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This is the link of the padlet realised by my students at the end of a culture lesson about Munich.
https://padlet.com/rossella_esposito/muenchen

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6.2. Final Activity/Assessment: Submission and Review of Learning Stories

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6.2. Final Activity/Assessment: Submission and Review of Learning Stories

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My Learning Story

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I never used Stickymoose to share and vote on ideas. I usually use Tricider, but I'm going to try it.

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6.1. Peer review in the classroom and as a tool for professional development

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6.1. Peer review in the classroom and as a tool for professional development

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I agree that peer review for teachers is  an effective form of professional development for both sides taking part in the review. I find peer observation in lessons very useful, even if I don't have many experiences of it. When something doesn't work in your lesson, it isn't sometimes easy to understand what. A colleagues can help you to understand, because he/she sees your lessons from an external point of view.
He/she isn't involved in the lesson. I think peer review is a good strategy also for students. I sometimes use it with my students.
Giving and receiving feedback is important to reflect on their own work and to improve it.

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MODUL 6: HAVE YOU SEEN THE FUTURE CLASSROOM YET?

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MODUL 6: HAVE YOU SEEN THE FUTURE CLASSROOM YET?

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I didn't know Popplet. It seems very easy to use  and I think I'll we use it with my students.

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5.4. A tool to create Learning Stories: the Learning Designer

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5.4. A tool to create Learning Stories: the Learning Designer

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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)

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I found very interesting the first and the third videos, particularly the last. I teach German literature in an High School for foreign languages where students learn English, German, Spanish and French. I think it could be very interesting to create book trailers for a multilingual multimedia library. I will propose this project to my colleagues.

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5.2. From Learning Activities to Learning Story: An example

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5.2. From Learning Activities to Learning Story: An example

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My lessons are based on  PBL and I use all the explained generic learning activities. But I found  the video and the  explanations very useful to reflect on their use in my daily work.

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I hope, I understood well.
The learning scenario is the context where learning takes place. Learning activities are all general activities that can be used for different subjects. Learning stories are the way to use learning activities.

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MODUL 5 - FROM LEARNING ACTIVITIES TO LEARNING STORIES

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MODUL 5 - FROM LEARNING ACTIVITIES TO LEARNING STORIES

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I've never used Socrative, but I think I'll try it with my students.

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4.5. Activity: Learning Activities for the Flipped Classroom Scenario

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4.5. Activity: Learning Activities for the Flipped Classroom Scenario

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I often use flipped classroom and I find Edmodo very useful to do it.
I give my students links of videos, and other e-learning materials. In the classroom they share ideas and  opinions.
They enjoy working in this way.

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4.4. Developing Learning Activities: 21st Century Learning Design Rubrics

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4.4. Developing Learning Activities: 21st Century Learning Design Rubrics

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I found  21st Century Learning Design Rubrics  very interesting. I think it's a useful tool if we want to define learning activities for developing 21st century skills. I would like to share it with my colleagues, but the most of them are linked to a traditional teaching approach.

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4.3. Developing Learning Activities: The Edukata Process

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4.3. Developing Learning Activities: The Edukata Process

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I read quickly the Edukata Guide Book and I found it very useful. I'm going to read it carefully in the next days, in order  speak about it with my colleagues and to use its suggestions for the beginning of a change in the teaching approach in our school.

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4.1. Introduction to iTEC Learning Activities

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4.1. Introduction to iTEC Learning Activities

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I'm curious to learn more about iTEC Learning Activities.

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Module 4: Learning activities for 21st century skills

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Module 4: Learning activities for 21st century skills

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4.2. Examples of iTEC Learning Activities

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4.2. Examples of iTEC Learning Activities

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I'm a German teacher and when I go abroad with my students for stages, we don't visit new places with the help of a guide. After receiving  papers with indication of the activities to do (for example collect information about a church by asking people, take photos, take information materials...), students visit different places in small groups (of a small area). Then each group share in the classroom the results of the activity and they create with different webtools (they choose together which) "their digital guide" of the place they visited.
In this way they develop different skills and use the foreign language in a real context.

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Rossella, Italy

The Hundertwasserhaus by Rossella Esposito

TOUCH this image to discover its story. Image tagging powered by ThingLink

thinglink

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I didn't know Aurasma and now I'm curious to use it with my students!

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I have a good level of technological maturity, but I thimk there  is always something that can be improved.

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3.5. Using Technology in the Classroom: Example Lessons

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3.5. Using Technology in the Classroom: Example Lessons

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The most interesting aspect of the three videos is that technology can support collaborating activities in the classroom. I usually use technology in my classrooms and I agree with the teacher in the second video, that technology works on students' motivation and that through it all the various learning styles can be taken in consideration.

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3.4. 21st Century Skill in Focus: Creativity and Technology in the Classroom

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3.4. 21st Century Skill in Focus: Creativity and Technology in the Classroom

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Like the teachers in the two videos, I think that technoloy is very useful to develop creativity among students through collaboration activities and that flexible learning spaces are more appropriate to do such activities. Even if there aren't learning spaces in my school, every day I try to create them in my classroom. There are different tools we can use to support collabotation activities and I always use them in my classroom. My students work collaborating with each other and in this way they find learning easier and more interesting. I use PBL in my lessons and I must say that this learning approach helps students to develop creative problem solving. They often find together creative solutions they wouldn't have found, if they hadn't worked alone.

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

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

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I always use technology in my classroom, because I find that it's a very useful support to  collaboration activities. My students like working in this way and we enjoy ouselves during the lessons. The most useful tool I use is Edmodo. Through it, I share materials with my students, give homework, correct their homework individually. My students usually use Padlet, for presentations of literature subjects, for eTwinning projects, etc. I'm working at three eTwinning projects with my students and we use regularly chat and videoconferences in the twinspace to communicate and to share ideas. My students use also Tricider, smartphones for taking photos or videos and sometimes when the computer and the interactive whiteboard don't work. I agree that technology  it's important to extend the classroom and for the professional development of teachers.

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Module 3: From vision to reality – technology in your future classroom3

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Module 3: From vision to reality – technology in your future classroom3

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3.2 21st Century Skill in Focus: Thinking about Collaboration in the Classroom

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3.2 21st Century Skill in Focus: Thinking about Collaboration in the Classroom

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I agree with Deirde. I think that collaboration in the classroom is very important, but like she says, it doesn't mean only that students work in groups. It's important to have clear which skills students develop through such activities (negotiation, feedback etc.) and it's important that they learn to share responsibilty in working together.
I agree with the teacher in the second video, who says that it's much easier to be creative in a group. But it's also very important that students don't are always  in the same group. We must change groups and create them so that in a group there are students with different skills. I think also that technology can support collaboration. I find my students are more motivated in working when they use digital devices.
The only problem for me is still a precise evaluation of the skills, that students develop in collaborative working.

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I didn't know Slack, but I think it can be useful to communicate with students. At the moment I''m working with Edmodo in all my classes and my students find it a good tool to communicate and collaborate with each other.For quickly communication we have a whatsapp group.
But I will try Slack with my students!

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2.4. Trends & stakeholders: the classroom of 2025

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2.4. Trends & stakeholders: the classroom of 2025

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I agree with the video. I hope that classrooms of 2025 will be "more social and dinamic" that ours, that teachers will be really tutors and mentors of students, who will learn by using technology and from other students. But I think also, like Adriana, that the condition to realise these changes will depend on a more flexible curriculum.

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I agree, that the involvement of stakeholders (teachers, students, parents, local community, local government) it's important for innovation at school. But I think, the most important think is that all teachers in the scholl must share the same pedagogical approach and the same idea of innovation.
In the same way it's important to take into account the trends, otherweise the school is far from reality and isn't useful for the future of our students.

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I found the two videos very interesting.
The first video because I think it's important to recognise informal learning, because students acquired throgh it  skills that  can be used in the school context.
When I watched the second video, I remembered an outdoor study project, that I realised many years ago with my students. I worked as teacher of German and I was taking part with my pupils in an exchange project, which had as topic "What means water for the area where you live?" Not far from the school there was a small river and my pupils and I decided that it was our "water". We did the project in collaboration with experts of the Museum of Science of Trento. We went several times to the river and pupils learnt "by doing" a lot about it. They were helped to focus attention about plants and animals around the river. They casted the moulds of animals' prints, collected plants' leaves, analized water's samples. At the end they realised as product a power point presentation that they presented during the visit in the partner school. It was a very exciting experience

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Module 2: Your future classroom – towards a realistic vision

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Module 2: Your future classroom – towards a realistic vision

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1.5. Activity: What does your classroom look like?

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1.5. Activity: What does your classroom look like?

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The picture below shows the typical classroom in my school. This is very traditional. However, when I have lesson, the setting changes: I create different learning areas.
The things I hate:
- too small space
- the setting
- few electronic devises.
The things I like:
- the interactive whiteboard
- the computer
- the blackboard.

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1.4. The Future Classroom Lab in Brussels

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1.4. The Future Classroom Lab in Brussels

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I already try to organize my classroom in learning zones, even if  the classrooms of my school arent'n so big as that one in the video and there aren't so many electronic devices.
In our classrooms there is a traditional setting, but when I have lesson, I organize the space in a more flexible way.  I use PBL in my lessons; for this reason it's very important for me that students work in group, investigate data, create a common product and present it. And I try to create in the classrooms different learning zones, but there isn't possible to create all the zone presented in the video at the same time, even if I find that they are all important.

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I found the video very interesting, particularly the last part about new skills of teachers. Which the skills of 21 century are, is for me clear, and I'm trying to change my learning approach sso that my students can develop them. But I find diffuclt the assessment of social skills.

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1.2. Past, Present and Future Classrooms

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1.2. Past, Present and Future Classrooms

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I think it's important the organisation of learning and the fexibility of the spaces, but it isn't so easy to realize in all school contexts. It depends not only on teachers, but also on the school organisation.
I mean that it isn't only a question of spaces, but also a question of learning approach. If I think it's important for students cooperating and sharing ideas in order to reach shared knowledges and to develop skills and competences by learning, I can't accept a traditional classroom setting.
I always use PBL in my lessons, even if  the classrooms of my school have a traditional setting. In my lessons I change it and I create the setting I find useful for the activity we have to do.
At the beginning my students looked at me astonished, because they weren't used to different learning approaches, but now they enjoy learning German in this way, by using also all devices we have at disposal.
Fortunately we have in each classroom Interactive Whiteboard and computer, but if they do't run, we use mobile phones or tablets...

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1.1. Why should we change our classroom practices?

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1.1. Why should we change our classroom practices?

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Module 1: What does the future classroom look like?

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Module 1: What does the future classroom look like?