# data[].attributes.body
I thnkboth scenarios are good of children. They can make this materials with sounds, records, videos... and is better for learn.

# data[].attributes.body
The second scenario has lots of potential ... you can work on knowledge of the area in which you live, the spirit of collaboration and the organization of work within a group, design and troubleshooting, peer-education...... I'm experimenting it with the my class, exhausting but stimulating.

# data[].attributes.body
I think informal learning important...

# data[].attributes.body
As I watched the two videos, I realized once again how pleasant can become knowledge if there is a will and enthusiasm. In both examples we see how we can exploit students' talents, make use of technologies and how we can discover knowledge through research.

# data[].attributes.body
I think that both video are interesting but I prefer the second one.
To teach means to teache to think and to use the tools that there are around us.
So frontal lesson o into the classroom must be integrated with experience unwound outside.

# data[].attributes.body
I think both video show clearly how it is important the scenario and how open-minded teachers create situations for students

# data[].attributes.body
I think that the both scenarios are relevant for learning. The student can do a project about his hobby. The outcome is that he learn how to collect information, how to document it , structure it and how to present it. In the second scenario, the conditions are created for students to achieve a greater understanding of nature by actually studying it closely and not through books. I see only advantages to collaborate across subjects. It creates synergies and students get a larger context that they can practice their skills in.

# data[].attributes.body
Both scenarios are interesting and helpful.
Outdoor activities are prefered by children.

# data[].attributes.body
I think the two scenarios are important. In informal learning we learn a lot and are usually focused on the hobbies and preferences of the person (skills, tools ..) On the other hand we have learning based on projects, research, critical and collaborative learning in the environment, outdoor learning with all Potential it has.

# data[].attributes.body
Future school

# data[].attributes.body
The design and implementation ITEC requires a change of the traditional way of thinking about teaching and questions the regulator "model teacher" in favor of a mode centered on the design and organization of activities, the conduct of creative teaching situations and support to the work of the boys. It would be appropriate to create a group of teachers willing to work together to share ideas and find solutions to common problems. To change the time of school activities design mode by reversing the traditional approach: starting from the methodology to arrive later to content. To develop an active teaching method that overcomes the concept of lectures putting students at the heart of the learning process. To adopt a flexible and agile approach shared at European level. To stimulate the creativity of teachers and students through activities and tools that enhance new ideas and initiative. To adopt a method that integrates the results of research in education in a sustainable manner and consistent with the objectives of the National Guidelines

# data[].attributes.body
Like some of the others, i think that both scenarios are very interesting to students.

# data[].attributes.body
I think both of scenarios are suitable just we should use them in correct way. But the best one is collaborative teaching/learning

# data[].attributes.body
In modern society there are many opportunities for learning. Learning does not only at school, but also outside of it. The informal and formal learning are integrated and support. Increasingly teachers use technological aids to facilitate learning. Not only knowledge but skills and competencies that apply in everyday life.

# data[].attributes.body
I often use the self-made videos project with my students. they  create and edit the videos about already known subjects. it s funny, useful and motivating for them.

# data[].attributes.body
I think that the second scenario is very interesting for students and it is very achievable too

# data[].attributes.body
both of the scenarios  are interesting but i belive that the second scenario  is more important than the first. By watching, finding and connecton of concepst the students can learn faster and easier.

# data[].attributes.body
I think that both scenarios are very interesting to students.

These scenarios are relationated with the outdoor learning and learning how to learn.
Is important that the teacher motivates and supports them during their learning.

# data[].attributes.body
I would like to implement these classroom scenarios in my classes soon.

# data[].attributes.body
In the first video the attention is focuse on the student with his skills and abilities and valued !!! In Italy it is expected by indications of 2012. The problem is the contrast to the skills teaching and the old assessment system, anchored to vote and test.
The second scenario has lots of potential ... you can work on knowledge of the area in which you live, the spirit of collaboration and the organization of work within a group, design and troubleshooting, peer-education...... I'm experimenting it with the first class, exhausting but stimulating.

# data[].attributes.body
We prefer outdoor lessons, too!

# data[].attributes.body
I believe that both scenarios are helpful and desirable for the involvement and motivation.

# data[].attributes.body
My students love show and tell events, but we lack the technology so it's on paper only. Also, I agree that teacher should collaborate more

# data[].attributes.body
We also prefer outdoor lessons.

# data[].attributes.body
My students prefer to have lessons outdor.

# data[].attributes.body
I like both scenarios. The main focus is problem based learning but with some differences. In the first scenario, the emphasis is on developing of one student without collaboration with other students,  while in the second the emphasis in on collaborative learning.  I believe that students can show their full potential in these learning scenarios.

# data[].attributes.body
To raising concern of students to the education, we should bring their daily lifes to the class.We can see this aim in both scenarios. Because of this, I support both scenarios. This is the their pro’s. But the subject can change quickly and they can be time consuming.

# data[].attributes.body
My students prefer outdoor study project.

# data[].attributes.body
Both scenarios are great. It is important recognize informal learning, because usually this kind of learning is based on students hobbies, and we should connect it with formal one in order to raise students’ motivation and improve teaching-learning process. We should use in our teaching-learning process active methodologies as Project-Based Learning or Inquiry-Based Learning and technology.

When we connect informal and formal learning and use technology in the process our students feel more confident,  on this way, they can create, reflect and share their products and they can change their attitude towards school. It is a great way to raise their motivation, creativity and interest.

# data[].attributes.body
I like the ideea of working in the nature, observing and recording facts. Than, the technology helps with reports and disemination of information. I just want to note that is not always easy to have a place where this kind of activities to take place. This includes transport and all kind of documents for geting out with the children during the school programe. This situation appears, maybe is easier for others. About informal learning: I do think this is good for kids, they are learning by doing somethink they like but it seams to me that if somebody knows to build a platform that person doesn't need the lesson... And if somebody is doing only what he/she likes that person will have a lack of skills in some areas. I think people should know a little bit of everything and lot of he/she likes. Maybe I am wrong... I wonder when is doing the teacher that extra job observing and evaluating a child or two who are learning informal? Even now, sometimes I feel I am a teacher 24 hours in a day...maybe I should plan better my time!

# data[].attributes.body
Both scenarios are really interesting and it is the kind of activities that we should offer to our students.
If we want participation in our classes , we must outline projects where students have to work together and investigate using new technologies.

# data[].attributes.body
I prefer second scenario, near realistic learning. It improves the team

# data[].attributes.body
VIDEO: iTEC scenario: Outdoor Study Project
It already happens in schools. I am not a Science teacher but I like when students have a chance to go outdoors. My colleague does that. But cooperation across subjects does not happen in this case in our school. You would need teacher collaboration and have it in the curriculum. Again, depends on individual teachers and their time they want to invest to school. I can see it can be done once in a while.

# data[].attributes.body
video: ITEC Scenario.

Recognizing Informal Learning

? What is the setting? Is it like an after-school club? It is important here to say.
Like we have informal training but this I just don't get a grip here.

+ the student would like it
+ it is a good chance for weak students to show they are good at something
+ as an extra activity - out-of-school experiences very good
+ connects the school and real-life
+ it is autonomous
+ creativity and critical thinking are developed
+ some teachers would be willing to work extra- assessing and helping even without being paid- but not many
+I see it as a way of UNSCHOOLING.

- who would help the student during the project, which teacher if no subject is the target at the start
- If it is a part of regular classes, how does it fit the curriculum? Does it prepare for the traditional university study and entrance exams? You would need to change the universities too.
- unrealistic nowadays, teachers are not used to every student doing a totally different project across subjects. Many would oppose it.
- some teachers would like to get paid for extra work
- time consuming? my students have many activities in the town and a lot of studying
BE REALISTIC.

# data[].attributes.headline
Celia B., Portugal Very interesting and innovative but the question is does it work? I have very disruptive students and they do not expect anything from school and the school does not trust them. They are very misbehaved because their families are spilt apart as weel: single mothers, orphans living with aunts, granddaughters living with grandmothers, etc.But since one of my faults is being optimistic here are the pros: more engaged and motivated students; about the cons: how do we evaluate learning objectives 

# data[].attributes.subject
Celia B., Portugal Very interesting and innovative but the question is does it work? I have very disruptive students and they do not expect anything from school and the school does not trust them. They are very misbehaved because their families are spilt apart as weel: single mothers, orphans living with aunts, granddaughters living with grandmothers, etc.But since one of my faults is being optimistic here are the pros: more engaged and motivated students; about the cons: how do we evaluate learning objectives 

# data[].attributes.body
Both scenarios are really interesting and inspiring. I can see only positive aspects. I recently started renovate my teaching/learning approach and the key words are creativity and sharing using ICT.

# data[].attributes.body
I' ve started using , flipped classroom,PBL and so on,two years ago During this time, I have tried to involve my colleagues. At the moment the number of teachers, who are interested, is raising, but many of them are still skeptical about new learning scenarios

# data[].attributes.body
i often use the self-made videos project with my students. they create and edit the videos about already known subjects. it s funny, useful and motivating for them.

# data[].attributes.attachment_link.title
My students' projects - Lavori realizzati dai miei alunni

# data[].attributes.attachment_link.description
Culture Projects: Geography and History. The right Rules. Emozionarci. E-Twinning Project a.s. 2016/17. Lavori per gli esami. Music and Teenagers. Victorian Age

# data[].attributes.body
I defintely love the outdoor scenarios and   I experimented it  with my students, in a project realted orienteering activities. It was  project based learning as well, with a multidisciplinary approach. Students  are  greatly motivated. Some students with low " school competences" have the opportunity to show their abilities.

# data[].attributes.body
Both activities are based on Project Based Learning. Both students and teachers have an active role in the teaching process. The teacher is a guide a facilitator of students' learning; the students have a dinamic role in the classroom because they gain a better understanding through the activite exploration of real world challenges and problems; Students love working in a collaborative learning environment where through the technology fulfill their works.

# data[].attributes.body
Both activities showed in the videos are project-based learning activities. Sometimes I tried to let my students work on project related to their own interests by collaborating and creating final digital products to share online. Students are always engaged and show enthusiasm, but actually I manage to organize at least 4-5 activities per class each year.

Here are some examples of my students' activities: http://www.pearltrees.com/emilianarufo/students-projects-realizzati/id16785314

# data[].attributes.body
I found both activities to be very valuable in the way they mixed the use of technology and school work. The role of the teacher is crucial but he/she is not at the center of the stage. He/she is just a guide. (The first scenario was specially interesting because, even tough skateboarding is not a standard the school needs to cover, it is still a topic where the students can show what they are good at, and use their technological skills to do so. Today, on the internet (YouTube channels) we can see many examples of this earning loads of money :) Why not use this to attract students attention?)

# data[].attributes.body
Both scenarios are wonderfull. In both the teacher and students work with a común objetive: learn

# data[].attributes.body
In my view, activities proposed in class should be as significative as possible, that is, they should involve an active and constructive process promoting active participation as well as teamwork and collaborative learning. That is what we see in the second video. The first video for me is an idealistic and desirable learning process but hopelessly impossible to achieve unless education laws change and give more freedom to teachers making curriculums more flexible.

# data[].attributes.body
The second scenario is closer to what I could do at school since we do environmental projects. Enlightening!

# data[].attributes.body
The second scenario is more similar to the projects that we are developing in the school. I see the first scenario very interesting but at the same time more dificult to implement, it's difficult to know exactly which formal assessment has achieve the student. Otherwise, I think it's a very interesting option for students that don't like studying.

# data[].attributes.body
These scenarios are very interesting,  and students can work collaboratively and with  specific skills.

# data[].attributes.body
The boys would find themselves well in both contexts, very interesting, because they would be able to collaboratively learn

# data[].attributes.body
These are amazing scenarios. I would like to implement them in my classes.

# data[].attributes.body
Both scenarios are wonderfull. In both the teacher and students work with a común objetive: learn

# data[].attributes.body
I like both scenarios. They are very inspiring! Each of them has its own characteristics and is applicable in practice. The first scenario is focused on the development of the individual and is good for those students who have specific skills which formal education doesn't encouraged.

The second scenario is focused on group cooperation- we teach them how to achieve results by working together on different activities.

Final results are achieved by personal commitment and work of students in both scenarios which is very rare today considering that the teachers still do most of the work and give students finished results. That must change!

# data[].attributes.body
Both scenarios are interessting and students  can collaborate and learn in each of them

# data[].attributes.body
Teachers and students can collaborate and the two videos show that work in this way is important. With one of my class we are working on a UDA (Unità di apprendimento) which involves Maths, Italian, Chemistry. The student have to use technology to create their products (videos, surveys, documents...)

# data[].attributes.body
These scenarios are very interesting: activities activities are stimulating for students and for teachers, but projects take a long time (and often we have to do educational programs in few hours!) and in Italy a great problem is the bureaucracy to get permission to play lessons outside of school.

# data[].attributes.body
Both scenarios are very interesting. Meeting the pupils needs and aims is a challenge. Outdoors activities are very useful and pupils can work collaboratively easier and with better and visible results.

# data[].attributes.body
Both scenarios seem to be great and it's so seen that teachers work hard by setting the informal classroom setting for the leaners. I think a lot of work should be put upfront before starting engaging students into the group activity learning or outdoor learning. Normally, students get used to the traditional classroom setting and they have to leave their comfort zone and feel that they learn or acquire knowledge, skills for themselves to apply them in the future. So, tapping on autonomous learning skills, teaching how to cooperate and collaborate with the peers, sharing, negotiating, using digital resources to process the material, making inquiries are all great examples of introducing the 21st century competencies into the classroom. I guess these kind of activities cannot be implemented on a regular basis

# data[].attributes.headline
Anabela Fernandes, Dulce Freire, Isabel Cruz e Vítor Silva, Portugal

# data[].attributes.subject
Anabela Fernandes, Dulce Freire, Isabel Cruz e Vítor Silva, Portugal

# data[].attributes.body
Very, very interesting this way of evaluating and learning. These scenarios are everything that we don’t do. Impressive informal learning. How does it work? We would like to know more ...

They seem to be quite motivating for students. We consider as pros: it promotes a high level of student engaging, they are motivating, they put students at the center of learning using the new technologies they like and in the second video it promotes collaborative work.

Cons: It requires a different way of working from the teacher, it requires some knowledge of new technologies, the curricula are too extensive and the parents / guardians demand the fulfillment of the same and assessment this form of learning is not easy.

# data[].attributes.body
The proposals I consider to be very interesting. As a geography teacher I would especially recommend the second method. I use it for years, and so far it works great much better than lecture on the same subject in the classroom. I especially like the idea of ​​"empty classroom," which just as the initiative means that teachers take the students lessons outside the classroom.

# data[].attributes.body
For many years there is a pedagogical current in Spain that advocated the direct relationship of students with real life. I agree with this theory as exposed in the videos.

# data[].attributes.body
I think that both videos show activities that are really amazing for students to do, as they feel they are going to be listened and that what they have to share is important. Sometimes we forget that they can discover great things because they are more open minded.
However, at the beginning, I would say that the first activity could be perfectly done at secondary school , whereas the second one can be prepared for primary too.

# data[].attributes.body
Both scenarios are engaging. Students are involved in learning through relevant and meaningful activities which prepare them for real life.The first scenario helps to motivate those students whose level of motivation is very low and with whom traditional teaching doesn't work. The second one is also an example of informal learning . It develop students' skills through using instruments, sharing findings, using technology, individual and team work. Both of these scenarios are worth trying.

# data[].attributes.body
Both scenarios are good and positive. First has an important point of view regarding difficult students and how to give them attention and encouragement and selfconfident, trying to get them in social activities and make them collaborating. The second scenarios determine the students to search by themselves and find new things linking with different subjects of study. Actvating the students and teachin them how to learn by doing and researching . That is very good !

# data[].attributes.body
Both scenarios have positive effects. The first one gives a chance to a student who isn't necessarily interested in or good at some subject. Incorporating his hobby into the learning process may have numerous effects: he may feel more confident, other students and teachers may admire his work outside school and therefore change their attitude towards this student. I had a similar idea last year when I organised an event in which students with outstanding outside school achievements made presentations in front of all the other students. It was a memorable event and I intend to organise it again, it proves that sometimes students have more to say than we expect them to. The second option is also interesting as it's based on collaboration, which is extremely important in the 21st century education.

# data[].attributes.body
I think that learn by doing together is an interesting way to think the school. The possibility to search in group, to have a single specific role, to find the necessary informations, to communicate the news and to share the final work is a very motivational and building modality to do school

# data[].attributes.body
As it has been said the two videos show two different pedagogical approaches: the first one based on the student's interests and the second one on the teachers inniciative to create interest in the students. The common point is that both strategies aim that the students work by themselves and be motivated and "have fun". Learning shouldn't be an obligation, students should like learning, and that is something that not always happens, unfortunately.

# data[].attributes.body
The first scenario is good for the special students who are supposed to take education at home this personalized education model help them to feel themselves belong to the school community. The second scenario is good for the kinesthetic learners who don't like the traditional teaching methods . Although it is difficult to implement it through our curricula which is tied to contentsand it will take time to change our teaching methods, I like teaching outside of the classroom and interactive,or non-formal methods.

# data[].attributes.body
These scenarios are very interesting: activities activities are stimulating for students and for teachers, but projects take a long time (and often we have to do educational programs in few hours!) and in Italy a great problem is the bureaucracy to get permission to play lessons outside of school.

# data[].attributes.body
I like both of scenarios – motivating, engaging students, making them to collaborate, investigate and create.

# data[].attributes.body
I like both approaches, but unfortunatly I don't see them as appropriate for my students, at least some of them. Inspiring...

# data[].attributes.body
I like both approaches. The frist one especially, as it lets children pursue their own interests and then possibly are able to get a grade for it (which will probably be high, as theri motivation was high to start with, which should overall just increase the student's desire to particiapte in similar activities more). The only problem is that sometimes, some skills we are trying to teach just do not lend themselves to this kind of learning in the traditional classroom, so teachers have to keep an open mind and be flexible about what is acceptable for providing evidence of learning in certain areas. The second approach is also good, but apart from video editing, which I'm sure children would like, this kind of project is something I believe can be attempted without technology - by letting children present the results through a poster, or short presentation. Still, it is a good actity, and interdisciplinary projects are something all teachers should aspire to.

# data[].attributes.body
Both scenarios sound attractive, engaging and winning, in my view more feasible with lower grades of learners but actually too difficult to adopt in higher grade curricola, which are still tied to contents rather than to real learning objectives, despite  tons of didactic literature about it!
Anyway, changes must start, sooner or later...and the sooner, the better!

# data[].attributes.body
Both videos show how important is the learner in building skills.

# data[].attributes.body
The plan on the first video provides sts personalized education while enhancing the motivation and sense of belonging to the school environment . Also students have chance to share their works so the activity gets more meaningful for their lives and they may create memories to save the information for a long time. In the second video, I see a well-planned lesson scenerio which includes all the steps in Bloom taxonomy (critical thinking skills)and 21st century skills. It is a crosscurricular and inquiry-based lesson plan, students are active learners and try to find solutions to a problem by collecting true data, testing data in real environment -learning by doing( real life situations), analysing the data and create a presentation in collaboration(group works) using technological tools and, dissemination of the piece of information engaging all the stakeholders(via internet tools). In the assessment part, the observation and constructive feedback of teachers gain importance in order to improve the accuracy of the knowledge.

# data[].attributes.body
Both scenarios are very interesting. The first concerns the PBL pedagogical technique "revolutionary", characterized by strong interactive and based on the active involvement of learners. In fact, students learn "on the field." Learning takes place not listening, but making, seeking their own solutions to the "puzzle" proposed. The PBL exercises thus allow a connection between the theoretical and cognitive learning (knowing that) and the technical-operational (knowing how), greatly enriching the effectiveness of the lesson. The example in the video is very effective but the main problem of this method, in my opinion is that it can not be applied to all subjects. Even the second scenario offers reflection ideas. In fact, create a multidisciplinary path it allows students to reflect on what they learn in school and out-door activities create collaborative and engaging learning environments. With these assets are valued both the formal and informal learningWith these assets are valued both the formal and informal learning. In this way students acquire the skills for the 21st century.

# data[].attributes.body
It 's interesting the idea of learning in group activities to share with others the experience of the school and then document this experience with an online portfolio which shows that the student is the protagonist of his learning. The outdoor experience is more feasible with the help of parents. Both scenarios give a lot of tips and ideas to design one of innovative classroom scenario. It starts from real experiences that encourage new teaching approaches: innovative, digital, multi-disciplinary, collaborative, motivating, and consider the interests and skills of students to promote them. Interesting and innovative are the assessment practices.

# data[].attributes.body
The PBL and coopertativo learning are the keys to the future of Learning Our students.

# data[].attributes.body
It is interesting this first scenarios and I think it is possible to realize it. In fact to promove learning group activities to share with other school experience is very important. Then document own experience with a on line portfolio to share own work with other in the school and present the collectives evidence and riceve a credit by the teacher in aspecific area. The second scenarious about the outdoor experience I think it is possible with the help of the parents.

# data[].attributes.body
The provided examples of learning scenarios are the results of teachers` hard work first of all. As I think theachers should have been specially trained to implement such kind of complex PBL in secondary schools. Personally I`d like to engage more teachers not only of my school but community and even the country to be awared about 21 century skills and their role in the learning process. And then I think together we could break the out of date stereotypes of less effective traditional learning.

# data[].attributes.body
I like very much this two scenarious,  are very interesting. They are examples of effective and powerful way to motivate students in specific activities. Active learning by investigating and doing develops important skills like creativity and collaboration.
Unfurtunatly outdoor activities need much time. However, I have already proposed similar activities and will do so again .

# data[].attributes.body
Both experiences are interesting, although the second one is closer to the projects we develop at our school. These are projects that require more coordination but are more rewarding.

# data[].attributes.body
I ​think that each teacher has to provide their students with the learning scenarios that they need. For that, it is essential to know the students and their likes and necessities before planning a learning design and its scenario. But I also agree that several teachers from different subjects and from the same or different schools can work together in order to get the best of each student. Our traditional way of teaching (in a single room and individually) should be changed, and technology can help us a lot.

# data[].attributes.body
Wonderful scenarios but difficult to use in certain subjects in which the contents to be taught do not allow just a free moment. I wish we could work in that way one day.

# data[].attributes.body
They are definetly do-able! Love both and already thinking how to!!!

# data[].attributes.body
Formal and informal learning activities are given credit within the official assessment mechanism of the school. This teaches the students that all their interests are valid and can even inspire others.

# data[].attributes.body
Both scenario are very interesting. The real world has enter the field of teaching and at reverse teaching activities use the real world to become more effective.

# data[].attributes.body
I think that both scenarios are very interesting and really challenging. It is very important for each teacher to find his new teaching approaches to improve the children's abilities.

# data[].attributes.body
I think that both scenarios are very challenging. By using informal learning and outdoor study project students are more involved in learning and they can develop the 21th century competences.

# data[].attributes.body
Both scenarios include lots of suggestions and ideas to plan an innovative classroom scenario. First of all they focus on real experiences: this means that they encourage new teaching approaches: innovative, digital, multidisciplinary, collaborative, motivating. In addition, they consider the students' interests and skills and promote them. This is really important to fight the school drop-out. Too often schools focus on what students can do according specific and structured topics; without considering the student's needs and skills education is doomed to fail. The videos also suggest interesting and innovative assessment practices.

# data[].attributes.body
Children should be allowed to express themselves in their own way, they should be supported in their abilities. Interdisciplinarity is one of the ways.

# data[].attributes.body
I find both videos are really challenging, they represent the ideal and real of learning by doing. My favourite is the outdoor activity!

# data[].attributes.body
Both scenarios are based on real life experience. It is so important to engage students in meaningful activities based on learning from real life situations or problems. I think that teachers actually need more freedom of coordinating learners learning.

# data[].attributes.body
These two scenarios are motivating, the "field" activities are engaging and realistic, the students are very interested and planning tasks of reality we can also promote learning informale.Un e-portfolio should be a useful tool to recognize both the ' formal and informal learning.

# data[].attributes.body
Both experiences are really nice and they engage the students in activities they like. However, I agree with those colleagues that say that such activities should be well designed and coordinated. Teachers should be working in team to make such experiences successful.

# data[].attributes.body
The two scenarios show a philosophy, some methodological principles very similar to the way of working in our classrooms for children.
In this cycle it is very important to start from the interests and motivations of the children, building their learning through close and significant experiences. Therefore, these scenarios are conducive to this. In addition, the professionals with whom we work are very varied in disciplines, favoring the same learning from different perspectives. The role of the educator is a guide, companion, observer, and continuous evaluator of the teaching and learning process.
What may differ most between these scenarios and those we are currently working on are material resources. It is necessary to believe in the abilities of these tools in the integral development of our children and to invest in them. We must also reflect on what kind of technological tools are appropriate to the real possibilities of ours students.

# data[].attributes.body
I think in the first video: Recognizing Informal Learning (https://www.youtube.com/watch?v=V8lHC6zbv5c) is emphasized personal motivation, because the student through the creating and sharing his portfolio becomes the star of his learning. Conversely, the student must have the technological tools at home, at school because it is not possible to have individual scanner and PC for each student.

The second video: Outdoor Study Project (https://www.youtube.com/watch?v=jLeIqa8h4eo) presents a scenario based on the discovery that motivates pupils to learn, conversely it is unthinkable to go "out" with a class of 25 or more students to the discovery as shown in the video.

# data[].attributes.body
I liked both experiences. In particular, the second one is similar to some project I made with my colleagues in my classes. These kinds of projects are satisfying and involving, but they need coordination, passion and patience!

# data[].attributes.body
Without any doubt boths experiences are great. They involve and motivate the students and they get really engaged in what they are doing. Nevertheless, both experiences make me feel sad. I mean, while they prove to be innovative, engaging and good for the students, since they are the ones designing their own learning, we, teachers have to deal with very strict curricula and external exams that are terribly out-of-date. However, we should insist and try new ways of engaging our students.
For more on PBL watch this video