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Future Classroom Lab Interview Series #9 - Classroom of 2025

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This video is part of the Future Classroom Scenarios Course on the European Schoolnet Academy. For more information visit www.europeanschoolnetacademy.eu

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FCS | Module 2 | Introduction to Future Classroom Scenarios

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From future classroom to future teaching

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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

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The Learning Objectives for this module are:
1.Understand the concept of future classroom scenarios

2. Explore the Future Classroom Toolkit that provides ideas and tools for developing a future classroom scenarios

3. Consider why it is important to involve stakeholders and which stakeholders you would want involve for your process of innovation

4. Discuss a variety of trends and challenges that are impacting on our work as educators

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Colorado State University Interior Design

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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.

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FCS | Module 1 | Future Classroom Lab Tour

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unesco 21st century skills for teacher framework

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Classrooms are already changing, thanks to beautiful initiatives by smart teachers or organisations promoting new educational models. The EU has been helping teachers to connect with their students and the rest of Europe for at least 10 years with eTwinning and more recently thanks to the work of European Schoolnet Academy and other initiatives.

However, we cannot rely only on the willingness of teachers to change. We need help: we need facilities, furniture, rooms, ICT (mainly hardware and a wide, safe and reliable Internet connection). Unfortunately, for some of us the situation hasn't changed much. Our classrooms are filled with 26-29 desks arranged in rows and can rely only on a single blackboard.

I dream of a day in which I will not be the one who has to leave the classroom at the end of the lesson. A day when I will have my own classroom, warm and welcoming, with a flexible space arrangement, where my students will find computers or bring their own devices which will be connected to a safe and monitored school wi-fi system.

Am I dreaming too big? At the moment this is beyond my reach!

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FCS | Module 1 | Past, Present and Future Classrooms

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Understanding that we have to adjust to changes is the first step of a necessary pathway. It is necessary to reach all our students and therefore learn to use diversified approaches, to reach out and teach the way they learn. One thing, however, should not change: learners have to achieve specific learning goals, which are becoming more challenging, as they include soft skills such as team spirit, creativity, autonomy and adaptability.

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FCS | Module 1 | Deirdre Butler: Why should we change our classroom practices?

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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

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The Sustainable Development Goals – Action Towards 2030 | CAFOD and SDGs

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The Sustainable Development Goals (SDGs) were adopted by the United Nations in 2015 as part of Agenda 2030 - see: https://sustainabledevelopment.un.org/post2015/transformingourworld Sustainable Development Goals - your questions answered: http://cafod.org.uk/News/Campaigning-news/Sustainable-Development-Goals In Video 1, CAFOD explains what the SDGs are and why they are transformational in the way the world fights extreme poverty, inequality, injustice and climate change.

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What was your favorite assignment?
I think that my favourite assignments were definitely the ones where I had to design activities (week 1) and projects (week 5). Which unit do you feel helped you grow the most?
Learning about the elements needed to design meaningful activities which promote deeper learning was certainly the part which helped me the most and I intend to go deeper into that, following what Shelly is doing and browsing through the Learning Evidences to analyse more carefully the amazing activities planned by my peers. Which parts of the course were the most challenging?
Reflecting on the learning path is always the most challenging part.
How has participating in this course helped you become a better teacher and learner? This MOOC has helped me in many ways, first and foremost by making my PLN grow. I hope I will be able to interact more in the next days and keep in touch with some of the amazing teachers that have produced outstanding resources.

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What was your favorite assignment? I think that my favourite assignments were definitely the ones where I had to design activities (week 1) and projects (week 5). Which unit do you feel helped you grow the most?

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Hi, my name is Maria Rita. I teach English as a Foreign Language in Italy. I have taught middle school students aged 11-14 for over 10 years but now I teach older students at high school.

I took this course in 2014, two years after I had started to use the Internet for my professional development. It was life-changing. That's why I am here again. In these years I have tried to follow many advice and suggestions provided by this fantastic team of teacher trainers. I have experimented with new methods and tried new ways to reach my students. I have been using blended learning with my classes since 2012. One thing, however, has not changed but this does not depend on me. My classrooms are still 20th century sad spaces.

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FCS | Module 6 | Tool for Teaching: Sticky Moose

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Best Practices for a Future Classroom Scenario Teachmeet

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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

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iTEC: 'Book trailers' - video summaries of works of literature

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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

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'Tell a Story' - creating video biographies

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

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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FCS | Module 5 | From Learning Activities to Learning Stories

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This video is part of the Future Classroom Scenarios Course on the European Schoolnet Academy. For more information visit www.europeanschoolnetacademy.eu

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FCS | Module 5 | Introduction to Learning Stories

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This video is part of the Future Classroom Scenarios Course on the European Schoolnet Academy. For more information visit www.europeanschoolnetacademy.eu

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The Learning objectives for this module are:
1. Understand the concept of iTEC Learning Stories and how these relate to the iTEC Learning Activities and Future Classroom Scenarios

2. Explore examples of iTEC Learning Stories
3. Draft your own Learning Story using the Learning Designer tool

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FCS | Module 4 | Using Learning Design Rubrics to develop 21st Century Learning Activities

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Edukata was piloted in numerous schools in Finland. Recently I was in the closing seminar in Oulu, Finland, talking about Edukata and - most importantly - talking with the teachers who had piloted Learning Activities designed by our team, and also designed their own, using a beta version of Edukata.

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Edukata was piloted in numerous schools in Finland. Recently I was in the closing seminar in Oulu, Finland, talking about Edukata and - most importantly - talking with the teachers who had piloted Learning Activities designed by our team, and also designed their own, using a beta version of Edukata.

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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/

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FCS | Module 4 | Introduction to Learning Activities

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This video is from the Future Classroom Scenarios Course on the European Schoolnet Academy. For more information visit www.europeanschoolnetacademy.eu

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The Learning Objectives for this module are:
1. Explore how the general vision of a scenario can be broken up into more concrete and short learning activities that teachers can use to achieve the scenario.

2. Develop an understanding how the 21st Century Learning Design Rubrics can help to create rigorous learning activities for 21st Century Skills.

3. Identify suitable learning activities for the Flipped Classroom scenario.

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View the interactive image by Kristie Johnson

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FCS | Module 3 | Tool for Teaching: Aurasma

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View and analyze results from the Innovation Maturity SurveyMonkey survey. See actual response data, text summaries and word clouds.

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Online Communication Skills Training Videos

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

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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.

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FCS | Module 3 | Creativity and Technology: Kurt Klynen

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This video is part of the Future Classroom Scenarios Course on the European Schoolnet Academy. For more information visit www.europeanschoolnetacademy.eu

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FCS | Module 3 | Creativity and Technology: Irene Pateraki

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This video is part of the Future Classroom Scenarios Course on the European Schoolnet Academy. For more information visit www.europeanschoolnetacademy.eu

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

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Future Classroom Toolkit: Toolset 2 – Future Classroom Maturity Modelling

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FCS | Module 3 | Innovation Maturity Model

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This video is part of the Future Classroom Scenarios Course on the European Schoolnet Academy. For more information visit www.europeanschoolnetacademy.eu

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How to create a Future Classroom Lab at your school

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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

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The Learning Objectives for this module are:
1. Understand a variety of ways how technology can be used in schools

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

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

4. Discuss lesson examples that integrate technology