Implementing learning scenarios in classroom is the best way to show students what are the objectives, what will they do, and how will they do, set the deadlines and ground rules. In that way students learn how to prepare, implement and analyze a project.

We have used learning scenario in eTwinning project where students decided that they will make video of our landscapes, edit video and share it via TwinSpace. They set their own objectives, time table and deadlines. It has worked out very good.

These learning scenarios represent all the planned activities in a transparent way , where teachers and students can create and collaborate together.

Here is a link of a project that we have created together with four schools and about eight teachers from my town.

https://realtimeboard.com/app/board/65187397

The Learning Scenario phases is very similar to the ‘Design Process’ as taught in the British Curriculum and really is appealing to me as it breaks the bigger process down into ‘steps’ or ‘chunks’ that are manageable for students.  I like that the process has been expanded to include collaboration and the use of iPads makes this very rewarding for students.  I can imagine that using Learning Scenarios implicitly provides opportunities for learning discussions and conversations which would be particularly helpful in my setting where the students are 2^nd and 3^rd language English speakers. 

Yhe activity was on historical approach to first grade equation.

Using tablet (and pc), my students (they are 14 years old) dream the project (why equations are used? When?) They explore equation in an historical approach, ex Rhind Papir (they used a time line software), They maked a map using Cmap.

After I proposed a simple problem (problem based learning) and they costructed themselfs (but also asking to teacher) equivalence principles.

The work was shared on youtube using Powtoon.

I think if you want to use tablet with your students you have to change your methodology, your didactical approach!

It's very importatn for me to prepare the job using the seven stages:

To use Learning Scenarios is very important to have the activity defined in every aspect. At the beginning it may seem as a time consuming for the teacher but after you apply this news approaches to your methodology you will appreciate that you save time during your practical development of the activity.

This named “Learning Scenarios” we can find them defined with different names like PBL, Flipclass, etc. at the end but for me is a way to apply methodologies standardization and this will give us as teachers a way to standardize our work that will obtain better results in the learning process due to the specific definition step in the learning activity.

I will describe one of my activities that we carry along in the subjects IT and History where we use Project Based Learning methodology and I’ll try to make an analogy with the Learning Scenario. You can see the project developed in my webpage: http://www.iliketheidea.com/abp-la-ilustracion-histfilotic-1o-bac/

Dream - Definition of the Project - Ilustrsation.

Explore – Looking for the information.

Map – Create the plans to solve the problem.

Make – Create the Glogs.

Ask – Refine the contents of Glogs and presentations.

Remake – Remake the Glogs and plan the presentation.

Show – Show the Glogs and presentations. General Assessment using rubrics and digital forms and with conclusions we give feedback to every student.

In a way even if has another name this standardization give us a potent tool to organize our work and give more quality to the learning process.

"Make, ask and remake " is the most important parts for me. In this way the pupils developes something new, not only copying something already existing. 

The online collaboration is also very interesting. I am trying to set up a project with collaboration online between small schools in the arcipelago. I read and listen carefully to get new ideas for this project.

I haven’t used all the seven stages but tried a few. I think it is a good idea to get structure and make evaluation easier.

It's already useful for teachers to support students and for themselves too.

I do like the make and remake phases, where pupils elaborate their thoughts.

I will use next year.

Some of IES Schamann´s teachers have learnt about Learning Activities in the course Future Classroom Scenarios. It was a very useful tool to start out a collaborative journey among us. To design a common Project following every phase was very interesting.  Especially the phases where students have to finish with a product and show it to the community was amazing and we have carried out in our projects since then.

P.S. Back then I remember pupils used our first mobile devices - iPod Touches:-)

I have been trying to implement this new approach in my teaching practice since last summer European School academy MOOC on Future Learning Scenarios. It has dramatically affected my teaching style as well as the way I address my Ss in class.

I reckon the first phase "Dream" can easily be implemented by all teachers independently of their teaching environment and the amount of technology available in class. Honestly, we don't need tablets to do that! What needs to be reconsidered here is actually the role of the teacher in class.

This initial brainstorming session is key to the success of any project, because it calls on the motivation and creativity of its participants. Whenever students can choose the topic of a learning activity and contribute in structuring their own learning process, their motivation and creativity positively boost. They become active members in their team and stimulate the others in doing the same.

Learning by doing is another fundamental key to efficient longterm learning. It needs well-thought out modelling, planning and scaffolding by the teacher. I envisage some difficulties in that: often kids want to start doing videos or other multimedia products without any planning at all. Sometimes they feel frustrated when the teacher poses limits to their goals or resent negative feedback from their peers in the group. The suggested 2 steps prior to creating, i.e. "Explore" - "Map" are essential to ensure good collaboration in the classroom before proceeding on with "Make".

"Ask" and "Remake" are the two phases which are possibly the most formative for the students, whereby they need to reflect on what they have done so far and ask for help from teacher, other students or an external expert.

"Present" is what the kids always look forward the most. It is like the premiere to a show in a theatre: the spotlights are on the students, who can show what they have learnt and produced using their self-created knowledge. That's true competence!

I have tried to use Learning Scenarios with my students.

This year for example we have made all together a virtual map of London as final output of our learning about the English capital. My main objective here was to bring my pupils to improve their speaking skills, both in terms of pronuciation, fluency and oracy.

First we got organised in groups and searched for information on the basis of a webquest. Information was analysed and put together on a Padlet. Then kids decided which attraction they wanted to present. We used Tellagami - an App that they could download on their smartphones for free, which allows the creation of a speaking avatar.

Their individual videos were then uploaded on a common Thinglink that you can view below.

We dreamed about sharing our knowledge about Croatia with our friends/students from different European countries.

We made a plan to fulfill our dream.

We explored interesting facts about our city and country, maped it and made minute videos and vlogs with our three tablets (mine and student's).

Then we asked our teachers and student colleagues what they think about our work.

My students remake some videos, vlogs, glogs and prezis.

I hope we will publish it soon and share it with our partners from Italy, Turkey, Slovakia, Poland, and Lithuania.

I linked the post on my blog to SHOW and SHARE the realization & learning scenario of the project

A very special moment was the peerview between two classes of two different schools in the area using Tricider.

I used the Learning scenarios and LA in the course titled "Future Classroom Scenarios" and I found it very useful.

I'm trying to implement the suggestions I got in the course in my current teaching practice.

I will post some material in my Learning Diary.

However, in my classes, in many of the works that I ask students to do (create small powerpoint presentations, create projects with Scratch, ...) I review these phases in the development of the creative process.

I can hardly wait to start developing learning scenarios in the 7 phases.

I can imagine using this type of scenario to research background information for a novel or perhaps a character analysis study.

However, now that I know of the 7 phases of a scenario I will be making a DELIBERATE effort to use them more frequently with my class and in different situations or for different subjects.  From what I have learnt here, I could see they are an efficient and effective way of teaching and learning, of inclusion of all students and great collaboration between them.

What impressed me most was that the teacher acts as mentor while students are engaged in doing most of the work themselves and at the same time enjoying the whole process.

I used Learning Scenarios years ago when I took part in a Pilot Project  in which we used netbooks. I liked the idea then because it helped me organize my work in a precise way. Sometimes ideas come and go and it is not easy to keep them in order. The LS was extremely useful. I like the idea now and I see that it shows something we usually do while working in eTwinning projects and have to organize activities. The LS helps to keep everything under control and work in an appropriate and organized way

I think that the 7 phases of a learning scenario is an excellent concept indeed to help the teacher plan and build a lesson especially using new technologies.  Often we, as teachers may feel at a loss on how to start on preparing lessons using such a new innovation – that of mobile technology.  These seven stages may be very helpful providing the teacher with a structure and a plan.  I have often used similar phases in my lesson preparation but what struck me most here is that the first 3 stages - dream, explore and map are done together with the pupils!

Now I can be more aware in the implementation of Learning Scenarios in my classes: I find the 7 phases structure expecially helpful and I've apperciated very much how the explore and remake phases can be enhanced by the use of tablets.

• Content creation
  
• collaboration
  
• flipped classroom
• personalised learning.

I've never used this schema, but I use this way to work with students.
Now I can use it more consciously!

1. Dream: Brainstroming

2. Explore: Research information
3. Map: Structure information and find relationships
4. Make: Activity
5. Ask: Interview experts
6. Remake: Review Activity
7. Show: Publish and present

used this scenario while organizing a live event on the radio.

1. dream: imagine the whole class was listening to you, what would you talk about?

2. explore: discover the world of two painters by visiting the local  museum and by picking two of works of art: one you like and one you don’t really like. Do some researches and become an expert.

3. map: get organized in your recording session. Who’s going to say what and when.

4. make: talk live and have a conversation about art with your peers listening

5. remake: reflect on what worked out well and what could be rethought. Prepare an exercice on Kahoot to check your friends' understanding of the artistic movement.

6. show: play the games in class an publish the link for the radio show, so that the students can listen to it again.

1) Dream - write down all shapes you know. (Padlet)

2) Explore - find information about those shapes (Padlet).

3) Map - divide shapes into plane shapes and three-dimentional shapes. Divide those more (e.g. quadrangles).

4) Make - make in groups those shapes (three-dimentional).

5) Ask - each group asks (in padlet?) others 3 questions about their shapes.

6) Remake - look your shapes over and check if every characteristic you found in explore stage is true. Are there more characteristics?

7) Show - Make an video how to make your shape from paper and what characteristics it has. So we will have learning material for many shapes.

1. Stimulate.

2. Trials.

3. Incubate.

4. Scenarios.

5. Accelerate.

In class, use the learning technique in an unconscious way . For this video, I have scanned and cleared all the stages in detail . Having pupils of 7-8 years we guide them in the first phase , that is, we give some ideas . For example : organize a party for Halloween . Alone , with the technique of fishing bowl , they decided what to do and how, to divide into small groups . Then we are passed to the action!

1. Dream: we want something

2. Explore: we do research
3. Map: we order and systemize the informations
4. Make: we realize what we wanted
5. Ask: we ask for input from others
6. Remake: We work to streamline the products
7. Show: we share the results

I have already used Learning Designer for different projects and in EUN courses. I think that its concepts are very interesting and pedagogically useful. It helps teachers and students to actively and deeply reflect on their way to teach and to learn. It is not just another software but  it really integrates different aspects of the mind functioning in the teaching-learning processes.

Unfortunately, the scenarios are in Greek. For those interested, they can be found at the link below:

I learnt about Learning Scenarios during a previous FCL course.

It really helps us (teachers) and them (students) on several of the main aspects concening learning.

Mainly we: reflect, inquire, collaborate and share and make other people apart from us stakeholders of our findings.

Anyway, I think I'll need more than one weekend to read literary review carefully because I think it's quite interesting.

Like other teachers here I agree that we use this method in our teaching and learning.

It is a useful frame for lesson planning with tablets.

I had not heard of learning scenarios before and at first, it was a bit abstract for me. But after seeing some examples, I notice it offers a strong guideline. You can fill it in anyway it works for you. Depending on what you want to achieve or the age of the students, you can emphasize different fases of the process.

I'm looking forward to try out a lesson following this scenario.

They link with the real world!

I have never been introduced to the seven phases of this learning scenario. As presented, everything is structured and well thought out. I find the last scenario very important, that is, students “show”
their work to others.

I learnt about this new teaching approach during the previous course "Future Classroom Scenarios". I try to put it into practice in eTwinning projects. I think some parts are difficult to put into practice when the pupils are young. Even if we guide them, I love the idea that children produce something. The posture of the teacher changes and I still have to progress. The main thing is to think the different steps.

The translation of the different steps in French are :

Rêver

Planifier

Explorer

Faire

Réfléchir

Demander

Faire

I want to apply scenarios following the 7 steps in accordance with the curriculum .

Map: You relate thoughts and ideas
Make: You create a product or an activity practicies
Ask: You best product through suggestions and criticisms of others
Remake: You complete a high quality product
Show: You publish and present product to a real-life audience.
In my teaching experience, I've only used the phases Dream, Make, Remake and Show, but now I will add the two phases are missing, because it seems that it takes place in this way a complete job that promote the development of critical thinking skills.

Still, it's very useful to be reminded of the steps in the teaching/learning process, and also - when seeing them this distinctly - to be aware of which parts that perhaps are more neglected in my everyday-teaching.

For example the last show-step, tends to be a more forgotten part, because I'm perhaps already moving further into the next exercises... Hopefully the new technologies with new ways of documenting and sharing, could be a greatful and flexible method of doing the show-part, and use it especially as "deeper studies" for the fast students?

Named this explicit, the learning scenarios can also be used as a support for the teacher to help the students to understand the process, and also to point to what's still missing until the work is concidered completed.

The 7 steps, whilst giving plenty of freedom for students to take responsibility for their own learning, should also be structured in a way that ensures all students can progress through them at a similar pace. I would imagine that with  a bit of practice, students would soon take to Learning Scenarios and become more independent and autonomous in the learning process, with the teacher becoming a reliable facilitator, point of reference and motivator.

Here is an interesting article on constructivism and technology:

http://ww.alicechristie.org/classes/530/constructivism.pdf

And, unfortunately, the image illustrates a limitation we all face!

I think it might be useful to have into your mind the different steps .

The key to building a great scenario lies in how you approach your content. You should always endeavor to relate your content back to the real-life situation your learners will be in when they need to actually apply the information from your course.

I did not know the concept of learning scenarios. However, in carrying out some activities I usually put into practice some of these phases.

From now on I will have regard to these learning scenarios to develop activities with the students.

I teach science in a secondary school and the last two years I have made some lesson plans based on inquiring learning  for which I used ict tools I don’t Know if I can call this a learning scenario but it has 5 steps instead of seven

Observation, hypothesis, investigation ( experiment , edit and interpretation  of data), conclusion, discussion and evaluation

For each step I have to make specific activities that will guide students to  discussion and the final conclusion. I have used technology tools only for the phase of investigation (For instance Phet Colorado)

My opinion is that the learning scenario that you describe is for suitable for projects.

It makes sense and I like the way it can be shared between schools or just classes.

Generally however this seems like a good structure that can be used effectively.

As a language teacher, my experience relates to the writing of texts, which follows a similar methodology as the learning scenarios: formulation of ideas, research, planning, writing, editing, final production, presentation.

I find the Learning Scenario wonderful and very helpful to work in the class with tablets. Obviously you need a well structured plan before starting an activity like this. Planning is fundamental and it is also important to share your plan with students and inform them about work structure, time, goal and expectations.

I’ve unconsciously  followed this 7 steps during my last activities with my class and especially for my own work  in previous occasions.

Hearing to the experience showed in the video has been very interesting. It makes me enthusiastic of starting soon to work using this method!

During these scenarios, pupils mostly learn how to organise their work. We need to prepare a lot those lessons so pupils keep focusing on the subject and respect the steps.

The difficulties encoutered are:

- dreaming about the subject and erasing their ideas that are not related

- mapping their ideas in a logical way.

- asking to the "right people" ie getting a reflexion about informations they can find on the Internet.

The steps that work well are:

- dream: after the "shy phase", pupils got a lot of ideas (oot much sometimes)

-explore and ask: once they understand what they have to do, pupils are really interested by the idea of serching by themselves.

- make, remake and show a product: because they want to show the best they can do...

I find very useful a motivating video, slide presentation of the topic.

Pupils feel motivated and inspired. Absorb activities motivate them and make go further.

All ideas must be easy and clear.

Clear them at the beginning of a project during discovery and requirement gathering phases.

Tell the story and then ask some questions

Ask questions throughout the scenario

Use questions for branching

Think about points to keep in mind

Regardless of which approach you end up using, keep in mind the main idea.

I'm at school right now and we are working on such a project with my students. I'll get it on video to share.

You cannot built a Learning Activity unless it is supported by a good scenario.

Learning Scenarios are a good way to plan a learning activity. These could be phases for any collaborative work.

"I think that most teachers use some aspects of the learning scenarios while planning their lessons all depending on the subjects that are being taught." Sonja Elín -  Iceland

Some theories about:

A learning scenario is an a priori description of a learning situation, independently of the underlying pedagogical approach. It describes its organization with the goal of ensuring the appropriation of a precise set of knowledge, competences or skills. It may specify roles, activities and required resources, tools and services. Synonymous : Pedagogical scenario, Educational scenario, Instructional scenario.

It basically defines what learners and other actors like the teacher should/can do with a given set of resources and tools.

From a learning design perspective, a learning scenario refers to the formal description of a "unit of learning" as defined by Koper (2003).

Typical ingredients one can find in a scenario are:

• Several, usually sequential learning activities (these are smaller scenarios that are combined together)
• a learning environment within which the scenario happens
•  various courseware (learning materials)
  

I dont have tablets yet in my classroom but i'll have next year and will use learning scenarios for my students using tablets.

For me is much better than work in the classical way...the teacher give some infomation, the students read it, then they ask a quiz.....

In my opinion in this "new" wayteh students have to be more creative...

I think the concept of learning scenarios is useful since it organizes the learning experience in stages centered in the students and how they can use tablets to support their hands-on experience. I can see teachers using learning scenarios to structure what is happening in and outside the classroom, anticipate possible challenges and evaluate the process of learning. I like the idea that learning scenarios are flexible and can be adapted depending on the opportunities and challenges present in each learning situation.

Seems a good way for students to be actively involved in the learning process.

I learned about LSC in other course, but I never used them in classroom with tablets. Seems a great way to plan learning activities.

I agree with Anamaria from Romania

“Dream: we want something

Explore: we do research

Map: we order and systemize the informations

Make: we realize what we wanted

Ask: we ask for input from others

Remake: We work to streamline the products

Show: we share the results”

I think this is one of the best methods of learning and teaching having or not tablets in the class, because it allows the kids to decide what they want to learn, explore, make something and at the end of the process they will have aquire the knowledge.

I feel that working with learinng scenarios must motivate and increase the interest of the students.

However,I find a difficult process changing to this way of learning and teaching but not introducing it littel by little, so I hope to be able to do it when having tablets at my school :-)

2. I believe that it is not a new idea but it is the product of a well designed lesson with long duration and made by several parts: the teacher, the students, other teachers, etc. 

3. I try to use learning scenarios because I believe in this teaching practice. Nevertheless, I think that it needs much time to organize and a good and careful designing and assessment.

4. I think it looks like a project –based–learning (pbl), although they are not the same.

Dream --> You have a goal/ goals to achieve

Explore --> Sources available to make your goals reality

Map --> Design, schedule, use of strategies

Make --> Realize, make it happen, activities

Ask --> Experiment, test, assess

Remake --> Change, make better, rearrange

Show --> Present, share, communicate

This is a 3 minute video that shows some of the similarities between a Learning Scenario and a PBL:

I use the methodology of the learning scenario and I think that is very important to motivate the students . I use brainstorming to see what the children know about the question presented; often we together decide how do to proceed. The children work together to find nformations. To support this work they can use computers and also phone. For my students is very important and  rewarding the phase called “show”.

so-called learning scenario when I asked my students to create a video

based on a topic relevant to them.

This activity has followed several phases which can be referred to the seven phases of a learning scenario. I think ,therefore, what is important in every learning process

is a student centred approach because we as teachers must be able to foster their motivation, in an

engaging way.

1-Dream:Pupils determine a goal in scenario.

2-Explore: They research or trying to got this goal

3-Map: They make an visual description, or try make a model for this

4-Make: Pupils make what they research or modelized,pictured by themselves.Or making expriments .

5-Ask: They ask themselves what did I wrong here? or Was it true the way I found?.They are searching for answers.

6-Remake: If they did something wrong r they want to make their way of thinking better they make their learning activities (modling,experiments etc.)again.

7-Show: Now they show what they have learned to their friends and us.

Here to using itec in our lessons with tablets I think we have Technological Pedagogical Content Knowledge

The activity took place in computer room of our school (since we have not tablets) and the scenarios is written in Greek. The scenario was accompanied by worksheet that students worked during the course.

I share a dropbox link that leads to scenario, worksheet and a screenshot of electrical circuit.

Dropbox link

I have not been able to experience this approach, however, I truly consider that such pedagogy goes hand in hand with the idea of project based learning, where learning takes place through cross-curricular approaches and learners are able to develop different skills concurrently while collaborating on the project / learning scenario. Tablets facilitate the opportunities for collaboration and for pupils to be more actively engaged in the various phases of the project.

In my opinion especially after finishing another course of "Future Classroom Scenarios", the learning scenarios concepts motivates the pupils. Instead of lecturing to the student, the learner is being challenged. With learning scenarios there is interaction. I used Learning Scenarios when we learnt more about Senses.

Dream - brainstorming of ideas about our senses and how we use them

Explore - students encouraged to find more information about senses via websites, vidoes, books

Map - they structured their knowledge and developed it to do a story

Make - created a comic strip to explain senses

Ask - interviewed students with special needs in our school to get more information about using one of the senses more than the other and not using one of the senses

Re-Make - they made necessary amendments to their comic strip

Show - they uploaded their work on the class blog

I have tried using similar learning scenarios during the Tablet Project in Malta but I can say that it is not easy to manage the class when different groups are working on different tasks.

I would be interested in learning more about the learning scenarios supporting individual learning paths which are coming very important in vocational education.

I have rarely used a learning scenario.  Only  since a few years I’ m attempting to change my teaching approach and sometimes I have been implemented and unknowingly Learning scenarios.  It’s difficult for me encourage my students on Dream Phase, thinking about mathematical content creation projects that that have relevancy and meaning.

During this academic year, my students  have developed same simple Learning Scenario making videos on math’s procedure or video-tutorials for other students and we have implemented the seven phases even if not aware.

Dream: brainstorming for ideas
on a game to test awareness and skills regarding safe internet issues

Explore: researched internet
safety issues and tips to avoid or deal with internet problems

Map: planned the structure of
the game – divided the game into sections and groups of students were assigned to implement each section – for example programmers for question routines,
programmers for animations, lead programmers for linking subroutines into the
main program, graphic designers for the game’s interface

Make:students developed their part of the program and linked it into the main program

Ask: students played the game and tested it for weaknesses

Remake: adjustments were made to the game

Show: invited visitors and
students from other classes to play the game on the school’s OPEN DAY

Outcome/comments: Students were really excited with their creation and some were motivated to advance their programming skills
in their own time. However, given the limitation of time and the complexity of the game, the input on my part was perhaps more that ideal. Also there was a lot of planning involved which was very time consuming. On the whole it was a rewarding experience for
everyone involved.

What is new to me are the seven fases you mention on the video. I will have to go deep on this interesting topic.

It is a good idea. I use learning  scenario in literary projects. I use not all phases. In the first phase "Dream" students share their ideas on the board Linoit. In the second phase «Explore» analyze and investigate into the artwork. Structuring their research by using mental maps (Cacoo. com, Popplet). Also, students create spreadsheets, presentations, videos. At the stage «Make» students are prepared leaflets with information about the project and each participant. I do not use stage remake. The project always ends with a presentation of work in which each student talks about done.

Dream: Brainstorming for ideas - Showing pupils advertisement from the Internet for a period of 40 seconds. Giving  students to choose  parts from advertising materials to certain products - items.

Explore: Researching internet - Asking students to find out up to fifteen pictures on the Internet that best illustrate the product or brand that they were selected and to store those pictures in their folders. They are searching the internet on a given topic, finding and selecting relevant images and keep them in their folders.

Map: Planned the structure of commercials. Devise slogans - labels for images.

Make: The students initiate programs Windows Live Movie Maker and import images that were saved in their folders and they make a promotional spot for about 30 seconds. Mounted graphic and text elements into a whole. Apply different effects text animation, video effects and transition effects. Insert some of the prepared audio tracks from a predetermined location and fit the length of the

Ask: I present the works of students on the projector and on all student monitors and encourage them to critical evaluation and debate. Giving students evaluation sheets.

Remake: Students monitor and evaluate the work of their comrades.

Show: Invited visitors - other teachers, principal, associates and students from other classes for presenting and selecting the best commercial.

The aims and objectives of the time:

Educational:

- Encouraging creative work on the computer;

- Determination of the acquired knowledge about the process of importing images and videos, the notion of personnel and the application of special effects transition from frame to frame (animation), the effects of the transformation of the clip, and combinations thereof, and the process of adding music (sound track) video format;

- Preparing students for preparation of project using computer technology.

Correctional:

- Encourage students to a critical evaluation of information available on the Internet;

- Developing interest in the use of computers in everyday life and work;

- Create in students the habit of respect and evaluation - evaluating the work of others.

Funtional:

- Exercise fast search and selection of relevant information from the Internet;

- Developing the application of functional knowledge;

- Preparing students for determining the value of a presentation by setting the following questions: Is the content correct and thematically adapted? Do you have high-quality text, graphics and multimedia elements? Do all the relevant sources? Is the message being sent is clear - whether implicitly or explicitly states? What are the essential characteristics of a quality presentation?

Outcome/comments: Students were really excited with their creation and some were motivated to make similar clips in their own time.

Here you can watch how it was:

dream : they had to decide which lab experience they thought it was more impressive for the younger ones

explore : they had to find on internet the materials for the experience and the instructions

make : they actually had to prepare everything to lead the younger ones in making the experience and prepare presentations to explain the theory behind the experience

they had to present the content and the experience to the teachers before proceeding with the younger students and they had to try and correct the presentations and the lab experience

the big show was when the younger students arrived at school, the two classes where from different schools ,they had been in contact with each other but they never met . Finally they met and they worked together in groups, my students acted like " teachers" supporting the younger ones, they loved it !

During this a.s. my students have developed a simple learning Scenario making videos about probability.

2- Explore: buscamos y recabamos toda la información que se haya encontrado sobre el tema; y a partir de ahí comenzamos nuestro camino para la búsqueda de un producto final de conocimiento. Saludos, Sergio.

I used somethink like Learning Scenarious in a Physics project about magnetism.

Dream: what the pupils know about magnetism (share ideas)

Explore: researching internet. Use a lot of books and ebooks. Make some video (Physic's lab).

Map: They structure their thought with a Padlet

Make: they create a Prezi presentation

Ask: All the students analize all the works and they debate

Remake: The groups make a revision of the presentation (they added videos, information and so on)

Show: They pubblish and present the results of their work at the school site.

I admit that I failed to realize the Learning Story that I designed at the end of the course last year, because I missed the time and also because I think this model is more suited to the scientific disciplines, and less to the humanities as the Latino :-( However, the three Scenarios Collaborative, Content Creation, Personalisation are absolutely my daily rule, although quite never in all seven stages.

I have just begun to experience the Flipped Teaching.

I love the first phase "Dream"! Fantastic intuition!

I attach the Learning Story I designed last year.

In this subjet, we try to emulate an engineer's work. Thus, when we plan the making of an object, machine... the process is essentially the same.

http://learningdesigner.org/viewer.php?uri=/personal/pietroalviti/designs/fid/6b155cee9a8384714110d48df60db617544fd07dc1a6a4cb4ab52f310cee8b99

Learning Scenarios seems an interesting pedagogical proposal. I think it's not completely new.  While I was reading, I recalled the characteristics and stages of project work. 

Learning Scenarios may provide a consistent framework for the use of tablets. I especially like the “poetic formulation” and icons of the 7 phases that are identical in the four scenarios.

- DREAM

- EXPLORE

- MAP

- MAKE

-ASK

- REMAKE

- SHOW

The message for me is great : there are activities that involve students while using tablets and working on line with other schools. It is a revolution for some teachers: for me the setting is new because the use of technology seems to be something impossibile in the school where I am teaching but I know that there are schools where teachers are working and doing something similar because internet is working well and they have tablets at school. Unfortunatelly this is not my reality.

I did a course on line based on the teaching 21st century skills last year and most of the activities were run in a similar way. 

Students worked in groups and pairs and had to make presentations.

I feel that this approach would be the ideal one for schools because we can develop skills and help our students . There must be a great planning on behalf of the team of teachers who are working with students in different countries. As regards the video which I have seen the output must have been excellent for the students. I was pleased to see how such a group of students and their teachers were working in a good learning environment.

Similar steps are used in activities that students have done in European projects : the final output was an artefact and a presentation on line and also in front of the students when the foreign students came to Italy.

I think that we should all have the opportunity of starting similar activities because benefits can be for all the students, also the less able ones

I like the names of the different phases: dream, explore, map make ask, remake and show.

i also think that it allows a personalized and engaging learning process, as the sudents are called to contribute in the choice of the topic and to be interactive. This make learning by doing possible

I never heard about the Learning Scenarios concept but I´m curious about it. It seems to be a nice way to plan and create a project. I am thinking how I can apply the seven phases in a project with my classes, for example in approaching the theme Environment.

Dream - Brainstorming about the environmental problemas that affect the planet;

Explore - Search about information about these problems;

Map - Students make a scheme of their ideas;

Make - Students create your project in the desired format and share their ideas with the class

Ask - The class will comment for the various projects presented;

Remake - Each group will make changes after the suggestions of colleagues

Show - Present the final project (in the school website, in the school library blog...)

Watching the video related with learning scenario, I think

it lot to do with scientific approach. like

make a hypothesis

doing the experiment

observing

doing analysis and the reporting

If everything is good you proceed to do it

or else go back to recheck the hypothesis and repeat the same procedure.

But its good method to implement in teaching with tablets. Implementing with small class will be good as if some thing need to be changed, can be done,before going to the whole school

I have conducted class with tablets but more using simulation apps, and for one class I prepared iTunes U. It well well.

But now I will plan some learning scenarios with 7 phases

Dream, explore, map,make, ask remake and show.

Great Idea.

The division into the 7 phases is particularly interesting due to its flexibility (i.e., being adaptable to any subject, content and classroom) and the fact that it enables students to be involved in their own learning process but also to demonstrate their skills and products.

  I look forward to implementing the scenario in one of my classes (Myths & Legends), which is about to start working on a small research project. 

I never heard about Learning Scenarios before too. But after watching the video, I thought that I used most of the same steps in technological homeworks that I give to my students. Mostl I give video projects to my students based on using English. As a result of my observations, my daughter follow the same steps in school works and projects. I am planning to talk to my daughter and some of her friends about implementing these steps as I will be away from my students until the end of the year. After preparing my scenario, I will share with you

The 7 step will make our life easy. It will be our guide.

1) Dream: Brainstorming and sharing ideas

2) Explore: Collecting information

3) Map: Structuring the thoughts and ideas

4) Make: Developing or creating a product and practicing an activity

5) Ask: Checking or trying the product / revising the product or presentation (adding some parts)

6) Re-make: Re-planning or re-visiting the product due to feedback

7) Show: Publishing or presenting the product in different platforms or ways

We are four high-school’s teachers. Since 2011 we try to use technology for a more effective teaching.
We are fascinated by the concept of scenario and its seven stages.

Our experience is based on six key steps:

- la ricerca (explore)

- la lezione (ask)

- l'analisi (dream+map)

- l'elaborazione (make)

- la sintesi (remake)

- la verifica (Show)

Generally there are two types of courses.  Some are all about pushing information out to the learners, others focus on changing behavior and performance. Both have their roles in the world of elearning.

Interactive scenarios  help students practice and apply our content. They also help assess the learner’s understanding. By creating an immersive learning environment, students can explore and make decisions based on the information we want to share. 

I used similar concept in unit Symetrries. We explored cultural monuments in Istria and types of symetrries that are present all around us.

I have to think how to adapt these steps to mathematics. I tries to start every subject with brainstorm

1. Dream: we are sharing ideas using brainstorm;

2. Explore: collecting useful information;

3. Map: structuring ideas;

4. Make: creating product;

5. Ask: re-viewing what create;

6. Re-make: correcting mistakes;

7 Show: publishing.

I didn't properly follow the seven stages but I can recognize some of them in the planning of those activities.

1. Dream: we chose the destination of our trip and divided the class into different group each one with its task: a monument, an artist or a specific cultural aspect of the place to visit.

2. Explore: the student explored the internet to find information about their own task.

3. Ask: we went on the trip and visited the place with guides who were another source of ideas and information.

4. Map: the students structured their ideas and provided pictures they had taken during the visit.

5. Make: the student realized power point presentations relevant to their task.

6: Show: they presented their work to their classmates, some of the class teachers and the headmaster.

The steps are not in the same order and the remake one is missing but I think I can try again following your steps and applying the process to a curricular activity such as the CLIL in history that we are experimenting with the new international course whose pupils are provided with tablets.

But I believe that when we do an educational project (environmental or cultural or science etc) with our class, we follow more or less similar stages. They're very useful to document your work though.

Then we started collecting information (surching the Net, walking and taking photos, asking people) - Explore. Then we tried to put our ideas one by one, logically - MAP, then we made a power point - MAKE, then we added more information and links and references - RE-MaKE. SHOW - we sent it to our partner school.

We have got gmail group of iTEC besides iTEC face group.

If you are from Turkey and firstly heard about iTEC you can reach us from the email above.

Best wishes

https://www.facebook.com/groups/614171958617387/

http://itecturkey.org.tr/index.php/kaynaklar/araclar

That's a good question! I keep hearing people talking about content creation but when it is time to make things concrete, there is hesitation..!

We need then to explain crearly what "Content Creation" is.

I think that everybody now, due to proliferation of personal devices (especially smartphones and Tablets), is a content creator. A simple status published on a social network is actually a piece of content. We have to asist our pupils to be also good content creators inside classrooms. How?

We need a learning scenario! And according to my actual context (in my country), we need courageous scenarios (Back to convincing teachers and parents!!!)

For me, an interesting pedagogical scenario would definitely be that one which help pupils discover their real own potential, in terms of skills.

The scenarios also make it easy to structure your ideas.

Thanks to eTwinning we are familiar with Learning Scenarios. To realize international projects teachers and pupils need structured Learning Scenarios from the beginning of the project. We try to respect the 7 phases of dream, explore, map, make, ask, remake and show. It always should be possible to change or to add ideas or activities during the project - also teachers are learning from each other and from the students ;-) - but project partners always need to contact each other before making decisions.

I found the 7 phases very useful, I really need to think about planning in this part of my prefessional life: too many new inputs, I'm a bit stuck.

I will apply the 7 phase to my teaching in the next projects

Future Classroom Scenarios, where I have seen interesting examples of using Learning Scenarios in everyday teaching

I hope that I'll be able to build a lesson plan like that.

This technique could be very useful for teaching English on a tablet.

1. I present the students with an issue from a text to discuss. We brainstorm in class and share our ideas.

2. Then the students have to do their research to prepare to answer the question.

3. We draw up a suitable plan/ map whereby we can structure our ideas into a coherent essay format. 

4.The individual student then produces their answer according to a set success criteria.

5. We review the completed work in small groups. the students consider if their work fulfills the terms of the criteria.

6. They then re-edit their own work preparing a 'perfect' answer.

7. The final versions are then ready for printing and inclusion in their work folder.

1. Dream: brainstorming and sharing ideas ; 2. Explore: collecting useful information; 3. Map: structuring ideas; 4. Make: creating product; 5. Ask: re-viewing what we have created; 6. Re-make: correcting mistakes; 7 Show: publishing.

The 7 phases  of concept  Learning Scenarios resemble a research stages. I have not used the learning scenarios in other projects.

The biggest problem I encounter in my school is the attitude of parents and students to homework. So flipped classroom is the greatest challenge.

I think that the Learing Scenario model is particularly fit for teching and learning Science, because all the 7 phases are a representation of the scientific method.

More specifically:

During Exploring, students collect information on a certain phenomenon. The Dream phase correspond to the observation and asking questions.

In the Map phase, they structure thoughts and ideas and seek to understand how are related, making hypotesis about the phenomenon itself.

The Make phase corresponds to the setup of an experiment, to verifiy the hypotesis. They may also Ask experts to acquire suggestions.

After reviewing the results, students can Remake, replan or revisit their experiment.

The Show phase is dedicated to the presentation of the results of their entire work.

We can brainstorm about the title of the book;

Explore all the possibilities that were mentioned by the students;

Divide students in work groups

Map the researches and the timeline;

Make the researches and the construction of the important aknowlegments

Remake whenever necessary

Show the final product of each group to the rest of the class

At the end, students can create a unic content with all the works.

This content could be part of an e-book of the class.

What do you think about it?

I think it can be a useful idea for my eTwinning project, in the same way as Giuseppe has just written.

The concept itself seems useful to me and I will try to use it in the future.

To make the first day easier for the newcomers and less exiting we desided to make a introduction video called "My school day" using Imovie.

The idea was to create an informative tool formparents, children and teachers when they wanted to know how the school day goes in the first grade

I have never used this concept of Learning Scenarios, however, it seems quite interesting and organised when planning an activity using new technologies.

I hope that in a near future I could use this concept since, the 7 phases seem quite clear to follow and for sure, would provide the students with a clear structure which leads them to learning.

Moreover, collaborative learning is promoted. Students go through these 7 phases sharing experiences with their partners, what makes learning more entertaining as well as rewarding.

Besides, in these process, students are the main characters of their learning, they decide what they want to do (DREAM), they discover the information (EXPLORE), they structure it (MAP), they create a product (MAKE), they verify and try that product (ASK), they review their activity (REMAKE), what makes me think that students reflect upon their own learning, and finally, they SHOW their own learning, and what they have done.

I am looking forward to implement this type of activities in high school. Too many times, students jump into projects without a clear view of how to proceed and how to handle the necessary steps to succeed.

Thank you for the introduction to the Learning Scenarios Concept.

I have never heard about Learning Scenarios, but I think it´s a pedagogical concept that I will try  in my class, in order to improuve the collaborative working among my students.

'Learning Scenario' reminds me the stages my students go through dealing with PBL (Problem Based Learning). Using tablets is vital when each group consults about the chosen subject and collect information about it. It is also necessary in the planning phase and in the last one, which is 'the show' phase.

One question: in the Dream stage, do students share their previos learning related to the topic?

Normally, when we plan an activity / task with our students have to take into account several aspects. As: setting objectives, materials to use, performance time of the various phases of the project, who does what, the evaluation of the work and the form of publication / presentation of the final product.

The use of Tablets brings new ways of working, because the peer collaboration, will not be reduced to the students in the class / classroom, and the diversity of resources to be used will be higher. It also allows the user to obtain feedback, allows students to make adjustments to the project, but especially the information and recognition of the work done.

Therefore it is necessary to establish a plan / planning of the work that we perform, so that teachers and students want to follow and comply with all phases of the project.

I usually work by a process of teaching and learning very similar to the seven points that you have proposed above. My classroom planning is addressed to individual students or small groups of students. I prefer working with the groups since the goals of each activity result in this way more interesting and complete.  Therefore when I program some modules of Italian  language and grammar or modules related to geography,  I like to do these activities:

1 - The teacher presents an idea and asks students for brainstorming;

2 - Students seek tools, information, photos, videos, links, or anything that can be useful to the work:

3 - Students create maps organizing the materials found in the content areas and projecting their work plan with the help of the teacher;

4 - Students develop  their work  using multimedial tools individually or in groups;

5 - Students compare their work among peers and they debate with the teacher about their choices and work ;

6 - Students with the help of peers review their own work;

7 - Students and the teacher publish on you tube the work, they share it with other students on Edmodo and sometimes they print the final draft.

My students love this kind of activity as it gives them the opportunity to create products  independently, though with the supervision of the teacher.

In a way, they are similar to the planning we use in my school, which we call " sceneggiature" , that is "scriptwriting or screenplays" but Learning scenarios are more structured and detailed. They remind me of another instrument used in Uk schools, called Learning Designer. I used it in another European Schoolnet Academy course, but while the Learning designer is intended to help teachers to share their good teaching ideas and to organize and reflect on different pedagogical patterns, Learning Scenarios are more concentrated on what the learners can do, and how they can organize theri work in order to achieve a goal.

Here's an example of our "screenplay scheme"

I hadalready heard of Learning Scenarios but, in fact, I didn’t know this methodology in detail. I think this approach has some similarities with other methodologies such as Problem Based Learning or Project Work methodology that was widespread in Portugal a few years ago, with a special place in curriculum design. These methodologies reinforce some aspects that seem fundamental in the learning process:

·  The centrality of students in the learning process;

·  The students autonomy;

·  The enhancement of creativity;

·  The development of skills and information literacies;

It seems to me that Learning Scenarios, in addition to these characteristics, values other:

·  Motivation;

·  Connectivity;

·  Development of critical thinking;

·  Better collaboration, in the classroom, at school, and between international partners.

·  Peer review;

As a teacher librarian, Learning Scenarios methodology seems to me full of potential in my proposals for developing the skills of students in information literacy training:

·  In the requirement of questioning;

·  In research, selection, organization and presentation of information tasks;

·  Using tablets and other mobile devices for content creation, in library context.

1- reading texts and analysis

2- shorts activities with a lin with writing

3- Building tools to help to write

4- Writing and re-writing

5- Editing and publication, valorisation.

At the end of each learning unit, they have to perform a task (make a radio interview, give out a speech, prepare an audioguide for a museum, write a letter...). Everything we study in class is a tool to achieve this given task. There are different steps with feedback so it makes me think of the make, ask and remake steps.

Next time I prepare lessons, I'm going to focus on those 7 stages!

We need to organize and structure the learning process and these scenarios, based on the scientific method and a learning based on problems, are the perfect way to introduce and use the tablets at school.

Apart from providing students with subject matters we have to monitor and help them in the learning process as well as while they try to accomplish the tasks assigned.

Usually when I introduce a topic, I will make a review of prior knowledge that students have before introducing the topic. I will then put it on the white board and brainstorm students of what they should know about it. I would make a mind map on the board. I then complete it from what the syllabus state. I again brainstorm students of what they know about each sub-topic. First they write it down then they share with their neghbour and to me. I complete them and groupwise, I allow them to search the internet to know more. Since no books have yet been written for computer science, the only source is the internet.

I then send each group on the board to write what they found. Other groups will either correct the work of the first group or add something new with different coloured pen. We then discussed what have been written for a better understanding. Some notes are given or explored further. Some exercises will be set to test understanding. I think that along this line your 7 phases can be adapted once tablets are operational. Things can be done online through forums, padlets and social networks where education can take place outside the classrooms. Teachers can then do flipped classroom, provided we make sure that learning do take place.

(I should use it more! You learn from mistakes and feedback!)

Definitely a worthwhile structure to use and take into consideration in the future, particularly with the tablet based lessons.

I also agree with Stavroula Lada from Greece that it looks like project - based- learning.

I'm definitetly going to use learning scenarios in my classroom, as it helps students to become active learners, who collaborate and become more responsible.

I like the seven stages, but I feel that there may be some value added if we like these to Bloom's digital taxonomy. Such link would help teachers to evaluate their student's abilities and their potential to move from one of the seven stages to the next. For my studies, I used Bloom's and Churches work as well as the works of Puentedura (SAMR) to see where my students are in their learning process and when it is time to move on.

Young children are very spontaneous and a through observation of their behavior and work is necessary to understand their real abilities, e.g. distinguish the intentional planned outcome from the accidental result from trial and error actions. So, I may not use the 7 Stages alone, but in combination with other tools.

I like working with different ways of processing of the subject - brainstorming, video, poster, picture, song.

I have never used a Learning Scenario. It seems a very useful tool and it is very well structured with the different stages: dream, explore, map and so on.

I think it is going to be a helpful instrument in order to plan teaching and learning activities.

On the other hand, I am not convinced of the last step, the show step, because lately it seems that results are only useful if they can be showed up. I think this is a very commercial or political point of view.

I find some similarities with project based learning, apart from the names og the stages.

A learning scenario has to be well stuctured and needs enough time to be completed.

I'm going to learn more about learning scenarios and try to work with them

In this and other projects i believe that i have used some of the stages we are talking about (Dream/brainstorming; explore; creation; discussion and re-make)

It is really a great tool to develop students' creativity, and provoke their interest in different topics.

I used the 7 phases of a Learning Scenario when planning my Learning Story for the Future Classroom Scenarios course I attended. I thought it was a good method to build a project step by step, which allows you to reflect carefully on each phase and see the whole picture.

Later, though I haven't written it down formally, I think I have adopted that structure when planning some of my following projects at school.

Anyway, I prefer this schedule, this organization, better to emprove better the work

A set of activities, resources and methods in a unit of learning. A learning scenario may represent a case that simulates real situations in order to familiarize students with concepts, contents or processes within a meaningful context. These situations may focus, for example, in collecting information, the application of a theory or technique, performing a task, the analysis of an event or decision making. I have never used this methodology.

In my EFL lessons I've followed task-based learning aproaches to teach English.

i think the key concept is to follow some clear guidelines...and have in mind that we should teach for the real world and creating scenarios is a good approach with a vision for the future classroom

I work in INSTEM team project and I think Learning scenarios are related with inquiry learning or learning by doing.

children have made during Year.

Another difference is choosing the topic: I don't use a brainstorming method to permit may students to choose it, because I usually choose it for them.

1.  Project brainstorming with students

2.  Students’ research in cooperative groups several dimensions around the project theme

3.  Students’ research activities involve the making of enquiries and interviews to the local community

4.  Present their cooperative research work using Padlet

5.  Students in both countries express their views on the School Of Future Time, gathering the thoughts and ideas in a joint presentation using Explee.com

I would add an evaluation of the work done by the pupils after the seventh stage.

I’ve never used scenario. It’s a good way to improve students creativity and in particular strategy skills to make a project and face with other classrooms.

While I haven’t had the opportunity to fully apply the seven phases, I’ve used its concept as much as possible. In a traditional school in a rural area, it’s not easy to persuade colleagues and the schoolboard to introduce changes.

Learning Scenarios are particularly interesting and an added value in / for eTwinning projects as they lay the foundations for project based learning and collaborative work. Slowly, step by step, we all feel the need to change our current classroom practices to give way for the development of 21^st Century skills.

As I said before, the basic concept of Learning Scenarios has been used and recently, and the result has been, so far, the presentation below, the exchange of rock and mineral samples among the partner countries, which will be discussed with experts and, later, in an end of school year exhibition presented at school for the school community. A collaborative ebook is also being compiled :)

In what concerns tablets, the core of this MOOC, so far, they have been used only for photography ):

I have heard of learning scenarios, but I didn't use hem all yet. It is useful to follow the 7 steps and when we work with projects of eTwinning.

Looking forward to learning more about the arrangements with tablets.

As I have seen pedagogical or learning scenarios allows the using of digital media tools. In addition they are investigating as already recognized and emerging technologies can be effectively applied during lessons over the next five or ten years.

In any longer project it is important to have a structured plan, steps for students to follow and it is also vital that students are made aware of the steps or phases they follow from beginning to end in their project. And as Heini P. from Finland pointed out the Learning Scenarios approach resembles the phenomen based projects we will be obligated to carry out in Finland´s new national curriculum which we will start putting into effect in the autumn of 2016. These projects will be integrated projects between several subjects, so, the idea is to break barriers between subjects as well as to learn a structured and creative way of creating content.

I have never experienced learning scenarios. But I think it is very useful the seven steps to achieve sucess using the tablets in the classroom.

But the steps are similar to what I do when I work on new content topics : Presentation and brainstorming (class activity), research (either in class, as a group activity, or individually at home), discussion on how to organize material (group work), elaboration of group presentations (class work and students at home ), feedback and corrections/re-elaboration, presentation

A Learning Scenario is a narrative description of teaching and learning that offers an innovation vision and advanced teaching practice, making Effective use of Information and Communication Technologies ( ICT) .

We must know the State in maturity model, the Trend/s; the Innovative feature(s) and finally the Narrative overview.

I think that the Learning Scenarios can: contribute to the new learning experiences; perform collaborative work including proposals for interdisciplinary and disseminating the work; promote knowledge of other tools / resources used in the teaching; develop innovative digital pedagogies in the classroom.

Daniele Giannì; Italy

I usually work by a process of teaching and learning  not properly similar to all the points  you have proposed above. Actually ,my classroom planning has been addressed to  small groups of  two or three students who have mastered then on the chosen themes.  Therefore, after planning  some Art modules,  I give them footsteps on some artists and their works to let them seek tools, information , photos, videos, links, or anything that can be useful to the work on their own. Students create maps organizing the materials found in the content areas and they  develop  their work  using multimedial tools in groups. After that, students  debate with the teacher about their choices and drafts  showing them to their classmates.

My students  have appreciated  this kind of activity as it has  given  them the opportunity to create products  independently, though with the supervision of the teacher.

Both approaches are great in terms of results and appeal to students, letting them unleash their creativity and finally taking their own learning in their hands.

At present and in the context I'm working in (secondary school, with many curricular subjects with very few hours allocated to each), though, I would say that implementing Learning scenarios can't be done by one teacher alone, but should involve at least two or three, so to have the needed amount of time to complete the project and to work not on specific conten, but on improving abilities and competences.

http://itecdaglica.weebly.com/

http://ormanlitec.weebly.com/

In the case of paper planes I could see that the "ask" phase was easy to carry out. I would love to see or here about examples when it is not as simple as go out and put the product into practice on the corridors.

a) For the 2^nd MOOC: Modern Greek Literature by using Lino:

b)For the 3^rd MOOC: Teaching Local History by using Dipity:

http://www.dipity.com/siatirast/dt*92499594a76c39c5/

Also I have used the Learning Designer tool during Learning Courses. For example two
of my lesson plans are:

a)Christmas Cards (Preparation for the Hour of Code). Available from
Learning Designer:

http://learningdesigner.org/viewer.php?uri=/personal/stsiatira/designs/fid/73595dc5ea851b33b16997c28340666816ef09155107172050fbd1c1890e3189

b) The Crusades. A lesson plan for Byzantine History. Available from Learning
Designer:

http://learningdesigner.org/viewer.php?uri=/personal/stsiatira/designs/fid/2bdc8e9bc0b490adedce803397f25f5302069d717554ecf5a24136245bed0be5

I had heard about Learning Scenarios in a previous European Schoolnet Course (Future Classroom Scenarios).  During that course I had realised that I was already using some aspects of this approach in my teaching, particularly with investigative projects that are part of our national biology syllabus.  My biggest obstacles in actually using ALL of the steps in my approach are lack of time (due to massive syllabus that allows very little flexibility) and lack of actual devices in school (no tablets and no recognised BYOD policies). 

However, during this year I have been experimenting with a flipped approach, and while I am still learning and trying to develop this beyond the basic “watch the video at home and do the HW at school”, I can understand that Learning Stories can be a solution to expanding the range of activities done by students.  Let’s say it’s a work in progress for me :)

I will introduce this concept to my colleagues in next year activity planning.

This is the first time I hear about learning scenarios. The 7 phases (dream, explore, map, make, ask, re-make an show) I think this is an interesting approach.

I've also tried presenting some of my colleguaes to learning scenarios, they were very intereste -Now that I meet this Again. I'm going to take the challange up Again - I have actually been putting it off for a while, not because I di not like to Work this way, but as a teacher once you get busy the challange is to keep up with new Things are harder and you tend to fall back to knowen and familiar ways of working.

For me: the Learning Scenarios is a way of presenting the concepts, through the tablet.

Learning Scenarios = do research, be a mathematician, bring the student to be a mathematician.

In geometry using geogebra, for algebra how to proceed? 

When content is very structured, what to do?

Sometimes, often, there is the problem of time. How to recover time? 

I can imagine the use of technology only at a basic level.

But as things get complicated how to proceed?

However it is very interesting to see so clearly explained all the steps in the operationalization of the concept.

I do not think these learning scenarios can be applicable to all kind of lessons.

On the other hand I do use a lot the lesson plans.

I haven’t heard about the seven phases of Learning Scenario. My collegauges and me use similar, but less stuctured steps during a project. I’m excited about the mentioned experiences, and informations. I teach student with learning disabilities and I found a useful article throw the creative.eun.org: 10 Ways iPads Teach Kids With Learning Disabilities (http://www.edudemic.com/top-10-ways-ipads-are-key-to-teaching-kids-with-learning-disabilities/?utm_source=dlvr.it&utm_medium=facebook).

I've never heard about this approach but the pedagogical approach is very similar to one we call 'project pedagogy'. It includes three phases - preparation, creation and reflexion or revision. It is a very useful way of creating meaningful learning contexts which in turn will lead to active learning.

I have used a learning scenario in a CCL project, and it worked very well for me (and my students as well) J. Using the scenario made me think more deeply about dream and map, since those were the phases I haven’t paid enough attention before. Results from my students were much better than before. Definitely planning on using it again. J

certainly worth the try

I've been working with learning scenarios for 2 years. Unfortunatelly I didn't know my work wasn't estructurated like "the 7 phases". Now I'm going to create learning scenarios following that phases. It will be a good tool for my students to follow in their projects.

More specifically:

During Exploring, students collect information on a certain phenomenon. The Dream phase correspond to the observation and asking questions.

In the Map phase, they structure thoughts and ideas and seek to understand how are related, making hypotesis about the phenomenon itself.

The Make phase corresponds to the setup of an experiment, to verifiy the hypotesis. They may also Ask experts to acquire suggestions.

After reviewing the results, students can Remake, replan or revisit their experiment.

The Show phase is dedicated to the presentation of the results of their entire work.

The use of this methodology always beginning by an interrogation focus on an interest of the students that moving themselves by this interest look for reaching knowledge, and in the most of the situations a practic knowledge.

The so called XXI Century Capacities are also trained and developed with this methodology.

Here is a scenario created for a combined English as a foreign language and history project.

http://v.gd/pX1C9Q

I find it motivating and less intimidating to embark on planning a project through small steps. I'm sure it will also encourage the pupils :)

1) For the students, because in each stage they are actively involved in order to get to a certain result. The final result will be THEIR result. Moreover they are gently 'pushed' to do some genuine self evaluation. In the re-make phase, they decide whether they're happy with it or not.

2) For the teachers, because you have to go over the lesson plan thoroughly. The teacher has to have a clear idea where he's heading for, but at the same time he has to be very flexible in order not to obstruct the students' efforts.

Another aspect I like about these learning scenarios is that they can stretch over a session of multiple courses.

I will resume the main ideas of this section:

- The learning scenarios focus on the following topics:

* Content creation

* Collaboration

* Flipped Classroom

* Personalized learning

A Learning Story compasses: learning objectives, activities and timeline planned.

School to school collaboration and international groups are of a great benefit.

The learning scenarios have 7 phases that can help to plan and structure the learning activities in advance:

1- Dream: Brainstorm, think freely and share ideas

2- Explore: Collect information on certain topic

3- Map: Structure the ideas & seek to understand  how they are related

4- Make: Develop, create a product or practice an activity

5- Ask: Interview experts & stakeholders

6- Remake: Replan or visit the product on the basis of the feedback or further information received

7- Show: Publish & Present the result of the work

For more information, check: http://creative.eun.org/scenarios

When we try to develop meaningful learning activities, we need to be systematic., so our efforts will not disperse

I have never used Learning Scenarios Before, but I have used some tools, and some phases.

I can improve my work with that method

The way in which the 7 steps have been proposed and detailed is very interesting. Surely I will apply learning scenarios in the future.

Los 7 estados de un escenario de aprendizaje. El vídeo nos muestra la importancia de seguir una pauta a la hora de plantear cualquier actividad.

Cualquier proceso creativo y de aprendizaje lo requiere si queremos llevarlo a buen puerto.

¡Un vídeo para tener presente! ¡Hemos aprendido mucho!

----------------------------------------

7 states of a learning scenario. The video shows the importance of following a pattern to when we can planning any activity.

Any creative and learning procces is required if we want to have exit.

A video to remember! We have learnt a lot of!

I already have used scenarios for different projects, but I did not know it.

The last year I was part of an interdisciplinary project in the sixth grade of my school. Participating subjects: Derman, Spanish, Social Studies, English, sport, art and of course computer science.

The project is about of a School Newspaper, which encourages children creativity, develops linguistic and design-editing digital products.

From this module topic and the seven stages of the Learning Scenarios I will explain a little what we do in each phase:

Dream: working groups are formed in Spanish class , and each group chooses the title of his paper.

Explore: review the structure of some online or printed matter newspapers to think about the design you made.

Map: made sketches and drafts of news and sections that will work (title, cover, editorial, national, international, entertainment, ads, etc).

Make: responsibilities are given and initiate the texts drafting (in each subject), edited and formatted newspaper in computer class with their iPads. The students work in Pages app using newsletters and some other apps for drawings and lustrations.

Ask: discuss changes and show the preliminary design, each teacher gives feedback.

Re-make: make suggested changes, review and correct spelling and restructure some sections.

Show: printed and shared among all generation, expose them in school and the digital version in pdf is shared by mail.

Reference: http://creative.eun.org/scenarios

The concept of “scenarios” reminds me of the importance of planning thoroughly each class activity. I think that it is quite interesting to actively involve pupils or students in the process of learning by letting them choose what to focus on. It gives you the opportunity to know them better and understand their tastes and preferences (which can be useful in every other activity in class), and it also allows them to acquire self-knowledge and develop their interests.

Moreover, children and teenagers learn to cooperate and collaborate, create a new perpsective on learning, help each other and are motivated to work for a final challenging product, which will be shared by a whole community.

All in all, scenarios show that it is feasible to develop cooperative skills and team spirit, intuition and problem solving skills since the earlier stages of education. Personally, I think that in my own country, the education system still prioritise more formal settings of learning and we have to walk a long way before convincing teachers (and parents) about the importance of such skills and abilities rather than focus only on content and individual work. However, I have seen that there are lots of other Italian teacher taking part in this course, so maybe the path will be shorter than I thought...I hope so!

I think that learning scenarios are already used by teachers, but they use other names in their lesson preparation. We use a lot of those scenarios in our lessons of art and music education. We use more collaboration, consideration and communication in those lessons then before. It should be a good idea to use those scenarios also in our lessons of matts and Language. It is a blueprint that we have to introduce by our students that helps them to realize their different defiant assignments.

I leave an activity with my students within the etwinning project.

(PS : Petra, you look great in the video ! ;))

They were gathered in a MOOC-like workshop in association with OERu and the University of Canterbury e-Learning Lab in July 2013.

For me, the workshop meant a step forward the classical "mission-vision-values" of Strategic Planning I knew to that moment. Still, I think the world of Education seems not to have found its own model to design its future and keeps on borrowing methods from the world of Business which (simplifying it a little) is "money" driven rather than "people, democracy and justice" driven, as it, in my opinion, should be.

I think I understood that for the creative construction of knowledge is helpful to use a scenario of learning that can be summarized in seven steps: dream, explore, map, make, ask, re-make, show. Phases are very similar to those of the technological prototyping (project method), namely:

1) dream: creation or recognition of a need and think about how to solve it;

2) explore: explore the world of constructed analogies and to find solutions to what you have in mind;

3) map: a sketch of the idea that it considers most appropriate solution;

4) make: find materials and build the prototype;

5) ask: in the laboratory to do the testing (equivalent to ask the teacher at school to see if it fits);

6) re-make: make the changes deemed necessary;

7) show: show the public the new construction for a response from the market.

Now if that is fine for a university-level school, in lower orders in Italy we just develop skills of single phase: to develop the design from a sketch that is, or else as the basic skills are not always there. The tablets could easily replace PCs with appropriate programs. I, for example, in the secondary school level I make drawings of tiles using a simple means in raster graphics such as Paint or KolourPaint for coaching of basic geometric shapes (triangle, square, circle), it spreads the same way as in the planning realizations complex.

https://voicethread.com/myvoice/#u903032.b3975665.i20452724

It' s the first time I hear about Learning Scenarios. It seems like the methods of searching for information, used for carrying out research work, problem solving and resource-based. This is a similar methodology, now enriched with the use of tablets and connectivity outside of the classroom, through the net and socialnetworking. Interesting!

I believe it's a great idea to structure lessons using tablets as a tool for learning.

Maybe not each step is necessarily used during each lesson. For example: the dream-phase. In the example of the Czech school pupils could choose between different topics. I don't think that's really what they "dream" of. Here the teacher already provides some "dreams" and pupils just need to make a choice.

So: good idea to provide a structure (all steps should really be effective for the learningprocess )

2.1 Yes, I'm quite familiar with the LS concept as I attended the FCL EUN course. I must say I find LS extremely helpful to "flip" classrooms even if very little tech equipment is available. To my eyes, that  reinforces the idea that real (and realistic) innovation is in methodology and not just in technology for the sake of it. Of course if you have good methodology along with good technology is better!

I have never heard about LS however after reflecting upon this clip I find it very interesting. I like the way how it is divided into 7 different stages so the students can concentrate on one task before moving to the next. In this way they are the ones coming up with own learning like creating a hypothesis and then confirming their previous hypothesis based on the results. It is also great that students get to re-make the object. The LS has a lot of steps and each step will help students learn different skills like group work, reflecting on results, amending, researching etc... I'm sure that this method will be more effective and educational when compared to students sitting down and only listening to their teacher. Technology makes our life better and more interesting!

I'm going to try this scheme of work as soon as possible.

but I never used it in the classroom with my students. It seems a design methodology that I used several times with my students but without the use of new information and communication technologies such as tablets. My professional challenge in the future is to implement LS, enriched with the use of tablets, in the classroom.

I believe that basing learning on problem solving process can make more engaged students.

The 7 phases can be a easy way for planning classes, especially for those who are starting.

I have finished a Future Learning Scenarios course 2 years ago organized by EU Schoolnet and I can say I am very much familiar with them. It was a good thing to revise the stages presented in the video. What I can say is that so far I wasn't able to do my Learning scenario - the one I created as my Final assignment with my students, but am sure to try it out soon when my school gets the appropriate tablets and gadgets.

BUT, I have partially used some of the LS stages even before in my classes. My goal is to try to use more the stage "Show" where my students could show what they have learned and present to their parents and even stakeholders. That is my future goal, maybe as a part of school event or for eTwinning celebration!

I have used a similar scenario in my lesson plans but the proposed structure is more interesting.

Sometime is quite difficult for me to find the right scenario that allows students an interesting and relevant experience but the new tools are very useful in these activities.

An example may be:  Plan a trip from Venice to London with a limited budget and compare different solutions and transport.

I do appreciate two items of this module:

1. the usage of the two words, output and outcome - which are not synonims.

2. the 7 phases of the Learning Scenario are useful and, imho, powerful images.

In fact most of these steps are used by many teachers automatically but we don't think about these steps anymore. In the future I will try to make the learning scenarios a standard in some activities.

Besides a strong mothodological basis from teacher's point of view, what I like in LS is the possibility to negotiate steps and process with students, who became more aware of their learning process.

In a LS you can do something similar to action research experimentation, which is also very useful for your lifelong teachinfg training...

2.1

The concept of learning scenarios is something that I am not
familiar with. Although from the video I like the idea of the deeper pedagogical
meaning, were its building knowledge for the future it’s not simply a short
term fix. The seven phases would be useful when trying give meaning and
understanding to a concept. The phases create stepping stones for pupils to
work towards in a logical manner with the aim of creating independent work they
can make and re-make.

Projects involving schools and the Learning Scenarios have been developed in Portugal, aiming to develop flipped classroom experiences. It's a new experience for many teachers, but it has been welcomed.

I recently started hearing about this methodology. I still didn’t apply it in my classroom, but I'll try to deepen my knowledge about it through links as: http://creative.eun.org/scenarios

I've never thought in scenarios. But I work with phases similar like this: ask, explore, data organize (mind maps), product, presentation and evaluation (during all process, between students and I)

I have to study and learn more about LS.

- Exploring ICT tools

- Brainstorming (for topics), 

-Voting proposals using ICT tools, 

-Creating groups, 

-Stablishing tasks and rols (explore, collaboration tools, social networks,..),

-Creating products

-Presenting projects (through videoconferences)

I personally believe that learning scenarios could be considered as part of the general planning process which every instructor should undertake. Planning for what should be done, how, why, what the results will be, etc. Pedagogic approaches, stages which the learner might face for example are crucial parts of any learning plan and scenario.

1. It's a great idea that topics for learning scenarios focus on content creation, collaboration, flipped classroom and personalised learning. I strongly agree that the collection of learning activities designed for these scenarios should support a modern pedagogical approach and trends in increased digital consumption.

2. There are seven phases of a learning scenario:

DREAM, EXPLORE, MAP, MAKE, ASK, RE-MAKE, SHOW. I think they might be time-consuming ,yet the learning process is more explicit. Students learn by hypothesising, making, experimenting and questioning, which involve higher levels of critical thinking and the understanding of the content is much deeper.

This methodology of Learning Scenarios with its seven stages is very interesting and is the basis of the teaching/learning of any disciplinary content. However the curriculum organization must be very well planned and very well set the objectives to be at the end of the school year.

A learning scenarios is a space in which students interact under conditions and physical, human, social and cultural right circumstances, to generate meaningful learning experiences and meaningful.

I think I need to change the methodology applied in my classes since the introduction of technology in education demands a new way of teaching. Reflect and structure the learning scenario I will guide you to that change.

I have done about 20 Etwinning projects since 2009 and I think that everyone has completed these 7 steps. Perhaps, someones better than others, but it was so.

I am completely sure that Etwinning projects give us the opportunity to keep in the concept of L.S.

I think that "learning scenarios" could be very interesting and useful. I understand that there is a pedagogical idea; It can be also very useful when methodology divides into phases the learning process. Next year I'd like to suggest the learning scenarios to my collegues.

By following the 7 phases and integrating these into a series of lessons, the pupils will develop different skills such as testing, hypothesizing and evaluating.

I have used this format when teaching art and design lessons where pupils follow a process of create > make > evaluate >revisit.

2.1 An introduction to Learning Scenarios

I became familiarwith Lerning Senarios in former seminars and I found them very interesting. You can plan your work and spit the time equally in all activities and tasks. Here are my LDs.

http://v.gd/BCXv1I  Pollution of the Mediterranean Sea from maritime transport

http://v.gd/lIddz1 The talking bird

http://v.gd/bd4NDi Sports and records

Dream: helping children from SouthAfrica through a school project. Get in touch with them.

Explore: collecting information about them and information about famouse people who are helping children

Map: find a common place where to share information

Make: create notes, quizzes, handworks, posters, letters to share

Ask: interview to Filippo, a teacher who is helping SorthAfrica children

Re-make: implement and complete the collection of all the details

Show: publish everything on the school wiki

I've never listened about learning scenarios, but I thinks it' something that teachers usually do and called it in a different way.

I think that the theory is not so difficult but depending on the school it's hard to put in practice.

DREAM, EXPLORE,
MAP, MAKE, ASK, RE-MAKE, SHOW

This thing solves many problems and make the learning senario an awesome tool in classroom.

I think it's important bring students to content curation. Good to Explore and Show, at least.

Content curation is (for me) one of the best ways to search, select, analyse and share information and a very good contribuiton to digital literacy. Students can build great topics (fantastic portfolios) about their work on a subject, and their comments on the articles they select show us what they learned and how they did it.

I bet on Scoop.it.

I introduce Scoop.it to my students allowing them to choose and work their favorit subject, just so they could undestand the tool's functioning. They choose themes like Motorbykes, NBA, Fashion, Horses, Cooking, etc. It was funny. After, they started working on lessons subjects. It worked. They liked the tool and they keep curating on their personal topics.

Scoopt.it is a good, powerful and easy to work curation tool. You only need to be careful with the key words you define when you set up your topics. It's free and you can creat as many topics as you want. You can follow other and you can be followed too, so it's easy to create a network of common interests.

The concept of a Learning Scenario, presented in this course is very interesting and challenging for me as a teacher. Although, i can find many similarities with this concept, with the learning activities that i have used with my students. 

For example: working on a school project for preventing violence in the school. So when i look back, many of the activities for realizing this project that involved various different activities such as creating a blog, designing promotional materials, workshops for parents and children etc, includes collaborative learning, active learning, planning, designing.

https://zabezbednouciliste.wordpress.com/

I think it's important for the students that they know how the particular work they do find in the curriculum, because there are their goals and what the assessment is all about. HOW they do it depends on their learning styles. My job is to present resources and examples, guide them and encourage them,give them the tools so to speak

this video. I really like the idea. Nowadays is not very common but I think in the future it will be possible. I liked the idea of the Learning Scenario school to school collaboration . It allows different student from all over the world to be in contact. I also liked the idea of the seven stages of a Learning Scenario because they help the students to structure the work better.

Dream: Something like a online brainstorm in forums Explore: Look for information on the Web Map: Use a online mindmap editor like CMapTools Make: Create some conclusions with all the recolected information Ask: Share your information with other groups and make an opinion about their work. Re-make: Try to improve your work with the opinion of the other groups Show: Explain your work to the rest of the class

I haven’t used the term learning scenario as it is mentioned here. I find it very interesting. I agree with several others that it has similar elements with project/problem based learning that I have used and find it an excellent way to teach students. Regarding the phases of the learning scenario concept I would let my students dream but within the framework of the subject I teach or a concept we are xploring because this way I would have enough time to complete all the phases without worrying that I am not reaching curriculum objectives. I believe that with some subjects like arts and language learning it is easier to use whatever topic the students choose; but with other subjects such as physics, depending on the students age, some topics may not be that easy to explore so it is the teachers job to help them focus on something more suitable from the ideas they share.  I believe that it is a key competence that all students should achieve, to be able to explore a subject adequately. I like that map is a separate phase, therefore it is emphasised, because sometimes we collect information but forget to find the relations between the concepts and that creates problems in understanding. Make phase is important as we learn better by doing and applying knowledge. Ask is important as you get feedback and more information to make the product better. Remake is something we often forget to do in class, so it is nice that it a one of the phases, since it is important to put the time to make the product better, correct our mistakes and therefore get a better understanding and apply the new knowledge. Show is linked to the key competence of communication that every student should have chances to achieve. Also, showing the final product is a great motive to have from the beginning.

The concept of Learning Scenarios is not new for me, but the structure is new : DREAM, EXPLORE, MAP, MAKE, ASK, RE-MAKE, SHOW. I have used Learning Scenarios in developing a lesson plan or a unit at the class.

In my opinion, I think very useful Learning Scenarios because we can do diverse activities and, in this way, we can motivate the students to learn. It’s very interesting and I will apply the new structure at the classroom.

I think learning scenarios are very useful for kindergarten and primary school students. Because they need solid steps for learning and the 7 steps structure of scenarios make learning materials more understandable.

As I work by projects in my classes, I usually use Learning Scenarios concepts, but I don’t use the structure presented in this section. I think Learning scenarios contribute to students to a deeper learning and make them  awarer of the process.

http://v.gd/W79jAh

I have never heard of the 7 phase learning scenariosbefore. However, I used to put it into practice when teaching, although without knowing what I was really using.I find this a good concept to follow, as pupils learn by doing and so the learning process is positively satisfied. The Future Classroom Lab is formed by six different learningspaces, where each space highlights specific areas of learning and teaching.You can have more information by visiting this page: http://fcl.eun.org/learning-zones

The 7 phases of Learning Scenarios 

1. Dream - students can brainstorm, think freely and share ideas

2. Explore -  students collect information on a certain topic 

3. Map - students structure their thoughts and ideas and seek to understand how they are related

4. Make - students develop or create a product or practise an activity

5. Ask - interview experts and stakeholders

6. Remake - students replan or revisit their product, on the basis of the feedback or further information they received

7. Show - students publish and present the results of their work

This is the first time I hear about the learning scenarios and its phases. However I think some of the steps are familiar to me as I have been using them without strictly mentioning them. What is more, I generally use it when dealing with creative writing!

The Dream stage would be the moment in which I ask my students to be creative and think of what they would love to do, they brainstorm and share ideas.

During the explore stage students search information which might be useful to make that “dream come alive”. They use either their devices or material from the school library.

When carrying out the map step, my students give their productions a structure and try to use all the concepts and ideas gathered fluently.

During the make stage write down their ideas and come with a draft which is shaped and reshaped after conferencing with other students or teachers.

While conferencing, students and teachers ask about the productions to see how to improve them if necessary.

Finally, students (re)create their sample activity with all the information gathered throughout the previous five steps and (re) make it in order to publish it.

In the end, students show their final products either to the class, to the school community or to the world in their sites.

-for collaboration between school related to a topic that can be researched it is good.

- Negative is: time consuming- it cannot be made often in every-day classes because of keeping up with the curriculum.

-However, if a teacher has an eTwinning club or extra classes it is great to be used in case you have tablets available. I liked the conference when they shared the collected data.

I teach to my pupils using these learning scenarios, in my view are really helpful, due to the fact that students plan and structure their own activities; and in this way pupils

become indipendent and are ready to face different challenges.

I have already heard about Learning Scenarios and actually use the Edukata 7 learning story phases. They are very good for me to plan my lessons, for the students to know what to do and it is a good method for me to assess their work as they develop their learning project.

I didn't know about this concept before the course and I find it very useful in my teaching practice.

They are important because it makes students more responsible for and more involved in the learning process.

My learning story; http://v.gd/y92Qga

http://learningdesigner.org/index.php

I have never heard of learning scenario so this is my first time to hear about them, but i like the concept it seems productive and useful in the usage of Tablets in class.