# data[].attributes.headline
6.2. Final Activity/Assessment: Submission and Review of Learning Stories

# data[].attributes.subject
6.2. Final Activity/Assessment: Submission and Review of Learning Stories

# data[].attributes.body
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)

# data[].attributes.headline
6.1. Peer review in the classroom and as a tool for professional development

# data[].attributes.subject
6.1. Peer review in the classroom and as a tool for professional development

# data[].attributes.body
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.

# data[].attributes.headline
LIVE WEBINAR: Teachmeet with Naír Carrera

# data[].attributes.subject
LIVE WEBINAR: Teachmeet with Naír Carrera

# data[].attributes.body
14th of February at 17h00 CET (Brussels Time), which will be hosted by Naír Carrera, moderator of this course.

# data[].attributes.headline
The Learning Objectives for this module are:

# data[].attributes.subject
The Learning Objectives for this module are:

# data[].attributes.body
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

# data[].attributes.body
Popplet. It's a great mindmapping tool that works well for the "Map" Learning Activity

# data[].attributes.headline
Module 6: Have you seen the future classroom yet? 

# data[].attributes.subject
Module 6: Have you seen the future classroom yet? 

# data[].attributes.body
Activity passed

# data[].attributes.attachment_link.title
FCS | Module 5 | Tool for Teaching: Popplet

# data[].attributes.attachment_link.description
This video is part of the Future Classroom Scenarios Course on the European Schoolnet Academy. For more information visit www.europeanschoolnetacademy.eu

# data[].attributes.body
what we 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)

# data[].attributes.headline
5.5. Activity: Preparing your Final Assessment

# data[].attributes.subject
5.5. Activity: Preparing your Final Assessment

# data[].attributes.headline
Creating a Lesson Plan with the Learning Designer

# data[].attributes.subject
Creating a Lesson Plan with the Learning Designer

# data[].attributes.attachment_link.title
Creating a Lesson Plan with the Learning Designer

# data[].attributes.headline
5.4. A tool to create Learning Stories: the Learning Designer

# data[].attributes.subject
5.4. A tool to create Learning Stories: the Learning Designer

# data[].attributes.body
*Nice works indeed! I appreciate students' engagement in a more personal activity. I would have liked to know how much time was dedicated to the projects, in what time of the year and how it was assessed. Two of the video are Italian and I know how it can be difficult to organize similar things in a secondary school.
*Are three examples of very significant learning stories. I teach in a secondary school, and I happen to good ideas that of the first and third video.i boys conmolta autonomy are able to produce good results and at the same time learn the content that may appear difficult with a traditional lecture.
using the computer they are doing research, creating media libraries, create concept maps. I have done iin these years similar activities, including arranging of little technology.
*Very nice videos and learning activities. I liked the one of "Book trailers". It is really interesting the idea of collaboration between pairs in order to achieve a common goal.
*All Videos are good and very enjoyable examples of learning activities.
Especially I like the collaborative aspect of these activities. My favorite is "Book trailers".
The idea of peer collaboration is really interesting in order to achieve a common goal. And the students seem to welcome this type learning activities.

# data[].attributes.attachment_link.title
iTEC: 'Book trailers' - video summaries of works of literature

# data[].attributes.attachment_link.description
Pupils at Liceo Chris Cappell, a secondary school in Anzio, Italy, decided to create video presentations, or 'book trailers', for the books that they were studying in English class. To learn more, go to http://bit.ly/12zrxMo

# data[].attributes.attachment_link.description
Project "My pet" under ITEC 4 cicle scenario "Tell a story" The video is created by the second grade students of Vilnius secondary school "Rytas" and their teacher Virginija Karužienė

# data[].attributes.attachment_link.title
'Tell a Story' - creating video biographies

# data[].attributes.body
*I liked those activities. I think that in that way students became the protagonists of their learning and the teacher just a facilitator.
*These learning activities are very challenging for teachers and students, but it's a very interesting method.
*It's time to start to reflect much more on our teaching method.
*I found both the video and the examples very interesting. What will be difficult for me is the fact that a) my students are very young so many of the above mentioned steps will be out b) their mother language is different from the country's language (they speak turkish and I teach greek), so I will have to use vocabulary that suits there knowledge of greek, which is limited in this age.

# data[].attributes.body
DREAM
EXPLORE

MAP
REFLWCT
MAKE
ASK
SHOW
COLLABORATE

# data[].attributes.body
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.

# data[].attributes.attachment_link.title
FCS | Module 5 | From Learning Activities to Learning Stories

# data[].attributes.attachment_link.description
This video is part of the Future Classroom Scenarios Course on the European Schoolnet Academy. For more information visit www.europeanschoolnetacademy.eu

# data[].attributes.headline
5.2. From Learning Activities to Learning Story: An example

# data[].attributes.subject
5.2. From Learning Activities to Learning Story: An example

# data[].attributes.body
*I'm not sure to have understood the learning story meaning...is it a sort of written story about the child learning process made by different people: teachers, parents and other people close to him?  Is it useful for having many perspectives of the same child?  I have no experience in this area...
*I am not so sure that  I have understood all the iTEC concepts in the details.
*This is my first experience with Learning activities. I'm not sure to have understood well with these short videos.
*Learning scenario consists of a description of a realistic situation;  Learning Stories are example narratives showing how a collection of Learning Activities would feel like when taken into the classroom; Learning Activities in turn are descriptions of various activities that can be used in teaching and learning . Finally i hope we move from Learning scenario and learning Activities to Learning Stories .

# data[].attributes.body
Video2

# data[].attributes.body
video 1

# data[].attributes.attachment_link.title
FCS | Module 5 | Introduction to Learning Stories

# data[].attributes.attachment_link.description
This video is part of the Future Classroom Scenarios Course on the European Schoolnet Academy. For more information visit www.europeanschoolnetacademy.eu

# data[].attributes.attachment_link.description
I created this video with the YouTube Video Editor (http://www.youtube.com/editor)

# data[].attributes.body
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

# data[].attributes.headline
Module 5: From Learning Activities to Learning Stories

# data[].attributes.subject
Module 5: From Learning Activities to Learning Stories

# data[].attributes.body
Activity passed

# data[].attributes.body
QR Code Generator

# data[].attributes.attachment_link.description
Free Online QR Code Generator to make your own QR Codes. Supports Dynamic Codes, Tracking, Analytics, Free text, vCards and more.

# data[].attributes.body
When learning new competences for the 21st century School, it is always useful to learn how to use new digital tools to boost your students' skills and make their learning much more meaningful and motivating.
VOLUNTARY ACTIVITY

# data[].attributes.body
Plickers “is a powerfully simple tool that lets teachers collect real-time formative assessment data without the need for student devices”.

# data[].attributes.body
Kahoot! “is a free game-based learning platform that makes it fun to learn – any subject, in any language, on any device, for all ages”.

# data[].attributes.attachment_link.title
Kahoot! | Learning games | Make learning awesome!

# data[].attributes.attachment_link.description
Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

# data[].attributes.body
I've never used socrative but I think it is a very easy and powerful tool.

# data[].attributes.body
Socrative "is your classroom app for fun, effective classroom engagement. No matter where or how you teach, Socrative allows you to instantly connect with students as learning happens. Quickly assess students with prepared activities or on-the-fly questions to get immediate insight into student understanding. Then use auto-populated results to determine the best instructional approach to most effectively drive learning".

# data[].attributes.body
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.

# data[].attributes.headline
4.5. Activity: Learning Activities for the Flipped Classroom Scenario

# data[].attributes.subject
4.5. Activity: Learning Activities for the Flipped Classroom Scenario

# data[].attributes.body
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.

Why use rubrics?

Rubrics help instructors:

Assess assignments consistently from student-to-student.

Save time in grading, both short-term and long-term.

Give timely, effective feedback and promote student learning in a sustainable way.

Clarify expectations and components of an assignment for both students and course TAs.

Refine teaching skills by evaluating rubric results.

Rubrics help students:

Understand expectations and components of an assignment.

Become more aware of their learning process and progress.

Improve work through timely and detailed feedback.

Challenges of using rubrics include:

Developing a tool can be time intensive

Need to prepare rubric well ahead of time so students are aware of the expectations

Need to ensure intra-rater and inter-rater reliability

Need to plan into learning experience an opportunity to demonstrate learning

Less flexible – harder to change mid-data collection, but can change from project to project as rubric tool is refined

# data[].attributes.body
*The learning design tool that helps a lens center What the teacher is, and programmed itself helps students and reflect on what individual skills need to improve.
*I think that the rubrics are an interesting tool for reflecting on our teaching method.
*Thank you for introducing me to the 21CLD rubrics: I find them extremely clear and useful
*This is an example of learning activities to achieve the highest score with Collaboration: Rubric

In this learning activity with tablet, "Invent a story with ScratchJr".

1  Students are NOT required to work together in pairs or groups.

1) Step 1 - Initially, the students have to work individually to learn the commands for use in scripts.

2  Students DO work together BUT they DO NOT have shared responsibility.

2) Step 2 - students work in small groups of three / four to explore and try the commands available in the App.

3  Students DO have shared responsibility BUT they ARE NOT required to make substantive decisions together.

3) Phase 3 - the pupils in each group must create a scene in which the sprite (cat) must execute motion commands, size, start, end.

4  Students DO have shared responsibility AND they DO make substantive decisions together about the content, process, or product of their work BUT their work is not interdependent.

4) Step 4 - students together must create a sequence of a story heard.

5  Students DO have shared responsibility AND they DO make substantive decisions together about the content, process, or product of their work and their work is interdependent.

5) The students of the various group must produce a sequence each. The sequences of each group must invent an original and unpublished story.

# data[].attributes.headline
Module 4 | Using Learning Design Rubrics to develop 21st Century Learning ActivitiesEUN Academy 

# data[].attributes.subject
Module 4 | Using Learning Design Rubrics to develop 21st Century Learning ActivitiesEUN Academy 

# data[].attributes.attachment_link.title
FCS | Module 4 | Using Learning Design Rubrics to develop 21st Century Learning Activities

# data[].attributes.headline
4.4. Developing Learning Activities: 21st Century Learning Design Rubrics

# data[].attributes.subject
4.4. Developing Learning Activities: 21st Century Learning Design Rubrics

# data[].attributes.body
Edukata is a document by the Learning Environments research group in Media Lab Helsinki, University of Aalto, Finland. It seeks to guide teachers in the construction of learning activities that with the help of ICT technologies innovate the processes of teaching learning to involve more students in the same process.

The collaborative process described in Edukata points to four types of sessions:

1- Getting started - Team building, scenario selection, design studio set-up and process planning;

2- Design studio - Central session to the whole process where the team begins its analysis and decides on the way forward;

3- Participatory design - In this session the design team shares and discusses their work with educators outside the process and

4- Learning activities - Activities for students that can be adapted to the individual realities of each teacher / class.

http://itec.dge.mec.pt/recursos-pedagogicos/edukata/

The Learning Activities produced on the basis of Edukata should tend to involve the following points:

1- Dream - Students become familiar with the project and begin the process of questioning;
2- Explore - Students collect information that allows them to develop the project;

3 - Map - The students organize, in conceptual maps, the information gathered to understand relationships, select and hierarchize information and evaluate the need for further research;

4- Make - Students conceive a first outline of their work;

5 - Ask - Students arrange meetings with experts, preferably outside the school, to get feedback on their work;
6 - Re-make - Eventually, students introduce changes to the project as a result of suggestions resulting from encounters with experts and agents outside the school;

7- Show - Students disclose their work to the extended school community;
8 - Collaborate - Students share the results of their work, as well as important aspects of their organization, with other iTEC students in the European area;

Reflect - Throughout the process, students develop a reflective exercise using various tools and give feedback on their work. It is a kind of Meta Learning Activity that leads stakeholders to think critically about the learning process itself.

# data[].attributes.headline
FACILITATOR GUIDE FOR DESIGNIG LEARING ACTIVITIES

# data[].attributes.subject
FACILITATOR GUIDE FOR DESIGNIG LEARING ACTIVITIES

# data[].attributes.body
"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."

# data[].attributes.body
*I'm going to discover Edukata, it seems interesting!

# data[].attributes.attachment_link.description
One minute video that explains what Edukata is and what is can be used for. Consider this the "executive summary". More info: http://edukata.fi/

# data[].attributes.headline
4.3. Developing Learning Activities: The Edukata Process

# data[].attributes.subject
4.3. Developing Learning Activities: The Edukata Process

# data[].attributes.body
*An activity to do outside of the classroom may be the scaling of their school, the courtyard and the school district.
*At the beginning of the school year I propose a day hiking in the mountains with my students and later reconstruct the food chain of animals, recording our experiences making posters with Gloster.
*In addition of that, i can suggest doing some  external lab activities and recording them or make a poster ( Gloster) of your experience .
*I have two examples of iTEC learning activities:
​1. I organized with some of the students in my school a conference opened to parents, teachers and other students about Internet safety and cyberbullism. Students had the possibility to work in teams outside and inside the school to create digital projects that showed their ideas on the topic and to present them during the conference. Here is the summary of the activity we did:

https://padlet.com/emiliana_rufo/ItalianInternetDay2016

2. I worked with my students of Year 7 in teams to understand their families' origin and traditions (we have students from different countries), they did interviews to members of their family and relatives, they took notes and created a poster or a digital product to show their mates, this helped them to know each others better. Here is the summary of the activity we did:

https://padlet.com/emiliana_rufo/neoassunti_attivitaN1

# data[].attributes.body
Collecting data outside of school

Students go outside of school to collect data. The data can either be in the form of multimedia or scientific observations. Either the entire class goes outside, or only some of the students.
Mental notes about learners

You record mental notes about learners. These notes are based on your observations of their working habits, personality traits, social connections, hobbies, and special skills. The mental notes aid in forming functional teams and also support your interactions with your students. You use the TeamUP tool to record your notes.

Teamwork

You divide the class into small teams of 4-5 learners that are optimal for collaboration. Each team has their own topic of inquiry that is related to the theme of the course. You let the learners suggest topics they are interested in and use the TeamUP tool to match learners and topics, using information stored in mental notes.

Team newsflashes

Independently working individual learners or teams of learners post periodic status updates for other learners and you to be able to follow the independent activities and progress.

Peer feedback

Learners view each other’s work and provide feedback, praise, and criticism. Peer feedback can be used when students present their project outcomes, but it can also be used as part of a knowledge building activity, when students are discussing about a challenging topic.

Working with outside experts

Students receive additional and/or deeper knowledge from an out-of-school expert of a relevant field. In addition to a video interview, the expert may be involved in following teamwork and commenting on it.

Learning Activities describe, in concrete terms, the work to be done in a classroom. These innovative activities can be experienced independently or in a sequence of activities. An example of a Learning Activity can be the collection of data outside the classroom, the listening of experts on a job done or the creation of a multimedia presentation.

Outdoor activities are a way of training and recreation that promote active learning through direct personal experience. Children who spend more time outdoors make more friends, are generally happier than those who stay indoors, improves mental wellbeing and self-esteem, reduces obesity and can reduce aggression. Learning outside improves attitudes to learning, creates a more active imagination and focus on tasks.

Learning experiences outside the classroom are inherently interdisciplinary. When we go out into the world, we encounter it as a whole and are forced to engage multiple modalities, no matter which pair of disciplinary “lenses” we intended to wear. Therefore, scientists and humanists alike do well to consider the ways in which other disciplines might enrich their own disciplinary approach to their field.

One way to escape the confines of the classroom and to afford students opportunities to grow is to encourage students to learn from and to serve the surrounding community. In its simplest form, this may involve field trips into a community where students will have occasions to have discussions with community members or local experts on an issue related to some content. Even greater learning potentials and community benefits rest in more intensive forms of community engagement in the form of service learning projects. These projects allow students to learn in highly effective ways. In these experiences, student growth can be extensive, whether it is through improved critical thinking and problem solving skills, greater personal efficacy and leadership development, or enhanced social responsibility.

# data[].attributes.headline
4.2. Examples of iTEC Learning Activities

# data[].attributes.subject
4.2. Examples of iTEC Learning Activities

# data[].attributes.headline
iTEC Learning ActivitiesQuestions and comments about Will's presentation.

# data[].attributes.subject
iTEC Learning ActivitiesQuestions and comments about Will's presentation.

# data[].attributes.body
*The intervention of Will Ellis has much intrigued me. I will follow very carefully this form. I think that the realization of learning activities will be very useful to do to achieve the 21st century competences students.
*I think the Learning Activities are simple stepping stones that provide concrete ideas of how we can achieve the scenarios in our classroom.
*I think it's very interesting to understand the difference between learning objectives and activities. I look forward to learning more.
*I like Will’s idea that good learning activities are those that can be used for teaching different subjects. I‘d like to learn more about concrete activities I can do in my classrooms to help the development of a future classroom scenario.

# data[].attributes.headline
4.1. Introduction to iTEC Learning Activities

# data[].attributes.subject
4.1. Introduction to iTEC Learning Activities

# data[].attributes.attachment_link.title
FCS | Module 4 | Introduction to Learning Activities

# data[].attributes.attachment_link.description
This video is from the Future Classroom Scenarios Course on the European Schoolnet Academy. For more information visit www.europeanschoolnetacademy.eu

# data[].attributes.body
*With my students I'm using  this methodology  and I think that it is very useful to encourage and motivate learners .
*My students, technical and vocational courses, don't want to do any homework. So, why can i expect them to do it for Flipped Classroom?
*It is very interesting Flipped Classroom but I for my 10-12 years old students. I need to learn more.
*Thanks for the interesting view. I did have an original idea of flipped classrooms as watching a video at home and then do a Kahoot test during the actual lesson.

# data[].attributes.headline
LIVE WEBINAR: María Jesús García San Martín - Learning activities for 21st century skills: flipped classroom and collaboration in a Future Classroom scenario

# data[].attributes.subject
LIVE WEBINAR: María Jesús García San Martín - Learning activities for 21st century skills: flipped classroom and collaboration in a Future Classroom scenario

# data[].attributes.body
On Friday 3rd of February, at 17h00 CET. María Jesús García San Martín , will give a webinar with the topic: Learning activities for 21st century skills: flipped classroom and collaboration in a Future Classroom scenario

# data[].attributes.body
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.

# data[].attributes.attachment_link.description
This video is part of the Future Classroom Scenarios Course on the European Schoolnet Academy. For more information visit www.europeanschoolnetacademy.eu

# data[].attributes.headline
Module 4: Learning activities for 21st century skills 

# data[].attributes.subject
Module 4: Learning activities for 21st century skills 

# data[].attributes.body
Test done

# data[].attributes.body
*I have used ThingLink for the first time last year, during an eTwinning project. We used it to make presentations: a class photo and then a link to each student profile, likes, dislikes, ... .I find it very interesting and motivating for students.
*I played around with thing link, and I think it could be interesting to create interactive posters for students!
*I think I'll try it very soon because it sounds very useful and engaging. Thanks for all your suggestions.

# data[].attributes.body
I just playing with it

# data[].attributes.body
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.

# data[].attributes.body
*Never heard about Aurasma before but it seems quite an interesting tool to discovery and use in project based learning.
*So far I have had no experience using Aurasma but I am very interested in and I am watching to several tutorials which are related to this Platform and are avaliable on line. Here the link: https://www.youtube.com/watch?v=uHIxYpBW7sc
*Very very interesting and full of possibilities! I agree with Ana, Portugal: it is suitable for all disciplines. I hope to have the opportunity to use as soon as possible. I will explore Aurasma:-)
*I've heard from Aurasma in an eTwinning Learning Event on Augmented RealitY: now it's time to make use of this amazing tool with my students. As they are Primary Pupils I'll try some simple use of it...

# data[].attributes.headline
FCS | Module 3 | Tool for Teaching: Aurasma

# data[].attributes.subject
FCS | Module 3 | Tool for Teaching: Aurasma

# data[].attributes.body
It is an augmented reality app and a great tool to develop my students creativity. This tool has a huge potential, it is suitable for all disciplines and allows the student to become the center of their learning.

# data[].attributes.attachment_link.title
FCS | Module 3 | Tool for Teaching: Aurasma

# data[].attributes.headline
 Questions that focus on our innovation maturity. The questions are based on elements of the innovation maturity model presented at the beginning of this module but have been adapted.

# data[].attributes.subject
 Questions that focus on our innovation maturity. The questions are based on elements of the innovation maturity model presented at the beginning of this module but have been adapted.

# data[].attributes.body
The four questions I answered takes me for a medium level of innovation maturity. Of course I need to improve and develop the use of technology. I try to associate the use of technology and pedagogical practices. I identify with this activity because at the level I am, it helps me focusing in the future to develop the use of technology.

Our Innovation Maturity.........Discuss the results of this activity:

*I'm going to change my teaching methodologies in order to use more and better new technologues in the classroom.
*Still a lot of things to be done for me...only an IWB in the whole school.
*Already at the beginning of modul 3, when the innovation maturity levels were introduced, I realized that I most often teach in stages 1-3. I hardly ever reach stage 4 or 5. So there is a long way for me to go! But seeing the results of the participants of this course, I felt not that bad because apparently lots of teachers also struggle with teaching in stages 4-5.
*I use Technology to support learner choice and personalisation. My students use technology to learn more creatively and personally. The activities are organized in order to develop even the soft skills of the 21st century as the collaborative problem solving.
*Really good questions for self-assessment. I'll keep thinking about my results to improve my level.

# data[].attributes.headline
Using Technology in the Classroom: Example Lessons...

# data[].attributes.subject
Using Technology in the Classroom: Example Lessons...

# data[].attributes.body
*I hope one day I will master the use of technology in my classrooms as I see these Teachers do in their daily practice.
My congratulations to all the Teachers of the videos.
*First of all I think it’s great that in all 3 lessons students are active! Learning is centered around the students and digital tools are effectively used to meet the goal of the lesson. The first lesson pays attention to students that have difficulties with talking in a foreign language in front of the classroom. So I think it’s great that the teacher uses technology to make them feel more comfortable. I was particularly impressed by the second lesson video because I could connect it to my own 5th grade. They were so motivated to work in this project and lots of different leaner types were paid attention to. This is also a great example for a good collaborative classroom setting with the use of ICT. Plus, it was really authentic. Considering the last lesson, I find that the visual support made it much easier for students to understand these biological terms. In addition, it’s great for kids to explore things and then being able to share and compare results.
*After watching the above videos I understand that technology is more and more into school's life. Children already know how to use a computer and we, the teachers, must follow their steps. I envy those teachers because they had classes with a lot of space to do things that I can't due to lack of space. The collaboration and interaction between students in a class and students of different schools can be hardly done in my class. We can use only one computer and can work in groups with it. If only we could have space and money to have more computers in our class.
*I think in languages these tools are gereat to be sure that we can hear all the students. 3 pieces of usefull advice
- keep it simple when you start
- empower the group, give them responsabilities and assess the group (then you assess students individually)
- try, make mistake, find the tools which works for you.
I often tell my students they are my guinee pigs and I need feed back from them to know what I should carry on doing.

# data[].attributes.headline
Interactive Classroom 3 - Knowledge building with ICT, Switzerland

# data[].attributes.subject
Interactive Classroom 3 - Knowledge building with ICT, Switzerland

# data[].attributes.body
Video 3

# data[].attributes.attachment_link.title
Interactive Classroom 3 - Knowledge building with ICT - Switzerland

# data[].attributes.headline
The Interactive Classroom 2 - IWB for global collaboration, Italy

# data[].attributes.subject
The Interactive Classroom 2 - IWB for global collaboration, Italy

# data[].attributes.body
Video 2

# data[].attributes.attachment_link.title
The Interactive Classroom 2 - IWB for global collaboration - Italy

# data[].attributes.headline
Interactive Classroom 1 - Using ICT to improve communication skills, Ireland

# data[].attributes.subject
Interactive Classroom 1 - Using ICT to improve communication skills, Ireland

# data[].attributes.body
Video 1

# data[].attributes.attachment_link.title
Interactive Classroom 1 - Using ICT to improve communication skills - Ireland

# data[].attributes.headline
3.5. Using Technology in the Classroom: Example Lessons

# data[].attributes.subject
3.5. Using Technology in the Classroom: Example Lessons

# data[].attributes.body
Below we will find three videos that show how some teachers have used technology in the classroom.

# data[].attributes.body
21st Century Skill in Focus: Creativity and Technology in the Classroom

Creativity and Technology: what are the pros and cons of using the technology tools presented in the videos (if you know them). And what other technologies can you add to this list?

*Our students are sometimes more expert than we are in using technology so I discuss with them about the best methods and tools we have to use. We try difrent technological order to understand which  tools better fit our requests.
*I believe it is important to develop the creativity of students. Think for projects allows to dream, to discuss, to come to terms with reality. Learning becomes more engaging. My students use PowToon, padlet, makebeliefscomics, Stupeflix.
*Technology can be a great support for creativity. One of my classes is using storybird to invent a story and they are enjoying it.
*http://www.educatorstechnology.com/2013/10/15-ipad-apps-to-enhance-students.html
*I think that technology can really enhance students' creativity, especially if combined with cooperative work. The main problem can be the fact that these are usually time-consuming activities, but also that they need computers or tablet at school/home, Internet connection and their parents' approval.

This year my pupils have worked on e.books and infographics for their projects. First I had suggested https://www.storyjumper.com , https://storybird.com/ , http://www.sfogliami.it/, https://www.canva.com/create/infographics/, but they also found and tested: http://fliphtml5.com/free-ebook-publisher.php, https://www.powtoon.com/, https://www.easel.ly/, http://vizualize.me/. They worked together to find new solutions to their project-based pathways and creativity and learning were contagious. They developed and created some splendid outputs!!!

# data[].attributes.headline
FCS | Module 3 | Creativity and Technology: Kurt Klynen

# data[].attributes.subject
FCS | Module 3 | Creativity and Technology: Kurt Klynen

# data[].attributes.body
Video 2

# data[].attributes.attachment_link.title
FCS | Module 3 | Creativity and Technology: Kurt Klynen

# data[].attributes.body
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.

FCS | Module 3 | Creativity and Technology: Irene Pateraki
Video 1

# data[].attributes.attachment_link.title
FCS | Module 3 | Creativity and Technology: Irene Pateraki

# data[].attributes.headline
3.4. 21st Century Skill in Focus: Creativity and Technology in the Classroom

# data[].attributes.subject
3.4. 21st Century Skill in Focus: Creativity and Technology in the Classroom

# data[].attributes.body
*I like the idea of using technology to cooperation because in my students, very good with all you know technology, they need to make sense of the instruments. The video is really interesting. Bart presents a wide range of Web 2.0 tools that are useful for the design of learning / teaching and makes us reflect on the correct use of technology, focusing the discussion on the highest level the cooperation of teachers and students. Collaboration is absolutely crucial in the classroom.
*I love using technology for cooperation. My students are familiar with padlet, Google drive and etwinning. I believe etwinning is an incredibly powerful tool of cooperation because it literally opens the class to an international dimension.
*To encourage and ensure the success of the collaboration, is very useful the use of technologies to support collaborative activities. Having the environment organized with the tools will allow easy transition between styles of teaching and learning throughout the day.

The technology is a valuable tool for classes more effective: it is also a key component in the creation of a collaborative environment, allows the dynamic flow of information between the teacher and the students.To better incorporate a collaborative culture and make the most of the students through collaborative learning, technology is a key factor.

Of course, I acknowledge that the technological challenges may seem insurmountable'. In many schools, there are still many obstacles for Internet access and infrastructure are of little venture.
*The new technology offers opportunities for collaborative work is a very interesting topic. I got to use a virtual reality mode (Edmondo) to stimulate my students to work collaboratively. It was inserted in a region of the world (similar to Second Life) of the panels exposing a topic and creating interactive panels that submit a quiz to those who read. The experience is like my students and I look forward to present it again.

# data[].attributes.headline
Future Classroom Scenarios | Μ3 | Educational Technologies and Collaboration in the Classroom

# data[].attributes.subject
Future Classroom Scenarios | Μ3 | Educational Technologies and Collaboration in the Classroom

# data[].attributes.attachment_link.title
Future Classroom Scenarios | Μ3 | Educational Technologies and Collaboration in the Classroom

# data[].attributes.body
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 we can use in our classrooms for such purpose.
Versatile spaces and technology enhances collaboration, but high level of collaboration comes first, before technology by itself. We already use Padlet, Socrative, Google Classroom, Preceden, for timelines, Tagul, for word clouds, Kahoot, social media private groups…

# data[].attributes.headline
3.3. 21st Century Skill in Focus: Collaboration and Technology in the Classroom

# data[].attributes.subject
3.3. 21st Century Skill in Focus: Collaboration and Technology in the Classroom

# data[].attributes.headline
What do you think of the ideas presented by Deirdre and the iTEC teachers?

# data[].attributes.subject
What do you think of the ideas presented by Deirdre and the iTEC teachers?

# data[].attributes.body
*I do believe collaboration is a key skill for the present and future teaching/learning process. Technology is the tool we can use to share and create towards an effective collaboration
*Splitting the classroom into groups of student is a very fruitful strategy, in particular considering inhomogeneous kind of level.
*I try to use cooperative work as much as possible. In general students has to create a product so that there is the necessity to ind an agreement about a lot of small problems. In order to make each student responsible of his/her own work inside the group, sometimes I assess the product and then inside each group, students evaluate each of the members. final assessment is an average between my and their assessment.
*Collaboration is a crucial competence.
However I have found  sometimes diffucult to go beyond the simple group work or peer tutoring in the first years of Primary School.
*I agree with Deirde. I think that collaboration in the classroom is very important, but like she says, it doesn't mean only that students work in groups. It's important to have clear which skills students develop through such activities (negotiation, feedback etc.) and it's important that they learn to share responsibilty in working together.
I agree with the teacher in the second video, who says that it's much easier to be creative in a group. But it's also very important that students don't are always  in the same group. We must change groups and create them so that in a group there are students with different skills. I think also that technology can support collaboration. I find my students are more motivated in working when they use digital devices.
The only problem for me is still a precise evaluation of the skills, that students develop in collaborative working.

# data[].attributes.body
Some teachers who had been working on the iTEC project share their very practical ideas of improving collaboration in their classrooms.

# data[].attributes.attachment_link.title
FCS | Module 3 | Collaboration | Teacher interviews

# data[].attributes.headline
Collaboration | Deirdre Butler, National University of Ireland

# data[].attributes.subject
Collaboration | Deirdre Butler, National University of Ireland

# data[].attributes.body
In the video below, Deirdre highlights some very relevant questions we should be asking about our own collaborative activities in the classroom.

# data[].attributes.attachment_link.title
FCS | Module 3 | Collaboration | Deirdre Butler, National University of Ireland

# data[].attributes.headline
3.2. 21st Century Skill in Focus: Thinking about Collaboration in the Classroom

# data[].attributes.subject
3.2. 21st Century Skill in Focus: Thinking about Collaboration in the Classroom