# data[].attributes.body
Do you have any questions or comments about Will's presentation?
As all the videos created for this course, this is another helpful presentation. I look forward to learning more and more about iTEC Learning Activities.

# data[].attributes.body
Please use this padlet to post your poster or infographic, including a description of it, and the tool you have used to do it. Do you like this tool? Why? Why not? Do you think you can use this tool in your classroom? For what purposes?

# data[].attributes.body
María Jesús García suggested to use different tools that we could use in a Future Classroom scenario for creating educational infographics or posters. Maria Jesús gave us different tips we need to take into account in order to create a good infographic, such as always including a title, the authorship and license, creating clear, simple and direct images, or making the text readable, among other things.

Some of the web tools María Jesús suggested to use in a flipped classroom or to use for collaboration purposes with your students, are the following:

Easel.ly

Picktochart

Canva

Smore

Tackk

Padlet

Eduglogster

As we think the best way of learning new tools is actually trying them, we would like you to investigate about these tools, choose one, and create a poster or infographic. It can be related to any topic you might be interested about: sciences, maths, foreign languages, etc.

# data[].attributes.body
Share any experiences or ideas for Stickymoose here.

# data[].attributes.body
Our final tool for teaching has a very strange name but is a great tool to share and vote on ideas: Stickymoose.

# data[].attributes.attachment_link.title
FCS | Module 6 | Tool for Teaching: Sticky Moose

# data[].attributes.headline
Peer-review as professional development and student activity

# data[].attributes.subject
Peer-review as professional development and student activity

# data[].attributes.body
What do you think about these strategies? Do you agree that peer review of each other's lesson plans or peer observations in lessons can be a useful form of professional development? What experience do you have with these strategies? What about peer-review as a student activity? What tips can you give to make peer-review in the classroom more effective?

# data[].attributes.body
As you will know, the concept of peer review is deeply enshrined in the work of academics at universities. Much of their career depends on writing peer-reviewed articles. In teaching, peer-review or peer observation is less common (this applies also to university level teaching, probably even more so). However, if done well, it can be a powerful way to improve our teaching practise as it results in collaboration, reflection and often is a stimulus to try out something new.

The key benefit of such a process is, that it does not only benefit the person receiving the feedback but also the person providing the feedback. Reviewing or assessing someone else's work requires a reflection of one's own work as well as a reflection of what works and what doesn't. Peer review is therefore an effective form of professional development for both sides taking part in the review.

Peer review is of course also an effective activity for students that promotes collaboration, critical thinking and self-reflection. Take a look at the video below from MIT where professors and students tell of their experiences of using peer-review in teaching and in academia. It introduces a lot of interesting ideas about the value of peer-review.

However, peer review for professional development or as an activity for students is not an easy activity and it needs to be done well in order to be effective.

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

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

# data[].attributes.body
Naír has been working as an educational agent for the last years, particularly focusing on teaching and teacher’s training in developing their ICT skills. Before joining European Schoolnet in August 2015, Naír had worked in international schools and universities in Spain, England, France, and most lately in the National Institute for Educational Technologies and Teacher Training (INTEF) in the Ministry of Education in Spain, where she has also been an online tutor. She is currently working as a EUN Academy, Teacher Academy and Future Classroom Lab Pedagogical Officer, where she supports different projects related to teacher training, digital skills and coding. Check also Nair's online portfolio here.

# data[].attributes.attachment_link.title
Best Practices for a Future Classroom Scenario Teachmeet

# data[].attributes.attachment_link.description
This video is part of the Future Classroom Scenarios course of the Teacher Academy. For more information, please visit: http://www.schooleducationgateway.eu/en/pub/teacher_academy.htm

# data[].attributes.body
What are the key messages, ideas, tools that you picked up from the course?
It has been a very interesting, useful, challenging, constructive and motivating course. I have learned new tools and learning techniques  (FCL Toolkit, The iTEC project, Slack, and Aurasma) that I can apply in the classroom with students.
This course has given us a lot of relevant information and tools to apply to students. Now is our time to reflect deeply in order to change and improve our teaching practice in school.

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

Consider the advantages and disadvantages of peer review as a tool for teaching as well as a tool for professional development.

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

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

This module is all about reflecting on what we have covered over the past weeks and the final assessment.
To start out with, there has been a tremendous amount of discussion and sharing of ideas happening on the course and we will continue for the next couple of weeks to go through this large amount of material in order to properly analyse it. If you wish, you can also share any thoughts and ideas about the key messages, ideas, tools that you picked up from this course, in the Padlet at the bottom of this page. Of course you can also use Twitter with #fcscourse or the course Facebook group.

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

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

# data[].attributes.body
Popplet: Any suggestions or ideas of how it can be used especially effectively? Have you used it before and want to provide some feedback or advice?
I have never heard, so never used  Popplet. It seems interesting and maybe not very difficult to try.

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

Take a look at it.

# 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
When you create your Learning Story try to apply as many elements from the course as possible. For example, try to integrate some of the Learning Activities and technology tools that were introduced throughout the course.

Here is a list of criteria you should consider when creating your Learning Story. You will also use this list to provide feedback to your peers in the 2nd task of the final assessment.

- The Learning Story develops 21st Century Skills: for example, activities develop collaborative skills in addition to acquisition of knowledge

- The Learning Story uses technology to develop 21st Century Skills: for example, technology is used as a tool to produce something (a film, animation, presentation, etc.) or is used for students to collaborate more easily inside and outside of the classroom

- The Learning Story is well aligned with its learning outcomes: activities and assessment clearly link with the defined learning outcomes and allow the teacher to determine by the end of the Story if the objectives have been achieved

- The Learning Story is balanced: there is a good mix of activities with at least four different Learning Activities used (TLAs in the Learning Designer) and none of the Activities taking up more than 35% of the time (see the pie chart for this)

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

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

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

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

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

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

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

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

When you have finished your Learning Story, click the "Share" button in the Learning Designer and you will receive a link to your Learning Story. You will have to submit this link as your final assessment in Module 6.

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

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

# data[].attributes.body
Could you see these ideas working in your classroom? What elements of these Learning Stories did you particularly like? Have you done something similar before?
I liked the three videos and they show examples of interesting learning activities. They motivating for producing teamwork /collaborative work.

# data[].attributes.body
Finally, take a look at the 3rd video as an example of another Learning Story but using a different set of 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.body
This video was created by another iTEC teacher and her students and also documents a Learning Story that uses the same Learning Activities as the previous one but in quite a different context. This is a nice example of how a great result can be achieved using the iTEC methodology while having less access to technology and receiving less support from outside (via parents or outside experts, rather they use older students as in-school experts).

# 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.body
In this video, one of the iTEC teachers and her students tell us about how the Learning Activities we explored in the previous section were turned into a Learning Story that was applied in their classroom.

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

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

# 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.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.attachment_link.entities[].name
School Education Gateway Launch Conference Part

# data[].attributes.attachment_link.title
Learning activities for 21st century skills

# data[].attributes.attachment_link.description
This video is part of the Future Classroom Scenarios course in the Teacher Academy. For more information, please visit: http://www.schooleducationgateway.eu/en/pub/teacher_academy.htm

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

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

# data[].attributes.body
Any comments or ideas linked to the above video and example? Share them here.
It's really interesting, very useful and innovative, but also quite large time consuming. Time that normally we don't have.

# data[].attributes.body
GENERIC LEARNING ACTIVITIES

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.

CONTEXTUALISED LEARNING ACTIVITIES: LEARNING STORY

DREAM

I am a science teacher and with the media studies teacher, I am challenging my students to create engaging short video stories about the concept of friction. I give them the design brief and suggest they think of their peers as the target audience. I show a few inspiring video stories to them and we proceed with discussing the potential of each method of communication, thus developing their digital media literacy at the same time as their science understanding. The media studies teacher and I agree that this will support the students’ ability to narrate and to deeply engage with a scientific concept. In the first lesson, I ask my students to dream up what their video stories could be about.

REFLECT – Each student uses ReFlex to record their first reflection as well as their dreamed achievement as a time capsule, dated at the end of the course.

EXPLORE

I ask the students to find, view and review engaging science videos to gain inspiration for their own videos as home work, for example at home, after school clubs or public libraries. They will also deeply engage with their science story, trying to figure out the mechanics involved, how to experiment with them and how to explain them in their story.

REFLECT – Students reflect on what they’ve found and what their initial ideas for their stories are.
MAP

Back in school, all students create mind maps of their findings and start creating storyboards for their video stories. Pairs of students comment each others’ plans. The storyboards show sketches of scenes and video transitions, and describe shooting locations, sound information and descriptions of the actors dialogue, expression and movement. After the storyboards are completed, the students, the media teacher and I develop criteria based on which the video stories will be evaluated.

REFLECT – Teams reflect on the activity, their challenged and their plans for the upcoming make activity.
MAKE

The students start their video production using their mobile phones and digital cameras. They share tips, ideas and media files. To edit their stories, they are using free web-based software. Some of the clips have to be filmed outside of the school. The media teacher is providing tips about the narrative structure of the videos, while I am mainly mindful about the scientific accuracy of the content. I remind the students to prepare for PD workshops with media professionals.

REFLECT – Students reflect on their data gathering progress and their plans for the upcoming PD workshop.
ASK and COLLABORATE

One student showed his reflections to his mother, who works for a children’s television programme and offered that she and her colleagues could tour the students around the television studio and comment on the first draft of the student videos. Although I planned on using the iTEC people and events network to locate a screenplay writer or fiction author who might be interested in supporting the students, this seems to be a much more interesting connection. During the workshop with the television staff, the students are filled with exciting ideas and are energized to add the received suggestions to their video stories, although this means for some of the students to put in a few more hours than expected.

REFLECT – PD workshop participants comment on the reflection and development of the students work.

SHOW

At the end of the course, the students upload their video stories to an online video sharing platform, such as YouTube and Vimeo, and link to them through the iTEC facebook group. For this, each student has to collect permission of their parents. The students view and comment the videos created by other iTEC students across Europe. As all videos include subtitles, the videos communicate easily across the language borders of European countries. We are also asking parents to view the videos and comment on them. Some of the videos are really interesting, so I decide to bookmark and use them in my teaching in the future.

REFLECT – I am using the accumulation of comments, the reflection recordings of my students, their documentation as well as the feedback I recorded throughout the Learning Story to assess their work. We discuss my assessment in the following lesson. Throughout the discussion, students get the chance to argue for or against my assessment. Some of them bring up strong grounds that make me re-evaluate their work.

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

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

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

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

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

# 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
iTEC Learning Stories and how they link to Learning Activities and Future Classroom Scenarios

# data[].attributes.subject
iTEC Learning Stories and how they link to Learning Activities and Future Classroom Scenarios

# data[].attributes.body
Unclear about all the iTEC concepts? Ask your questions here. Have ideas or experience of using iTEC Learning Activities or Stories? Share them here.
As some of my peers said, it's not a clear concept. Maybe I didn't understand it correctly.

# data[].attributes.body
Then watch the 2nd video which provides a good overview of all the three iTEC concepts to be sure you understand the bigger picture of how Learning Stories fit with the other iTEC concepts (in this video Future Classroom Scenarios are referred to as Learning Scenarios but they are exactly the same).

As this module's activity asks you to prepare a Learning Story, make sure you are clear about what this is. If you still have questions or would like to share some thoughts in response to these concepts, please share them in the Padlet below.

# data[].attributes.body
Let's recap: in Module 2 we have looked at Future Classroom Scenarios, in Module 4 we explored the idea of Learning Activities. In this Module we now examine the concept of Learning Stories. Don't worry if you are getting confused with the names of these concepts (you can call them anything you like) but we do need to be clear about how each of theses ideas relates to each other.

To get a better idea of this, take a look at Will's introduction to Learning Stories. He already gives two brief examples of Learning Stories but you will have an opportunity to look at some examples in more detail in the following section.

# 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.headline
From Learning Activities to Learning Stories

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

# 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

Module 5 very much focuses on the preparation for the final assessment which is due in Module 6. So, while things are becoming more conceptual and challenging, if you are interested in receiving the course certificate, this is a key module to closely follow.

In this module we will be looking at the concept of iTEC Learning Stories. It's all fine to consider generic and individual Learning Activities as we did in Module 4. But there comes a point (usually Sunday evening when we plan our lessons for the week) at which we have to make things more concrete and put them into the direct context of our classroom, our students, our subject and our school. This is what iTEC Learning Stories are about.

Take a look at Will's introduction to this concept and make sure you clearly understand the link between Learning Activities and the Learning Stories. To be sure you understand the different iTEC concepts introduced during the course, check out the video that provides an overview of how they all relate to each other.

Then explore some of the examples of Learning Stories and how iTEC teachers have turned Learning Activities into concrete Learning Stories in their classrooms.

We then introduce you to a very new tool developed by the Institute of Education in London called the Learning Designer. It's a great tool that can be used to create something similar to a Learning Story, is very visual and the result can easily be shared. Make sure you get familiar with this tool as you will have to use it for the final assessment of the course.

For this module's activity you have to complete the first task of the final assessment which is to create a Learning Story using the Learning Designer. It is due in Module 6 on the 19th of February.

While this module might seem shorter than the previous ones, it requires the most work from you. But don't worry if you are busy this week, you have until the 19th February to complete this task.

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

# data[].attributes.body
Have you used Socrative before? Never heard of Socrative but know other tools that do something similar? Share any ideas and feedback on the tool here.
I've heard of Socrative, but never used before. I hope to use in my Erasmus+Project in a near future.

# data[].attributes.body
This modules tool for teaching is a free student response system that empowers you to engage your students through a series of educational exercises and games via smartphones, laptops, and tablets.

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

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

# data[].attributes.body
At least one learning activity for the flipped classroom scenario and vote for the best one into the Tricider below. Please note that this tool may break down when a certain amount of participants are using it at the same time, but it should work fine if you use it in your classroom with your students.

http://www.tricider.com/embed/?show=3No1jXivRdJ

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

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

# data[].attributes.body
It's easy to talk about flipping the classroom but it's much harder actually turning the idea into practice. Therefore, for this module's activity let's think about the practical steps towards achieving this vision in your classroom. What kind of learning activities can you do with your students that support the flipped classroom scenario? Do the same learning activities work as outlined earlier for the outdoor learning scenario? Identify activities that work in a flipped classroom scenario and comment on the ideas of the other participants (but make sure to be polite of course).
Don't worry if you have never tried this out, most of us haven't, but that does not mean we cannot come up with some concrete steps we can try out in the classroom to move towards a flipped classroom scenario.
If you already have experience with the flipped classroom idea, share your expertise. Maybe you even have some videos, pictures or other materials that you can share with us in this Padlet.

Please add one learning activity each and comment on those of your peers. Thanks!

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

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

# data[].attributes.body
For this module's activity, we'll look at a Future Classroom Scenario which many of you will probably already be familiar with: The Flipped Classroom Scenario. The flipped classroom vision was also part of one of the iTEC scenarios which you can access here. Start by looking at this scenario but there is also lots of information on the flipped classroom out on the web so feel free to do a quick browse if you are unfamiliar with the idea. For example, you can find more information about Flipped Classroom Scenarios at the Creative Classrooms Lab (CCL) (check especially pages 6-9), which was another project run by European Schoolnet and funded by the European Commission’s Lifelong Learning Programme, or finally have a look at the overview of the topic by Knewton Infographics below.
It's easy to talk about flipping the classroom but it's much harder actually turning the idea into practice. Therefore, for this module's activity let's think about the practical steps towards achieving this vision in your classroom. What kind of learning activities can you do with your students that support the flipped classroom scenario? Do the same learning activities work as outlined earlier for the outdoor learning scenario? Identify activities that work in a flipped classroom scenario and comment on the ideas of the other participants (but make sure to be polite of course).

Don't worry if you have never tried this out, most of us haven't, but that does not mean we cannot come up with some concrete steps we can try out in the classroom to move towards a flipped classroom scenario.

# data[].attributes.body
What do you think of the 21CLD rubrics? Can they help you in developing meaningful learning activities for 21st Century Skills? Can you provide examples of learning activities that achieve the highest score for one of the rubrics (explain why)?
I think that 21CLD rubrics are a really very interesting tool. It is important to know how to create our scenarios based on these 21st Century Skills.

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

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

# data[].attributes.body
Another very useful tool to help you build learning activities for Future Classroom Scenarios are the 21st Century Learning Design (21CLD) Rubrics developed by the Innovative Teaching and Learning (ITL) Research project.

The 21CLD rubrics help you to identify, understand and build learning activities that allow students to develop 21st Century Skills. The rubrics incorporate a framework for coding learning activities along a number of questions to ensure you are embedding 21st Century Skills in your teaching practices. To understand better what this means, take a quick look at the 21CLD rubric cheat sheet.

Then watch Deirdre's explanation to get a more general overview. Parts of this video you will have already seen in previous modules but it's good to watch it again in the context of the 21CLD rubrics.

After watching the video check out this document here which provides a more detailed description of the 21CLD rubrics (it's a little long but very much worth the read). Bear in mind that the 21st Century Skills that the 21 CLD rubrics focus on are slightly different to the ones presented by Roger in module 1.

As you will notice, the rubrics are not just useful to interrogate your own teaching practice and the learning activities you use but also for the design of new learning activities.

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

# data[].attributes.headline
Edukata - Learning Activity Design Toolkit

# data[].attributes.subject
Edukata - Learning Activity Design Toolkit

# data[].attributes.body
Share any ideas, questions or feedback about Edukata here.
I have never heard about this tool. It´s always time to learn new methodologies and methods if we are open to it. Thank you.

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

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

# data[].attributes.body
As part of the iTEC project a suggested process for creating Learning Activities was developed. This is summarised by the Edukata document that you can download from here and is outlined in the video below.

The Edukata process is quite comprehensive and time-intensive and it is of course not necessary to use such a process to come up with Learning Activities. However, one of the key elements of the Edukata process is that Learning Activities should be identified and further developed collaboratively, ensuring that more and better ideas for activities emerge.

Take a look at the video and the document and see if you can use some of the ideas to create a process in your school to design innovative learning activities with your colleagues.

# 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.body
Can you identify some other Learning Activities that could be used in this Scenario? What activities do you do when moving the learning outside of the classroom or when doing an investigation?
The students like to go out and participate in outdoor projects. They love study trips. They learn a lot, investigate before, during and after the project. They are really motivating and motivate students. They can work with other schools, other institutions, even doing volunteering activities. They can contact with other realities, enrich themselves and understand their role as citizens.

# data[].attributes.body
In Module 2 we looked at two example Future Classroom Scenarios. Let's now revisit one of them and take a look at some Learning Activities that are linked to the scenario.

First, remind yourself of the "Outdoor Study Project" Scenario from Module 2 in the video below. As you will have noticed, this video already outlines lots of concrete individual activities. Many of these activities can also be used in lots of other contexts and to realize other Future Classroom Scenarios.

Now, take a look at the six Learning Activities outlined below. You should recognize some of them from the video. You will notice that by themselves, they are not necessarily radical in their innovation. However, they support us by offering concrete stepping stones towards achieving an innovative Future Classroom Scenario. 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.

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 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 the following teamwork and commenting on it.

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

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

# data[].attributes.body
The idea of Learning Activities is to break up the more general vision of a Future Classroom Scenario into smaller building blocks to assist us in turning the scenario into reality. Too often exciting visions for a future classroom have been developed without the sufficient support infrastructure to guide us through the steps in realizing that vision.

This is what the iTEC project addresses with the concept of Learning Activities. The Learning Activities are simple stepping stones that provide concrete ideas of how we can achieve the scenarios in our classroom.

In this video, Will explains the concept of Learning Activities in more detail.

# 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.headline
Learning activities for 21st century skills: flipped classroom and collaboration in a Future Classroom scenario

# data[].attributes.subject
Learning activities for 21st century skills: flipped classroom and collaboration in a Future Classroom scenario

# data[].attributes.body
They seem to be very interesting and useful. I need to explore them.

# 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.

In this webinar, we will explore how a future classroom scenario can be broken up into more concrete and short 21st century learning activities that teachers can use to achieve the scenario. Besides, we will identify suitable learning activities for the Flipped Classroom scenario such as infographics, posters or stories to talk about the importance of visual and collaborative tools in the classroom.
To join the training session:

1. Go to https://eun.webex.com/eun/k2/j.php?MTID=ta7a382069ea6ee125a7afbdd8d163df6

2. Enter your name and email address.

3. Enter the session password: teacheracademy

4. Click "Join Now".

5. Follow the instructions that appear on your screen.

To view in other time zones or languages, please click the link
https://eun.webex.com/eun/k2/j.php?MTID=tbe187e8f0e184b857a339d90a45516fb

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

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

# 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.
In the first three modules, we've explored some general themes of innovation in the classroom. For the next two modules we'll be looking at more concrete ideas of how to turn the general vision of a scenario into something more concrete that can be put into practice in the classroom.

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

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

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

# 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
If you have decided to give thinglink a try, then write a note in this padlet and tell us about it. Did you find it useful? Do you think you can use this in your classroom? How? Then, if you have decided to try the tool and create your own Thinglink image, please also share it with us! We are looking forward to seeing them! Thanks to all!
I have already heard about it. It's very useful and creative.

# data[].attributes.body
Do you want to engage students with interactive images and videos?
Then you have to try Thinglink! If you haven’t heard about it, Thinglink is a tool that allows you to create and share engaging interactive images, videos and 360° photos for teaching and learning.

Thinglink offers a web platform and mobile app for creating and sharing interactive images. This allows teachers or students to add content inside any image - including photos, video and audio players, web links, polls, text and more - that appear in the image when shared and viewed. Have a look below at this very nice image created by Kristie Johnson using Thinglink, where you can also find other useful tools for your classroom.

# data[].attributes.attachment_link.description
View the interactive image by Kristie Johnson

# data[].attributes.body
There are many things you can do with Thinglink, you can use this tool for any subject and any grade level, to communicate with parents, for professional development, etc. You will find much more ideas to use Thinglink in your classroom in the following presentation. Please note that in order to use Thinglink, you will have to create an account. You can do it from here. There are different plans for teachers and schools, but Thinglink also gives you a free plan to try it for free.

After exploring Thinglink, if you want to give it a try and create your own Thinglink image, go ahead! And please share your interactive images in the padlet below, along with your views and thoughts about the tool. Do you find it useful for your class? How would you use it? We are looking forward to see what you have done!

# data[].attributes.body
Do you have any experience of using Aurasma or have a great idea of how you would want to use it?
It´s very interesting but I have never used it. I have to discover it by myself and share with colleagues.

# data[].attributes.body
The tool for teaching this week is Aurasma, an augmented reality app and a great tool to develop your students creativity.

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

# data[].attributes.body
Discuss here the results of this activity.
Very good questions! We have to think on them, learn a lot and try to improve our processes of teaching/ learning.

# data[].attributes.body
For this activity we ask you to respond to four questions that focus on your innovation maturity. The questions are based on elements of the innovation maturity model presented at the beginning of this module but have been adapted. The first question focuses on the use of technology while the other questions focus on more general pedagogical practices that are associated to how we use technology in the classroom. This activity should help you to identify at what level you are and what areas you could focus on in the future to develop the use of technology. When you have submitted your answers you will see where everyone else stands.

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

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

# data[].attributes.body
Identify what you especially like about each of the lessons.
All of them show very interesting and really good projects. Congratulations, they are really inspiring. They contribute to make the teaching /learning process much more interesting and challenging.

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

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

# data[].attributes.body
We have talked a lot about technology in teaching and learning but now it's time to see it in action in the classroom.

Below you will find one video that show how some teachers have used technology in the classroom. Take a close look. How is technology used in these lessons? What stage of the Innovation Maturity Model would you place these examples on? Identify what you especially like about each of the lessons via the Padlet below the video.

A huge thank you goes to the teachers in these videos who have dedicated lots of time and support as well as an amazing degree of openness. While of course you can identify suggestions for improvement or change, please refrain from general judgements about the lessons.

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

# data[].attributes.attachment_link.description
The video has been created by the European Schoolnet's Interactive Classroom Working Group. The series of videos presents different ways of using ICT to enchange teaching and learning. Olivier Conus, a primary school teacher at Chatonnay, Switzerland, explains in this video how he has carried out a lesson on animal classification with the help of ICT.

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

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

# data[].attributes.body
We have talked a lot about technology in teaching and learning but now it's time to see it in action in the classroom.

Below you will find one video that show how some teachers have used technology in the classroom. Take a close look. How is technology used in these lessons? What stage of the Innovation Maturity Model would you place these examples on? Identify what you especially like about each of the lessons via the Padlet below the video.

A huge thank you goes to the teachers in these videos who have dedicated lots of time and support as well as an amazing degree of openness. While of course you can identify suggestions for improvement or change, please refrain from general judgements about the lessons.

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

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

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

# data[].attributes.body
We have talked a lot about technology in teaching and learning but now it's time to see it in action in the classroom.

Below you will find one video that show how some teachers have used technology in the classroom. Take a close look. How is technology used in these lessons? What stage of the Innovation Maturity Model would you place these examples on? Identify what you especially like about each of the lessons via the Padlet below the video.

A huge thank you goes to the teachers in these videos who have dedicated lots of time and support as well as an amazing degree of openness. While of course you can identify suggestions for improvement or change, please refrain from general judgements about the lessons.

# data[].attributes.attachment_link.entities[].name
Online Communication Skills Training Videos

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

# data[].attributes.attachment_link.description
The video has been created by the European Schoolnet's Interactive Classroom Working Group. The series of videos presents different ways of using ICT to enchange teaching and learning. In this video you will discover how ICT is used to reinforce teaching Irish at the Coláiste Pobail Caisleán Cnucha, Dublin, Ireland.

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

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

# data[].attributes.body
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?
The examples here presented are excellent, useful and share very interesting ideas. They are so motivated that let us to experiment them in the clssroom. Our life is full of pros and cons, so technology has to make part of the rule.
Everything that encourages criativity and helps to develop it in the students is certainly a very positive point. It encourages students to learn and to be more motivated.

# data[].attributes.headline
PISA 2015 results – Improving educational policies and outcomes

# data[].attributes.subject
PISA 2015 results – Improving educational policies and outcomes

# data[].attributes.body
Some of the main findings of PISA 2015 for the EU are the following:

In most EU countries, it was found that more than 15% of 15-year-olds are not able to tackle tasks that require at least a minimal ability and disposition to think autonomously in one of the tested domains. Boosting basic skills will be one focus of the review of the Key Competences Framework that the European Commission will launch in 2017.

Gender differences are not as strong as before: the gender gap in the shares of low achievers in mathematics and science continues to be negligible, and the gender gap in reading has gone down significantly.

Participation in pre-primary schooling is highly correlated with higher performance among 15-year-olds. Therefore, it is vital that EU Member States provide comprehensive, high quality early childhood education and care, easily available to all groups of their population.

Read more in the publication “PISA 2015: EU performance and initial conclusions regarding education policies in Europe” and on the OECD’s PISA website.

# data[].attributes.attachment_link.entities[].name
Strong Performers and Successful Reformers in Education

# data[].attributes.attachment_link.entities[].name
PISA Report Tell Us About U.S. Education

# data[].attributes.attachment_link.description
More than half a million 15-year-olds took part in the OECD's latest global education survey, known as PISA. The main focus was on science, an increasingly important part of our economic and social lives. Of the 72 countries and economies that took part, Singapore did the best.

# data[].attributes.headline
OECD’s triennial international survey, PISA (Programme for International Student Assessment), aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students. In PISA 2015, the survey was carried out for the first time in all 28 EU Member States in the same year, among 72 countries and economies worldwide.

# data[].attributes.subject
OECD’s triennial international survey, PISA (Programme for International Student Assessment), aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students. In PISA 2015, the survey was carried out for the first time in all 28 EU Member States in the same year, among 72 countries and economies worldwide.

# data[].attributes.body
PISA evaluates the quality, equity, and efficiency of school systems and student outcomes, by assessing over half a million students worldwide. The 2015 survey had a special focus on science performance but also assessed students’ skills in mathematics, reading, collaborative problem solving and financial literacy.

The report is presented in two parts. Volume I deals with issues of excellence and equity in education, students’ performance in science, and attitudes towards science learning. Volume II deals with policies and practices for successful schools, examining the connection of educational resources, learning environments and student selection systems with student performance.

# data[].attributes.attachment_link.readable_text
OECD member countries and Associates decided to postpone the PISA 2021 assessment to 2022 and the PISA 2024 assessment to 2025 to reflect post-Covid difficulties.

PISA 2022

PISA 2022 will focus on mathematics, with an additional test of creative thinking. The new PISA 2022 mathematics framework was recently launched.

Preparations for this test are underway with participants from 38 OECD members and likely 50+ non-members involved.

PISA 2025

PISA 2025 will focus on science and include a new assessment of foreign languages. It will also include the innovative domain of Learning in the Digital World which aims to measure students' ability to engage in self-regulated learning while using digital tools.
Want to join PISA?

# data[].attributes.attachment_link.description
OECD member countries and Associates decided to postpone the PISA 2021 assessment to 2022 and the PISA 2024 assessment to 2025 to reflect post-Covid difficulties. PISA 2022 will focus on mathematics, with an additional test of creative thinking. The new PISA 2022 mathematics framework was recently launched.

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

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

# data[].attributes.body
In the video below Kurt Klynen, a teacher who has been working on the topic of creativity in the classroom, share their favourite technology tools to support creativity in the classroom. Kurt Klynen is a teacher and teacher trainer who ran the "Creative use of Multimedia" workshop at the Future Classroom Lab.

Do you know of any other tools that support creativity development? Do you have any other ideas of how to nurture creativity in your students?

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

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

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

# data[].attributes.body
Let's briefly take a look at another 21st Century Skill, being creative. Many of the complex problems we face in our societies require new and creative solutions so it is important that we cultivate creativity as a valued skill in our classrooms. In fact, creative problem solving was an element looked at in the most recent PISA test results (for an overview of the PISA 2015 results find more details in this news article: PISA 2015 results - Improving educational policies and outcomes).

Creativity can be developed in a huge variety of ways, many of them not using technology. But technology often provides completely new ways of interacting with existing content or creating new content thereby providing students with new ways to express their creativity. Furthermore, with technology also offering us new forms of collaboration, an important ingredient of a creative workflow - the exchange of ideas - is activated more easily and more often.

In the video below Irene Pateraki, a teacher who has been working on the topic of creativity in the classroom, share their favourite technology tools to support creativity in the classroom. Irene Pateraki is an active teacher on the eTwinning network working with more than 2000 teachers in an eTwinning group called "Creative Classroom" and Kurt Klynen is a teacher and teacher trainer who ran the "Creative use of Multimedia" workshop at the Future Classroom Lab.

Do you know of any other tools that support creativity development? Do you have any other ideas of how to nurture creativity in your students?

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

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

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

# data[].attributes.body
Collaboration and Technology: what are the pros and cons of using the technology tools Bart presents (if you know them). And what other technologies can you add to this list?
They were presented so many interesting tools.There are really so many Web 2.0 tools that offer to the students the opportunity to work collaboratively, to share ideas with so many other students. Using ETwinning, that it is really , effective allows students to work and involve with other foreign partner students. Collaboration is absolutely crucial in and out the classroom.

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

# data[].attributes.subject
21st Century Skill in Focus: Collaboration and Technology 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 you can use in your classrooms for such purpose.

It is impossible to list all of these tools and all the different forms of collaboration that are facilitated by them but Bart makes a good start with this overview of different educational technology tools and how they can be used in the classroom.

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

# data[].attributes.body
Share your ideas about collaboration in the classroom.

What do you think of the ideas presented by Deirdre and the iTEC teachers?

What other strategies can you recommend to make real collaboration work in the classroom?

Teamwork is really very important. It's a way to grow up together. Noone grows up alone!! Colaboration is necessary to get better results. It allows students to develop new competences and work more effectively.

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

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

# data[].attributes.body
In this video, 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.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
21st Century Skill in Focus: Thinking about Collaboration in the Classroom

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

# data[].attributes.body
One of the key 21st Century Skills is collaboration so let's focus a bit more on this. Most of us will probably say that we include some form of collaboration in our classroom, be it pair work or group work. But effective collaboration is in fact much harder to achieve than simply asking students to work together.

In the first video below, Deirdre highlights some very relevant questions we should be asking about our own collaborative activities in the classroom. For a very helpful overview of these questions which you can use to interrogate your own planning, check out page 9 of this document. The document outlines the 21st Century Learning Design Rubrics which we will get back to later on the course. It's a highly useful resource and we would recommend to delve into it beyond just the part on collaboration.

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

# data[].attributes.headline
Toolset 2 - Future Classroom Maturity Modelling

# data[].attributes.subject
Toolset 2 - Future Classroom Maturity Modelling

# data[].attributes.attachment_link.description
The Future Classroom Lab is supported by over 30 companies. FCL enables companies to showcase their own ideas for innovative learning spaces and how their technology and solutions can support innovative pedagogical approaches to teaching and learning.

# data[].attributes.headline
Evaluating your use of technology: The Innovation Maturity Model

# data[].attributes.subject
Evaluating your use of technology: The Innovation Maturity Model

# data[].attributes.body
Most teachers nowadays use some form of ICT in their teaching practices. Especially for lesson planning and administrative purposes many of us will be used to working with computers, preparing handouts or presentations and communicating with colleagues, students or parents via email. In this way, ICT has been an important tool for us to simplify or improve our everyday work processes.

However, ICT has a much greater potential than just to make our work processes more efficient. ICT provides new and powerful opportunities of communicating, collaborating, creating, investigating, presenting, etc. In other words, ICT can be a powerful tool that supports us to develop 21st Century Skills in our students. Your participation in this course is a good example of how ICT provides a completely new form of collaboration with people from around the world. However, just by bringing ICT into classrooms does not automatically lead to new teaching and learning practices. In order for ICT to become a tool that helps us to develop 21st Century Skills, we need to really think about how, where and when we use it in the classroom.

The first step in this and in developing our own use of ICT in the classroom and school is to understand the opportunities ICT provides and then to identify how we are making use of these opportunities. In this video, Will introduces you to a tool, the Innovation Maturity Model 1, that can support you in doing exactly this. This tool does not just focus on the use of technology but takes a wider perspective. However, for the purposes of this module we will focus our attention primarily to the technology related areas. You can find more detailed documentation on this Model below the video. Use this Model as a starting point for your own evaluation and don't be afraid to add to it or even change it so it fits your own context.

# data[].attributes.attachment_link.title
FCS | Module 3 | Innovation Maturity Model

# 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.title
How to create a future classroom in your school

# data[].attributes.headline
LIVE WEBINAR: Jørund Høie Skaug - How to create a Future Classroom Lab at your school

# data[].attributes.subject
LIVE WEBINAR: Jørund Høie Skaug - How to create a Future Classroom Lab at your school

# data[].attributes.body
What should a school consider when planning a lab for doing projects with games, coding, Virtual Reality, 3D-design and printing, and other technologies? Is your school Future Classroom ready? In this webinar you will learn about experiences with a mobile Future Classroom Lab in Norway, and hopefully get some ideas to set up your own lab, either with a decent budget - or on a shoestring budget.

Jørund Høie Skaug comes from Norway, and he is a Senior Advisor at The Norwegian Centre for ICT in Education. He holds a Master's degree in Media Studies, and has been involved with EUN projects such as iTEC and the Future Classroom lab network.

# data[].attributes.attachment_link.title
How to create a Future Classroom Lab at your school

# data[].attributes.attachment_link.description
This video is part of the Future Classroom Scenarios course in the Teacher Academy. If you want more information, please visit: http://www.schooleducationgateway.eu/en/pub/teacher_academy.htm

# data[].attributes.headline
From vision to reality – technology in your future classroom

# data[].attributes.subject
From vision to reality – technology in your future classroom

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

1. 1. Understand a variety of ways how technology can be used in schools.

2. 2. Evaluate the level of pedagogically effective use of technology in your classroom or school.

3. 3. Develop and share ideas of effective and innovative use of technology in the classroom and school.

4. 4. Discuss lesson examples that integrate technology.

In this module we will look more specifically at the role of technology in innovating in your classroom. We've involved stakeholders in our innovation process, we've considered trends that we need to take into account, now we need to identify what role technology can or should play in our process of innovation in the classroom and school.

The first step to this, is assessing how you currently use technology. Is it simply a tool that helps you prepare lessons or supports your administration work? Is it actively used by students to create, produce or investigate something? Or does it go beyond this and allows your students to personalize their learning? Will's introduction to the Innovation Maturity Model 1 should help you in asking the right questions and determing where you are and where you want to go with technology in your classroom and school.

We then explore two key 21st century skills in more detail, working collaboratively and being creative. Take a look at what teachers say about these skills and in particular what technologies they use to support the development of these skills. Of course, make sure to also share your stories of how you develop creativity and collaborative skills in your students.

Finally, take some ideas and inspiration from three lessons that integrate technology in the classroom and discuss how well they make use of the technology.

For the activity in this module we would like to get a better idea of the "innovation maturity" of everyone on the course, so we ask you to answer three key questions about how you operate in the classroom and how technology is used. After answering these questions you will be able to see how your level compares to the rest of the participants.

# data[].attributes.body
Either if you already knew Slack, or if you decide to try it in your classroom, post a comment here answering the following questions: What have you used Slack for? Do you think Slack is a good tool to use in the classroom? Why? Why not? Give some examples. Thanks to all!
I have never hears about Slack before, but it seems very interesting. I'd like to learn more about it and try it. It really seems very useful.

# data[].attributes.body
Do you want to know more about Slack?Then, have a look at its website.

# data[].attributes.attachment_link.description
Slack is where work flows. It's where the people you need, the information you share, and the tools you use come together to get things done.

# data[].attributes.body
Collaboration and Communication are two of the key competences of 21st century learning, they have not attracted the same level of interest or attention as other competences such as creativity or critical thinking.

In this Future Classroom Scenario course, we aim at offering you different tools for you to try out and to use with your students in your classroom. There a wide range of possible tools you can use in the classroom to develop competences, such as collaboration or communication. In this section, we would like to highlight the tool Slack.

Slack is a cloud-based team collaboration tool for real-time messaging that brings all your communication together in one place, allowing archiving and search for modern teams. It is a very useful tool that you can use in the classroom to discuss a project, a topic, etc. Besides, your students cannot only send messages and communicate with other students, but they can also share different documents and work collaboratively; If you use any services like Google Drive, Dropbox, or Box, you can also paste the link and that document will be immediately will be sync and searchable too.

Although Slack it’s useful for professional teams, it’s also very convenient for any other community that needs a quick place for synchronous and asynchronous conversation and collaboration; you can also use Slack in your school to provide feedback on student work, to send announcements to the whole class or to a particular student, to organize students into groups for assignments, etc; definitely a good tool to try in your classroom!

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

It's very straightforward, just vote for one of the two trends identified below based on which trend you think is more important. You can continue voting between two trends as long as you like and based on all the votes a ranking of the trends is produced. If you want you can also add a new trend but this will not show up immediately and first needs to be accepted as a valid contribution by us (we'll try to do so as quickly as possible).
We can see the outcome of the ranking at any time by clicking on "View Results".

http://widget.allourideas.org/leagueoftrends

# data[].attributes.headline
Trends & stakeholders: the classroom of 2025

# data[].attributes.subject
Trends & stakeholders: the classroom of 2025

# data[].attributes.body
Who do you agree with in the video? Are these realistic visions of how classrooms will develop over the next decade?
I agree with all these concepts, for sure the classroom of the future will be more interactive, teachers and students teaching and learning with quite different curricula and using and exploring the new technologies, will be trained to be active and successful citizens of the world.

# data[].attributes.headline
Trends & stakeholders: the classroom of 2025

# data[].attributes.subject
Trends & stakeholders: the classroom of 2025

# data[].attributes.body
We have asked some of the stakeholders of the Future Classroom Lab about their visions for the future of education. These views have helped us shape our work in the Lab, in the same way as your consultation with your stakeholders should feed into the development of your future classroom scenario.

Watch the video below where our stakeholders describe their vision for the classroom of 2025 and identify some current education and technology trends that they believe will shape the future classroom.

It is important to remember that with trends we don't just mean education or technology trends but also economic, social and political trends. However, this is of course a huge topic, so for now let's just focus on some education and technology trends that will shape our classrooms in the next decades.

# data[].attributes.attachment_link.title
Future Classroom Lab Interview Series #9 - Classroom of 2025

# data[].attributes.body
Do you agree that it is important to involve stakeholders? Which stakeholders do you think are the most important for achieving successful innovation in the classroom? Can and should we be considering trends if they change so quickly? Share your thoughts on Roger's points in the video.
I agree. It is very important to involve all the stakeholders we can. Teachers, school staff, Directos, parents, local authorities, education legal representatives are really the most important ones in order to create an agreable and effective learning environment.

# data[].attributes.body
One of the first steps when developing a new vision for our teaching and learning should be to talk to those people who will be impacted by these changes. The earlier these people are involved, the less likely we will face opposition to the suggested changes and the more likely the changes will have a substantial impact. This means we need to consider who are our stakeholders and how do we involve them.

We also need to consider what is happening outside of our schools. It is very easy to fall into the trap of staying inside our "school bubble". But if we are serious about innovation it is important to consider what is happening outside of school because at some point it usually has a big impact on what happens inside of schools. That is why considering the role of trends in society, technology, education, politics, etc. should be a fundamental part of this exercise.

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

After watching Roger's video, identify which group of stakeholders you think is most important to involve for achieving successful innovation in the classroom? Of course, the more stakeholders you can involve, the better, but in reality we often have to make choices about who we focus our efforts on.

# 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
Developing a future classroom scenario: the Eduvista Toolkit

# data[].attributes.subject
Developing a future classroom scenario: the Eduvista Toolkit

# data[].attributes.body
As mentioned, developing a vision of how we would like to change what happens in our schools and classrooms is an important first step to introducing innovation. But how to go about creating such a vision?

To answer this question the iTEC project developed the Future Classroom Scenarios Toolkit. In this video, we provide an overview of the toolkit.

The toolkit should help you to establish a path through the process of innovation, a bit like we are doing on this course. Use the toolkit as a reference point, something you can revisit and refer back to and discuss with your colleagues and school principals.

Throughout the rest of the course we won't go into detail but just focus on some key steps that are identified in the toolkit and that highlight certain areas of importance. In particular we will be focusing on Toolsets 1, 2 and 3. These should provide you with the first ideas to engage in the process of scenario development.

# data[].attributes.body
What do you think of these scenarios? What are the pro's and con's of each?
The scenarios are both interesting. Team work is really important and it is necessary to emplement each time more and more.Pros of the first video - it shows us an example of individual work project, Self-centered work, where the students have to build a skate. It is based on real life experiences, so they are motivating and involving. Cons- it seems really difficult to organize and needs much time. I think that it is difficult to assess. I think that there is no assessment.
The second video gives us an example of collaborative work and that is certainly a pro of this scenario, because students can work collaboratively with real experiences. It seems a great activity but students and teachers must have some experience in working this way, otherwise it can't be successful.
The ideas are interesting and motivating, so students can direct their own learning and enjoy themselves while doing it.

# data[].attributes.body
To develop such a vision won't just be helpful for shaping our process of innovation but it will also be a powerful way to convince others to join our path of innovation. If we have a very clear idea of where we want to go and why, it will be much easier to convince our colleagues, students, parents to join us on this journey.

There are many more examples that have been developed during the iTEC project. You can find them all here: http://itec.eun.org/web/guest/scenario-library.

# data[].attributes.body
To develop such a vision won't just be helpful for shaping our process of innovation but it will also be a powerful way to convince others to join our path of innovation. If we have a very clear idea of where we want to go and why, it will be much easier to convince our colleagues, students, parents to join us on this journey.

There are many more examples that have been developed during the iTEC project. You can find them all here: http://itec.eun.org/web/guest/scenario-library.

# data[].attributes.attachment_link.title
iTEC scenario: Recognizing Informal Learning

# data[].attributes.body
Developing a clear vision of how we would like to change what happens in our schools and classrooms is an important first step to introducing innovation. Therefore, before even thinking about buying new technology or re-designing classrooms we need to think about where we want our individual journey of innovation to take us. The important thing here is that your journey of innovation will look very different to someone else's journey of innovation because the environment in which you operate is very different. Therefore make sure that you don't just adopt someone else's vision but think about what will work in your context.

To develop such a vision won't just be helpful for shaping our process of innovation but it will also be a powerful way to convince others to join our path of innovation. If we have a very clear idea of where we want to go and why, it will be much easier to convince our colleagues, students, parents to join us on this journey.

To get a better idea of what we mean by Future Classroom Scenarios take a look at Will's introduction.

# data[].attributes.attachment_link.title
FCS | Module 2 | Introduction to Future Classroom Scenarios

# data[].attributes.headline
WEBINAR: José Luís Fernández - From future classroom to future teaching.

# data[].attributes.subject
WEBINAR: José Luís Fernández - From future classroom to future teaching.

# data[].attributes.body
At present there are hundreds of technological solutions, approaches and proposals addressed to the teaching world. In the past years, we have also seen a change in the aim highlighted by these solutions and proposals, that have focused their attention on the pedagogical use of technology.

Future classroom labis 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.

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.)

# data[].attributes.attachment_link.title
From future classroom to future teaching

# data[].attributes.attachment_link.description
This video is part of the Future Classroom Scenario course of the Teacher Academy. If you want more information, please visit the website: http://www.schooleducationgateway.eu/en/pub/teacher_academy.htm

# data[].attributes.headline
Your future classroom – towards a realistic vision

# data[].attributes.subject
Your future classroom – towards a realistic vision

# data[].attributes.body
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

In this module we start to look at some factors to consider when creating your own vision for a future classroom and introduce you to some tools that will help in the process.

To start out with, Will Ellis introduces the concept of a future classroom scenario and provides two examples that were developed as part of the iTEC project. We then look at the Future Classroom Toolkit (also known as Eduvista)1. This toolkit suggests a process and a range of tools that support you in developing your own future classroom scenario. In other words, if you want to innovate your classroom or school, this is a useful resource to get you thinking about a range of challenges and ways to approach them.

Roger then focuses on two elements from this toolkit and the important first steps in designing your own future classroom scenario. For example, when innovating our practices it is important to think about the trends and challenges that will impact our work in the future and also to listen to all our stakeholders.

For the activity we focus on educational trends and challenges. Listen to some ideas from a range of stakeholders such as policy makers, teachers, students and tech companies about what the classroom of 2025 will look like and use these ideas to discuss and rank different trends and challenges.

# data[].attributes.attachment_link.title
Future Classroom Scenarios | M2 | Introduction

# data[].attributes.headline
What does the future classroom look like?

# data[].attributes.subject
What does the future classroom look like?

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

1. Reflect on your current practices and why you might want to change them.

2. Develop an understanding of the evolution of classroom organisation over time.

3. Consider the role of 21st Century Skills and their role in the classroom.

4. Evaluate your current classroom organisation and consider if and how you would like to change it.

The first key question for this module is: Why should we change our current practices?

1. Take a look at what Deirdre Butler, Senior Lecturer in Education at St. Patrick’s College in Dublin has to say about this and how she sees the role of technology.

2. For a slightly different take on this question, looking at classrooms over time, listen to Bart Verswijvel, who provides an overview of Past, Present, and Future Classrooms.

3. Finally, watch Roger Blamire's introduction to 21st Century Skills, an important concept that crops up again and again throughout the course.

The second key question for this module (and the entire course) is: How should we change our practices and classrooms?

1. For some first ideas, take a look at European Schoolnet's Future Classroom Lab, an experimental classroom built around pedagogies promoting 21st Century Skills.

For the activity in this module share some pictures or drawings of your current classroom setup and tell us how you would like to change it. We should hopefully get a nice collection of lots of different classrooms out there and some interesting ideas and discussions of how to change them.

Finally, take a look at an introduction to the iTEC project. It's important that you are aware of what this project was about because much of the materials on this course came from it.

# data[].attributes.attachment_link.title
Future Classroom Scenarios | M1 | Introduction

# data[].attributes.body
1- Modules & Activities
The course lasts 6 weeks and is divided into 6 modules, one module per week. We will be opening up a new module every Monday. Once open, the modules will remain open until the end of the course so you can always still catch up at a later time throughout the course.
Each module consists of:

a number of videos,

at least one activity that asks you to contribute to the discussion,

an introduction to an interesting teaching tool,

and finally a short quiz that checks you have been following the module.

We will also have three webinars throughout the course, which will allow for some live interaction with an expert on the topic. The webinars will take place in the 2nd, 3rd and 4th week of the course. Additionally, we will have a teachmeet in the last week of the course (6th week).

2- Discussions & Exchanges
As part of the activities, you are welcome to share and discuss materials, opinions or experiences related to this course via a variety of online tools which are integrated directly into each module. We have chosen these tools based on their user friendliness so you shouldn't have to sign up to use them and most of them should be fairly self explanatory.

However, we also encourage you to share your ideas and thoughts via Twitter using #fcscourse or via our Facebook group.

3- Duration & Workload
The course will last 6 weeks, from 9th January  to 19th February 2017, although we have a grace period of another week to complete all the work. So the final deadline is the 26th February 2017.
All the course content will remain accessible but after the 26th February none of the quizzes and assessment activities can be completed anymore.
Each module lasts 1 week but remains open to complete until the 26th February. This leaves you with enough flexibility should you be very busy during one week and need to catch up at a later date. If you are wondering about the workload, we estimate it to be around 2-3 hours per week depending on your level of engagement.

4- Assessment & Certification
Each module will be assessed based on an automated assessment in the form of a short quiz intended to gather the main ideas of each module. It is important to complete the quizzes if you wish to receive the module and course badges as well as the digital certificate at the end of the course. In the final module, instead of a quiz, we will ask you to submit a learning story which will be peer-reviewed by other participants of the course. In order for you to receive the digital certificate at the end you need to submit the learning activity AND peer-review other participants learning stories.

5- Would you like to know who is behind this course?
This course is a rerun created by European Schoolnet with the support of the iTEC project. The course was validated with generous support from three eTwinning teachers. A big thank you for their support goes to Val Brooks, Michal Přibyl and John Warwick who had significantly shaped the final product.

European Schoolnet is the network of 30 European Ministries of Education, based in Brussels. As a not-for-profit organisation, we aim to bring innovation in teaching and learning to Ministries of Education, schools, teachers, researchers and industry partners.

The iTEC project (Innovative Technologies for Engaging Classrooms, 2010-2014), had European Schoolnet working with education ministries, technology providers and research organisations to transform the way that technology is used in schools. Over the course of the project, educational tools and resources were piloted in over 2,500 classrooms across 20 European countries, with the goal of providing a sustainable model for fundamentally redesigning teaching and learning. The project involved 26 project partners, including 14 Ministries of Education, and funding of €9.45 million from the European Commission’s FP7 programme. The project ended in August 2014.

# data[].attributes.attachment_link.title
Future Classroom Scenarios | Course Introduction

# data[].attributes.body
We will have four live events as part of this course. These are an opportunity for you to interact more directly with your peers and the course moderators or other experts. You will find more details about each of these events in the associated modules but for now just make sure that you reserve the dates and times in your calendars:

1st Webinar: Mr José Luís Fernández,"From future classroom to future teaching" on Tuesday 17 January, 17h00 CET

2nd Webinar: Mr Jørund Høie Skaug "How to create a Future Classroom Lab at your school" on Monday 23rd January, 17h00 CET

3rd Webinar: Ms María Jesús García San Martín, "Learning activities for 21st century skills: flipped classroom and collaboration in a Future Classroom scenario", on Friday 3th February, 17h00 CET

Teachmeet: Ms Nair Carrera,  "Best Practices for a Future Classroom Scenario" , on 14th February 17h00 CET

# data[].attributes.headline
The iTEC Project: Designing the future classroom.

# data[].attributes.subject
The iTEC Project: Designing the future classroom.

# data[].attributes.body
In iTEC (Innovative Technologies for Engaging Classrooms, 2010-2014), European Schoolnet worked with education ministries, technology providers and research organisations to transform the way that technology is used in schools.

Over the course of the project, educational tools and resources were piloted in over 2,500 classrooms across 20 European countries, with the goal of providing a sustainable model for fundamentally redesigning teaching and learning. The project involved 26 project partners, including 14 Ministries of Education, and funding of €9.45 million from the European Commission’s FP7 programme. The project ended in August 2014.

# data[].attributes.attachment_link.readable_text
In iTEC (Innovative Technologies for Engaging Classrooms, 2010-2014), European Schoolnet worked with education ministries, technology providers and research organisations to transform the way that technology is used in schools.

Over the course of the project, educational tools and resources were piloted in over 2,500 classrooms across 20 European countries, with the goal of providing a sustainable model for fundamentally redesigning teaching and learning. The project involved 26 project partners, including 14 Ministries of Education, and funding of €9.45 million from the European Commission's FP7 programme. The project ended in August 2014.

Read more: Project summary | Evaluation results

# data[].attributes.attachment_link.description
In iTEC (Innovative Technologies for Engaging Classrooms, 2010-2014), European Schoolnet worked with education ministries, technology providers and research organisations to transform the way that technology is used in schools. Over the course of the project, educational tools and resources were piloted in over 2,500 classrooms across 20 European countries, with the goal of providing a sustainable model for fundamentally redesigning teaching and learning.

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

So it's important to know what this project was about.

# data[].attributes.attachment_link.entities[].name
Colorado State University Interior Design

# data[].attributes.attachment_link.description
iTEC is about designing the future classroom. The project, which involves 15 Ministries of Education from across Europe, brings together teachers, policymakers, pedagogical experts - representatives from each stage of the educational process - to introduce innovative teaching practices.

# data[].attributes.headline
Our Classrooms and Learning Spaces - What do you like? And what do you dislike about your classroom?

# data[].attributes.subject
Our Classrooms and Learning Spaces - What do you like? And what do you dislike about your classroom?

# data[].attributes.body
For this first activity we would like you to share a picture, video, description or drawing of your own classroom. Post the picture here and then write two things you like about your classroom and would like to keep as well as two things you would like to change in your classroom.

As you do this think about if you could setup your classroom differently to accommodate 21st Century Skills development?

Can students collaborate in your classroom?

What obstacles are there to changing how your classroom is organized?

Make sure also to take a look at the classrooms of some other participants.

Teachers have to move from to room (students' classroom). They don't have their own room, except for teachers who need specific subjects (Biology, Chemistry...). This is a thing that all teachers would like to change. The classrooms are well equiped with computers, internet, interactive whiteboards. Things really needed nowadays.
But the space to create a more agreable, a more well decorated (no empty white walls...), a more pleasant room to be and to learn, to like to teach and to like to learn are really needed.

# data[].attributes.headline
Activity: What does your classroom look like?

# data[].attributes.subject
Activity: What does your classroom look like?

# data[].attributes.body
Now that you've spent quite some time looking at videos and sharing some thoughts, let's go a step further. For this first activity we would like you to share an image, sketch or video of your own classroom and think about what you would like to change and what you would like to keep the same.

Here's what to do:

1. Take a picture of your classroom that shows how it is setup OR Draw a sketch of your classroom that shows how it is setup. Make sure that you have a way to share the picture or sketch online. If you have a digital camera then that should be easy as you can just take a photo (of your classroom or sketch) and upload it to the Tricider below. You could also use this tool to draw a sketch: http://drawisland.com/. The tool allows you to save the sketch (just click the "save" button on the right) so that you can then upload it to the Padlet .

2. Upload your picture or sketch to the Padlet below. Just double click anywhere in the grey area next to or below the other comments to add your image, video, scetch and text to the Padlet.

3. In your Padlet post, write down two things you really like in your classroom and you would like to keep (explain why).

4. In your Padlet post write down two things you really dislike in your classroom and would like to change (explain why).

5. Don't forget to add your name in the title of the Padlet.

As you follow the above steps think about how you could setup your classroom differently to accommodate 21st Century Skills development?

Can students collaborate in your classroom?

What obstacles are there to changing how your classroom is organized?

Make sure also to take a look at the classrooms of some other participants.

# data[].attributes.body
Could you organize your classroom around learning zones? If not, why not? How would you organize learning in the Future Classroom Lab? Which zones would you focus on or start out with?
Who doesn't like this classroom? It seems like a dream! To have the opportunity and the possibility to teach in such environment, can't imagine how it is difficult to work in classrooms such as some here referred.
But if teachers change their traditional ways of teaching and their mentalities, the classrooms space will also be changed.

# data[].attributes.headline
The Future Classroom Lab's Learning Zones

# data[].attributes.subject
The Future Classroom Lab's Learning Zones

# data[].attributes.body
How could the classroom of the future look like?

There's no right or wrong answer to this but if you are in Brussels anytime soon, come take a look at the Future Classroom Lab, a flexible learning space organised around developing 21st Century Skills in the classroom.

Could you organize your classroom around learning zones? If not, why not?
How would you organize learning in the Future Classroom Lab? Which zones would you focus on or start out with?

# data[].attributes.attachment_link.title
FCS | Module 1 | Future Classroom Lab Tour

# data[].attributes.body
What skills, competences, knowledge should we focus on in our classrooms? Do you agree with the focus presented by Roger in the video?
It was a very interesting video. The key competences referred by Roger Blamire (creativity, communication, collaboration, digital competence, critical thinking and personal responsibility) are fundamental and of extreme importance for the successful students' future.
Teachers should be able to provide students with all of them, as well as the correct tools to help and create their own future in a globalizing world.