The design process starts with a scenario, an innovative and challenging idea of what learning and teaching could look like in the future. Scenarios are inspiring, but turning them into realistic classroom practices is often not easy. Through the design process you will take the scenario and design new learning activities, detailed descriptions of how to perform learning and teaching in the classroom that incorporate new ideas, techniques, teaching methods, and tools into upcoming courses and lesson plans. This guide explains how to do that by presenting the Edukata model. It is primarily written for educators and certified Edukata facilitators, but everyone is warmly invited to use the guide and to practice participatory design based on the Edukata model."

Glossary:

SCENARIOS Innovative and challenging ideas of what learning and teaching could look like in the future. LEARNING ACTIVITIES Detailed description of how to perform learning and teaching in the classroom. LEARNING STORIES Examples of how a number of learning activities could be used together in a course. DESIGN CHALLENGES Circumstances that hinder learning and learning activities, and which can be addressed through designing better activities. DESIGN OPPORTUNITIES Practices or circumstances that support learning and that can be highlighted through learning activities, such as good practices that are in place at the school or classroom. USEFUL RESOURCES Tools, services, people, and events that may be useful in carrying out a learning activity. FACILITATOR Person in charge of the design process, and who preferably has experience or training in participatory design methods. Each Edukata process should have one facilitator. FULL-TIME MEMBERS 2-3 people who are committed to the design process and attends workshops and reflections of workshops. PART-TIME MEMBERS 3-5 people who comment on the design work and participate in workshops or additional Edukata phases. BADGES Certificates that are awarded for sharing high-quality Learning Activities and for facilitating successful Edukata workshops. CERTIFIED EDUKATA FACILITATOR People trained by experienced Edukata professionals and who have sufficient understanding of participatory design and Edukata to facilitate successful workshops... . . . . . . . . . . . . . . . . . . .

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4.2. Examples of  6 iTEC Learning Activities. 

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4.2. Examples of  6 iTEC Learning Activities. 

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The Learning Activities are simple stepping stones that provide concrete ideas of how we can achieve the scenarios in our classroom.. Each of the Learning Activities provides a concrete idea of an activity that can be used to develop the Scenario. Each activity idea is also generic enough to be used for other scenarios and more importantly, each activity could be used in any subject context.
1) Collecting data outside of school
2) Mental notes about learners
3) Teamwork
4) Team newsflashes
5) Peer feedback
6) Working with outside experts

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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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4.2. Examples of iTEC Learning Activities
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.

 ME: After the work of research groups, both inside and outside the school, I think it is important to share their work with the rest of the class to which you should also get a critique and feedback.

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3.6. Attività: la nostra maturità Innovazione

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3.6. Attività: la nostra maturità Innovazione

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I completely agree with Rosy from Italy when she said "I  have a lot to improve and a lot to learn but we have to face   also with the reality  ,  number of students, levels of learning, curriculum of school, ICT tools. "

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I completely agree with Rosy from Italy when she said "I  have a lot to improve and a lot to learn but we have to face   also with the reality  ,  number of students, levels of learning, curriculum of school, ICT tools. "

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3.5. Utilizzando la tecnologia in classe: Esempio Lezioni

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3.5. Utilizzando la tecnologia in classe: Esempio Lezioni

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ME: The three videos are very interesting, especially the first two. Our students are not able to do such a collaborative work except in the traditional manner. This is not because they are not capable. They lack the individual equipment. For now we are only equipped with IWB and even at home, not all children have a computer.

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3.5. Utilizzando la tecnologia in classe: Esempio Lezioni

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3.5. Utilizzando la tecnologia in classe: Esempio Lezioni

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Irlanda

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Interactive Classroom 1 - Using ICT to improve communication skills - Ireland

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3.5. Utilizzando la tecnologia in classe: Esempio Lezioni

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3.5. Utilizzando la tecnologia in classe: Esempio Lezioni

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Svizzera

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Interactive Classroom 3 - Knowledge building with ICT - Switzerland

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3.5. Utilizzando la tecnologia in classe: Esempio Lezioni

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3.5. Utilizzando la tecnologia in classe: Esempio Lezioni

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Italia

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The Interactive Classroom 2 - IWB for global collaboration - Italy

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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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ME: Creativity and collaboration are two key goals of the 21st century school. I really enjoyed the video of Irene Pateraki, very useful as well as that of Kurt Klynen. I work with my first-graders on the eTwinning platform to a twinning project but I do not know many of these operational tools which is spoken in the video. Now my curiosity is so great and above all the desire to experiment with the guys.
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.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.
 Irene Pateraki speak about technology tools: drawitlive/ voicethread ( a partire da un'immagine i ragazzi di tre scuole diverse e con tre lingue diverse hanno creato tre storie; oppure hanno creato un dizionario con 50 parole in diverse lingue.) glogster (usato per creare INTERACTIVE POSTERS attraverso immagini grafici, musica,video,testi, presentare il proprio lavoro alla scuola, creare inviti, pagine del giornalino....
Kurt Klynen ci parla invece di alcune apps per creare video (i movie, Magisto, Imovie editor) registrare audio, hopscotch, scratch, programmi per insegnare ai ragazzi come programmare.
Altri colleghi commentando sul padlet hanno menzionato questi WEB TOOLS:
TITANPAD   POPPLET   CANUA   KIZOA   TOONDOO

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FCS | Module 3 | Creativity and Technology: Irene Pateraki

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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. 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.

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FCS | Module 3 | Collaboration | Deirdre Butler, National University of Ireland

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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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ME: Collaboration between students is one of the most innovative objectives in teaching and learning. Then get to know the best way is another story that involves a lot of preparation for teachers and participation of the students

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3.3. 21st Century Skill in Focus: Collaboration and Technology in the Classroom

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3.3. 21st Century Skill in Focus: Collaboration and Technology in the Classroom

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1. Understand a variety of ways how technology can be used in schools
That technology provides new opportunities of people working together should hopefully be clear, in fact, our joint participation in this course proves this point. But there are many other ways how technology can facilitate collaboration and there are now many tools out there that you can use in your classrooms for such purpose.

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Future Classroom Scenarios | Μ3 | Educational Technologies and Collaboration in the Classroom

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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 examples that integrate technology

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Test done

Your result in the test was: 100%

You have passed the test.

Your answers

What is the Future Classroom Toolkit?

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

A set of tools to analyse what stakeholders think about the current situation of the school

A set of tools that allow students to integrate technologies into the classroom

What is Slack?

An online tool for organising information into different categories

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

A social ranking tool

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

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

Because if we know about trends we can engage students better in their learning

Because educational policy might change in the future and we should be informed about these changes

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

XIt needs to be realistic

It needs to be visionary and include blue-sky thinking (ignoring any technology or financial constraints for now)

It focusses on the role of technology rather than pedagogy

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?

Outside experts coming into the classroom via video-conference

The classroom primarily exists in the cloud (virtual classroom)

XStudents direct their own learning

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

Stakeholders need to be included in the process for legal reasons in most European countries

XWithout buy-in of key stakeholders it is likely there will be significant opposition to the changes introduced in the classroom or school

Stakeholders should be consulted as they have an important role to play in funding the required changes coming from the scenario

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2.6. Tool for teaching: Slack (A real-time messaging tool for communication and collaboration in the classroom)

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2.6. Tool for teaching: Slack (A real-time messaging tool for communication and collaboration in the classroom)

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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.  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

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Which educational trends do you think will have the greatest impact on our teaching and learning in the future?
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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I agree with the video Diane Laurillard. I think that the school of 2025 is more open to the outside world mainly thanks to technology and use more and more autonomous that make young people. Pupils learn from each other thanks to the supervision of the new-generation teachers.

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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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Diane Laurillard, professor of learning with Digital technologies, Institute of Education, University of London.
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.

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Future Classroom Lab Interview Series #9 - Classroom of 2025

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In the video below, Roger provides an introduction to the role of stakeholders and trends in developing your future classroom scenario.

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1) 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. This means we need to consider who are our stakeholders and how do we involve them.
2) We also need to consider what is happening outside of our schools.That is why considering the role of trends in society, technology, education, politics, etc. should be a fundamental part of this exercise.

Me:

Stakeholders in the school innovation  are first of all teachers through their continuous updating. So students and all school staff. Should not forget the families that are involved as well as the authorities, the municipality and private individuals.

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Will Ellis introduces the concept of a future classroom scenario.If you want to innovate your classroom or school, think about a range of CHALLENGES and ways to approach them:
First step:       Developing a clear vision of how we would like to
change

Think about where we want our individual journey of
innovation to take us.

Think about what will work in your context.

Second step: Convince others ( stakeholders as policymakers,
teachers, students, tech companies)  to join our path       of innovation.

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2.2. Developing a future classroom scenario: the Eduvista Toolkit

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2.2. Developing a future classroom scenario: the Eduvista Toolkit

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The Future classroom toolkit  is a COLLECTION OF TOOLS, GUIDANCE and otrher RESOURCES for designing future classroom scenarios, to bring advanced and innovative learning and teaching to  our school or classroom. It is a website with 5 toolsets. It enables school leaders, education policy-makers, teachers and ICT suppliers to create and implement Future Classroom Scenarios which provide a clear vision of innovative teaching and learning practices. It can be used to introduce or scale up innovative use of ICT in a school or across a number of schools within an education system. The rationale for this process is to bring about incremental but sustainable change in the education system.
How to use:

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Me: I think that involve pupils in an activity where they are the protagonists both in school and out, makes them more autonomous and self-esteem is necessarily fortified

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José Luís Fernández works for the Spanish Ministry of Education (in the National Institute for Educational Technologies and Teacher Training, INTEF). He has a degree in English Literature from the University of Alicante and he has been a secondary school teacher since 1992. He was deputy head at IES Tirso de Molina (Madrid) between 2004 and 2008, and he has also prepared candidates for the official exams to become civil servant teachers.

Since 2008, he has beeen working as a Technical Pedagogical Advisor at the ICT unit of the Spanish Ministry of Education (Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado), where he works in the European Projects Department as a member of the Spanish eTwinning National Support Service.

His work at the Spanish Ministry of Education has also given him the opportunity to collaborate in projects such as MENTEP, Future Classroom Lab, and Samsung Smart School ( A project which aimed at students of primary education, and offered teachers the necessary tools to guarantee the success of the digital transformation of the classroom and contribute to the improvement of teaching and learning processes.)

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WEBINAR: José Luís Fernández - From future classroom to future teaching

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WEBINAR: José Luís Fernández - From future classroom to future teaching

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FCL (future classroom lab) s 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.

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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

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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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Classrooms at my school are very classic with the 'teacher in frontal position with respect to pupils' desks that have little chance of moving in open spaces. We have the interactive whiteboard that allows us to use the digital texts and also interact with the outside through the electronic twinning.

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This school seems very far from the Italian school of today. Often there are no scientific materials and workshops to keep them. Often, in our reality, there are no technological equipment for each student but a single interactive whiteboard in each class. I would like to experience a school situation like this and some experimental school is already making the first steps. But it will take time ....

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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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6 zones can be divided in 2 zones
1) present investigate and create
-CREATE: make a showcase of theyr work
-INVESTIGATE: students active researchers instead of passive listeners
-PRESENT: present the student work in several ways (online sharing, in the classroom).
2) Interact, Develop, Exchange
-EXCHANGE: students work together. work in team
-DEVELOP: indipendent learning, attitude of lifelong learning

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1-teacher professional learning
2-understanding ICT in education
3-ICT
4-pedagogy
5-organisation and administration
6- curriculum and assessement

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6 themes:
1-creativity
2-communication
3-collaboration
4-critical thinking
5-personal and social responsability
6-digital competences

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1.3 Abilità Century (Roger Blamire, Senior Advisor di European Schoolnet)

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1.3 Abilità Century (Roger Blamire, Senior Advisor di European Schoolnet)

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Skills: expertise, the ability to do something well

Competences: combination of knowledge, skills, attitudes and values applied to a particular domain.

21st century skills: a different organization and set of skills with different priority they had in the past.

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1.2. Past, Present and Future Classrooms.   

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1.2. Past, Present and Future Classrooms.   

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Our society is changing radically, and the school should prepare young people to this change.  It's very difficult to organize  spaces if you have only small classrooms and if the time available, and school programs are fairly statics.

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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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I fully agree with the statement made by Deirdre Butler. Today's teacher must not only interact with the students and their new needs. He must especially reconsider the outdated concept of  front teacher

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My students are aged between 11 and 14 years. All classrooms are equipped with interactive whiteboards and Internet connection that allows us constant access network for the use of ICT. In all my classes I use Edmodo. Also, with the first classes I started an eTwinning project on the eTwinning platform. Pupils interact constantly and are more motivated to study the French language. In my school there are no migrants but only foreign students whose families have moved to Italy to work.

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My name is Maria Cristina Cau, I live in Cagliari (Italy) and teach the French language at the middle school "V.Alfieri + Conservatorio."