Future Classroom Scenarios MY LEARNING DIARY (9.01.2017-26.02.2017) TEACHER ACADEMY by SEG


My name is Carmen Stanciu and came from Romania.I teach primary school objects in a small rural school.This school year, my students are in 1st class.

My school is situated in the foothills, not far fromBucharest, near the city of Ploiesti, in the village called Vadu-Parului.

The school is really old-over 100y. o. There are almost 200 pupils from 6 to 15y.o and 15 teachers.The students love very much trips and sports activities, collaborative learning and more and more the new technologies. As you all know, our students are digital natives and we , as a digital immigrants must change our teaching approaches. This is why I am here!

From June until now I have finished two MOOCs organized by the Teacher Academy and European Schoolnet

I hope this course will provide me and my colleagues new ideas, methods and resources for innovative teaching and learning.

module1- What does the future classroom look like?

The Learning Objectives for this module are:

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

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

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

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

1.1. Why should we change our classroom practices?

I am totally agree. Each year we have new generation of children, they are special. Each year we have strong developpment of TecProgress. We must change our educational concepts according to the new generation (we must not be "old")!!!As a teacher we have to be a part of changing for both -of us and our students.

1.2. Past, Present and Future Classrooms

Certainly future classrooms will change following the changes of total society, especially in the ways of producing, collecting and sharing information. On the other hand we should remember that usually the public education systems are by themselves quite conservative, so considerable effort is necessary for making significant changes. So, we should expect a stable but quite slow acceptance of modern teaching methods by the traditional education system while more and more people will also receive education in more open and flexible spaces.

1.3. 21st Century Skills

I fully agree with everything that Roger Blamire presented in the above mentioned video. I also believe that knowledge hasn't changed since previous years. What has changed is skills and ways we absorve knowledge. Students nowadays know far more about technology than we as teachers do. We have to follow them by creating an environment friedly to them.

1.4. The Future Classroom Lab in Brussels

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

Learning Zones

The Future Classroom Lab is formed by six different learning spaces. Each space highlights specific areas of learning and teaching and helps to rethink different points: physical space, resources, changing roles of student and teacher, and how to support different learning styles. Discover the different zones now!

Quite beautiful but not possible in my school. We don’t have technology in each room(or not enough!) , classes aren t so large. number of students is big and the costs would be very high to set up such a room in a public school. Perhaps in a very distant future we can get those classrooms...Still...there is always a possibility to change for the better . It depends on our wish.

1.5. Activity: What does your classroom look like?

My classrooms are very traditional. There are 2 rows of desks. The teacher desk is opposite the students' desks. Behind the teacher desk there is whiteboard(just got it!) and a blackboard. I don't like this type of classroom setup and I changed it often.I would like that my classroom have more space so that we can make work group and the desks and chairs more comfortable. I also would be very happy if each student could have a Chromebook or a tablet to work in the classroom.(I have my personal laptop and sometimes a videoprojector)

1.6. The iTEC Project

What was iTEC and why is it important? iTEC was a project about designing the future classroom. It involved 15 Ministries of Education from across Europe, brought together teachers, policymakers, pedagogical experts - representatives from each stage of the educational processes - to introduce innovative teaching practices

About iTEC

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

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


Module 2: Your future classroom – towards a realistic vision

The Learning Objectives for this module are:

1. Understand the concept of future classroom scenarios

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

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

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

WEBINAR: José Luís Fernández - From future classroom to future teaching

Future classroom lab is more than a technological solution. In fact it is a pedagogical approach, a proposal to definitely break spatial barriers where our students can become the center of their own learning. This is a move towards the future of learning where mentors (teachers) design the learners’ personal and intellectual growth.

José Luís Fernández works for the Spanish Ministry of Education (in the National Institute for Educational Technologies and Teacher Training, INTEF).

His work at the Spanish Ministry of Education has also given him the opportunity to collaborate in projects such as MENTEP, Future Classroom Lab, and Samsung Smart School ( A project which aimed at students of primary education, and offered teachers the necessary tools to guarantee the success of the digital transformation of the classroom and contribute to the improvement of teaching and learning processes.)

2.1 Future Classroom Scenarios

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

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

The ideas in both videos remind me of pedagogical ideas of Maria Montessori. Students can learn in a natural way in the region's natural and not just in the classroom through textbooks. The daily routine of school activities discourages students to learn. It is important to diversify the learning environment and teaching methods.

Certainly is about the importance of an e-portfolio...So different from "traditional school documents"... Society is changing quickly and nowadays students are very different from the past: they have talents, skills, knowledge that the school should recognize and take in account. They learn through a variety of instruments and tools and are able to manage many different languages. Information can be taken from many sources and students are not always good in discriminating the truth from fakes.

An e-portfolio can be considered, in this view, a mean of communication between the school and what the students consider their "real life"; a place where informal interests, hobbies, abilities and knowledge meet the formality of school teaching and help the student to increase his sense of citizenship and the competences needed to afford the 21st century challenges.

So,this scenario shows how we can make easier transition from traditional teaching to learning through research, using digital skills( students can share their experience with other students or teacher from anywhere-is about e-portofolio)

2.2. Developing a future classroom scenario: the Eduvista Toolkit

Future Classroom Toolkit - How to use

The Future Classroom Toolkit enables school leaders, education policy-makers, teachers and ICT suppliers to create and implement Future Classroom Scenarios which provide a clear vision of innovative teaching and learning practices. It can be used to introduce or scale up innovative use of ICT in a school or across a number of schools within an education system. The rationale for this process is to bring about incremental but sustainable change in the education system.

The toolkit encourages whole school use of ICT by:

  • Creating an educational vision that is ambitious but achievable
  • Involving all key stakeholders involved in designing a schools' ICT strategy
  • Focusing on advanced pedagogical practices and change management
  • Designing engaging Learning Activities that bring innovation through the use of ICT to support learner acquisition of 21st Century skills
  • Evaluating the use of Learning Activities

The Future Classroom Toolkit provides a range of guidance materials, ICT tools and other resources to guide users through a complete change management process. This methodology ensures that the deployment of ICT in schools is informed by a reliable vision of the future classroom and that users make effective use of ICT to support advanced pedagogical approaches.

Toolkit has five tool sets

Toolset 1 - Identifying Stakeholders and Trends

In this toolset we start the process of building a Future Classroom Scenario by thinking about how education will change in the coming years, and what teachers and education as a whole will need to adapt to.

It is important to identify TRENDS. A trend is a gradual change over time, not always immediately apparent, having potential long-term impact.

What technologies will have an impact on teaching and learning in the next five years?What are the challenges that will have an impact on teachers in the next five years? What are the challenges that will have an impact on students in the next five years?

Toolset 3 – Creating a Future Classroom Scenario

This toolset will help you collaboratively create a Future Classroom Scenario, to act as a vision for change within your school. Future Classroom Scenarios are designed to help schools evolve and respond proactively to trends in society, education and technology.

Writing a Scenario

Step 1. Learners' skills to be developed

Think about the skills the scenario aims to develop. These should not be related to a specific curriculum or subject area. These should be more transversal, 21st Century Skills.

Step 2. Building Future Classroom Maturity

The Future Classroom Maturity Model from Toolset 2 should be used to create a scenario so that, if and when implemented, it will help move the school/system up one or more levels in maturity.

  • Learning Objectives and Assessment
  • Learners Role
  • Teachers role
  • School Capacity to Support Innovation in the Classroom
  • Tools and Resources

Step 3. Responding to trends

Participants now consider how the school should respond to the trends identified in Toolset 1.

Step 4. Writing or adapting the scenario narrative

The Scenario narrative is written to describe the vision for learning and teaching from either the teacher's or students' point of view. Consider this as a story that describes the learning experience. It should be about 500 words long and can describe a learning experience as long or as short as desirable, sometimes in a single lesson, but normally over more than one lesson, e.g. a project that may take several lessons to complete.

Transversal skills

Thinking skills including:

  • Creativity and innovation – Creating new and worthwhile ideas individually and/or collaboratively and evaluating these ideas in order to improve and develop into useful products/creations.
  • Critical thinking, problem-solving, decision-making – Using arguments, reasoning and analysis, and appreciating different viewpoints to make judgements and conclusions, particularly involving complex systems.
  • Learning to learn, meta-cognition – Effective self-management of learning (time management, autonomy, discipline, perseverance, concentration) and reflect critically and communicating on the personal learning.

Ways of working and tools for working including:

  • Communication – Confidently and clearly, in various forms and a variety of situations. Understanding others and considering different perspectives to formulate arguments. Using writing processes (from drafting to proofreading), speaking in a convincing manner and using communication aids (such as notes, maps, etc.).
  • Collaboration – Speaking and listening with consideration and respect for others and working in diverse teams making use of differences to create new ideas. Collaboratively planning and organising, influence, selflessness, integrity and an ability to lead and follow others.
  • Information literacy – Accessing, evaluating and using information across a range of digital sources and formats. Using information and communication aids (presentations, graphs, charts, maps, etc.) to present complex information.
  • ICT literacy – Accessing ICT and critically evaluating and using a range of tools competently in communication, collaboration, creativity, problem solving and critical thinking. Applying an understanding of the ethical/legal issues in using ICT.

2.3 The role of trends & stakeholders

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

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

I agree that school is a learning community that involves as many stakeholders as possible in the learning teaching process. Sharing innovations or just the goals we'd like to achieve is a prerequisite to start a real changing. But it is often difficult to share any change with colleagues, school staff, students and families. According to my experience most stakeholders should be more motivate and involved for achieving successful innovation in the classroom, above all social community. So, Principals should understand and share this new view and realise that education needs changes. If they don’t believe in your project, don’t share your ideas and don’t realise that the new change is necessary, then you will be alone. No one would share new activities with you, or wouldn't change the traditional learning classrooms or teaching, that’s a big challenge.

Another important group part are parents. They should have confidence in the new learning innovation projects from the school community they have choose to educate their children. They should be agree with the use of technological devices in classrooms and, understanding the new classrooms scenarios where the students(and no the teachers) are the principal actors.

2.4. Trends & stakeholders: the classroom of 2025

I am agree with all the visions presented in this video and I sincerely hope that it will be like this in all classrooms all around Europe.I think the most important element is that the teachers will work and teach in a different way, by creating a collaborative, interactive classroom and with a flexible curriculum.

2.5. The League of Trends

Which educational trends do you think will have the greatest impact on our teaching in the future

539 votes on 3 ideas

Idea Score [?]

Cloud Based Learning: data, tools, software is all online and can be reached and modified from different devices.


The goal to include everyone in reaching high degree of instruction and to go on with learning all the life long


Learning materials: shift from textbooks to web resources and open source books.


About the Scoring

The score of an idea is the estimated chance that it will win against a randomly chosen idea. For example, a score of 100 means the idea is predicted to win every time and a score of 0 means the idea is predicted to lose every time.

2.6. Tool for teaching: Slack

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

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

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

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

I have not heard of this teaching tool, but I will try soon with my colleagues (seems very useful). My students are too small to use it.

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

The Learning Objectives for this module are:

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

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

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

4. Discuss lesson examples that integrate technology

LIVE WEBINAR: Jørund Høie Skaug - How to create a Future Classroom Lab at your school

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

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


3.1. Evaluating your use of technology: The Innovation Maturity Model

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

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

The first step in this and in developing our own use of ICT in the classroom and school is to understand the opportunities ICT provides and then to identify how we are making use of these opportunities.

The Future Classroom Maturity Model is a self-review tool that enables schools to assess their current level of maturity in how effectively ICT is being used in support of learning and teaching.

  • Stage 1 - Exchange (technology is used within current teaching approaches ; learner as a 'consumer' ; learning is teacher-directed and classroom-located)
  • Stage 2 : Enrich (technology used interactively to make differentiated ; technology supports a variety of routes to learning ; the learner as a 'user' of technology tools and resources)
  • Stage 3 : Enhance (teaching & learning redesigned to incorporate technology ; institutionally embedded technology supports the flow of content and data ; the learner as 'producer' using networked technology)
  • Stage 4 : Extend - Network redesign & embedding (ubiquitous, integrated, seamlessly connected technologies support learner choice & personalisation beyond the classroom ; teaching & learning are distributed, connected & organised around the learner ; learner take control of learning using technology to manage their own learning).
  • Stage 5 - Empower (technology supports new learning services that go beyond institutional boundaries ; mobile and locative technologies support 'agile' teaching & learning ; the learner as 'co-designer' supported by intelligent content & analytics).

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

I think Deidre has really made a point- we need to really think about collaboration between our students. We put them into groups but I think it is really important to be able to measure how effectively students are working together. It is truly a real-world skill that we need to teach our students. The tips were really useful.

Q.1 Are they working together?

Q.2 Do they have shared responsibilities?

Q.3 Do they make substantive decisions?

Q.4 Is their work interdependent?

I think these 4 questions are very important and helpful to design a real collaborative learning activity.

They have to mutually responsible of the outcomes and share the responsibility: this is the team work.

They have to make substantive decisions to solve important problems in their work by using their own knowledge.

They can make a decision about the process , may be they can build their own method to solve the problem.

In this way, the final product will be unique.

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

I and my students are beginners in using web2.0 tools...still we already explore some in our eTwinning projects-popplet, padlet,answergarden or Tagul word cloud/

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

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

The tools describe are really engaging and motivating and I think it is also very important that teachers should know how to use them . Creativity is important for students and for teachers too.I like to let my students be creative with and without technology because I think it's important to let them express themselves and find their solutions.Among the tools they use, there are: padlet, Popplet, Tagul, Adobe Spark, Tricider. I will try your advice, Irene, in my eTwinning projects. I also really like to participate in your activities from Creative group of eTwining.This year,we participate in Christmas cards exchange and students were so excited! Take a look on what we receive...

and what we sent

3.5. Using Technology in the Classroom: Example Lessons

All the videos are very interesting. I would like to have a classroom like those one.Congratulations to those teachers that work like that. They encorage me. Our IWB are not working.We received one few years ago but without instructions to use it ....so nobody dont use it!!!

The teachers used IT to promote collaboration and communication while at the same time their teaching process caused no stress to students who worked happily to complete their projects. Students are totally engaged, they are active in the team, they seem to have control over their own learning too. I find that the technology integration in the teaching procedures presented is effective. It seems to encourage student-centered and project-based learning.

3.6. Activity: Our Innovation Maturity

My Innovation Maturity is low but I was already aware of that, especially after reading the 5 stages of the Toolkit of Future Classroom Lab. I know I need to go further than the simply use of technologic tools as a support of my learning activities and how I propose them to students.I hope to get on the right track and I´ll be very receptive to learn.

3.7 Tool for Teaching: Aurasma

The tool for teaching this week is Aurasma, an augmented reality app and a great tool to develop your students creativity. Take a look and add your own ideas or experience with the tool in the Padlet below.

I've never used or heard about that tool. It could be interesting to create maybe a virtual museum or tell a story....

3.8. Tool for Teaching: Thinglink

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

Thinglink engage students with interactive images and vídeos. This allows teachers and students to add content to an image - including photos, videos and audio players, web links, polls, text and more - that appear in the image when shared and viewed.

Concluding, there are many things we can do with Thinglink, we can use this tool for any subject and any grade level to communicate

My trying

And an inreresting article for using technologies in classroom

3.9. Module 3 Quiz

Test done

Your result in the test was: 80%

Module 4: Learning activities for 21st century skills

The Learning Objectives for this module are:

1. Explore how the general vision of a scenario can be broken up into more concrete and short learning activities that teachers can use to achieve the scenario.

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

3. Identify suitable learning activities for the Flipped Classroom scenario

4.1. Introduction to iTEC Learning Activities

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

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

Learning activities are very usefyl since they motivate students, inspire them and engage themselves to the collaboration!!

4.2. Examples of iTEC Learning Activities

Now, take a look at the six Learning Activities outlined below. You should recognize some of them from the video. You will notice that by themselves, they are not necessarily radical in their innovation. However, they support us by offering concrete stepping stones towards achieving an innovative Future Classroom Scenario. Each of the Learning Activities provides a concrete idea of an activity that can be used to develop the Scenario. Each activity idea is also generic enough to be used for other scenarios and more importantly, each activity could be used in any subject context.

Can you identify some other Learning Activities that could be used in this Scenario? What activities do you do when moving the learning outside of the classroom or when doing an investigation?

This learning activities support us by offering concrete stepping stones towards achieving an innovative Future Classroom Scenario.

  • Collecting data outside of school(multimedia or scientific observations)-Students go outside of school to collect data. The data can either be inthe form of multimedia or scientific observations. Either the entireclass goes outside, or only some of the students.
  • Mental notes about learners(observation of working habits, personality traits, hobbies, special skills, social connections)-The mental notes aid informing functional teams and also support your interactions with your students. You use the TeamUP tool to record your notes
  • Teamwork(4 or 5 learners where each team has its own topic of inquiry)
  • Team newsflashes(periodic status are posted for other learners)
  • Peer feedback(provide feedback, praise and criticism ; used for project outcome or as a part of knowledge building)
  • Working with outside experts(additional and/or deeper knowledge from outside expert of a relevant field - can be involved in teamwork)

I think another learning activity could be, in addition to taking photos, students can create an exhibition on a subject for the rest of the school. This exhibition may contain posters, presentations, films. One can even imagine that some students can make presentations in front of their classmates, like small conferences

4.3. Developing Learning Activities: The Edukata Process

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

Edukata is a model for educators to facilitate a participatory design process in collaboration with other educators and students at school. The design process starts with a scenario, an innovative and challenging idea of what learning and teaching could look like in the future. Scenarios are inspiring, but turning them into realistic classroom practices is often not easy. Through the design process you will take the scenario and design new learning activities, detailed descriptions of how to perform learning and teaching in the classroom that incorporate new ideas, techniques, teaching methods, and tools into upcoming courses and lesson plans."

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

1- Getting started

- Team building, scenario selection, design studio set-up and process


2- Design studio - Central session to the whole process where the

team begins its analysis and decides on the way forward;

3- Participatory design - In this session the design team shares and

discusses their work with educators outside the process and

4- Learning activities - Activities for students that can be adapted to

the individual realities of each teacher / class.

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

1- Dream - Students become familiar with the project and begin the process of questioning;

2- Explore- Students collect information that allows them to develop the project;

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

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

5 - Ask - Students arrange meetings with experts, preferably outside the school, to get feedback on their work;

6 - Re-make- Eventually, students introduce changes to the project as a result of suggestions resulting from encounters with experts and agents outside the school;

7- Show - Students disclose their work to the extended school community;

8 - Collaborate- Students share the results of their work, as well as important aspects of their organization, with other iTEC students in the European area;

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

This is the first time I've heard of Edukata. From what I saw in the video and in the document (although I did not read everything) it seems to be a very interesting guiding model that helps to make learning more innovative and collaborative. I'm curious if I can applying it to my school.

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

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

The 21CLD rubrics help you to identify, understand and build learning activities that allow students to develop 21st Century Skills. The rubrics incorporate a framework for coding learning activities along a number of questions to ensure you are embedding 21st Century Skills in your teaching practices.

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

I´m a beginer at using 21 CLD rubrics. I explore it when I enrolled the MOOC Collaborative Teaching and Learning.

The collaboration rubric

  • code 1 - students work on their own,
  • code 2 - students work in pairs or groups but they don't have shared responsibility;
  • code 3 - students work in pairs or groups, they have shared responsibility but they don't make substantive decisions;
  • code 4 - ​students work in pairs or groups, they have shared responsibility, they make substantive decisions but their work is not interdependent;
  • code 5 - students work in pairs or groups, they have shared responsibility, they make substantive decisions and their work is interdependent) and the codes allow us to figure out which subskills of the collaborative skills are developed during the collaborative learning activity we designed.

4.5. Activity: Learning Activities for the Flipped Classroom Scenario

For this module's activity we'll look at a Future Classroom Scenario which many of you will probably already be familiar with: The Flipped Classroom Scenario. The flipped classroom vision was also part of one of the iTEC scenarios which you can access here. Start by looking at this scenario but there is also lots of information on the flipped classroom out on the web so feel free to do a quick browse if you are unfamiliar with the idea. For example, you can find more information about Flipped Classroom Scenarios at the Creative Classrooms Lab (CCL) (check especially pages 6-9), which was another project run by European Schoolnet and funded by the European Commission’s Lifelong Learning Programme, or finally have a look at the overview of the topic by Knewton Infographics below.

4.6. Tool for Teaching: Socrative

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

Have you used Socrative before? Never heard of Socrative but know other tools that do something similar? See what participants of the first round of the course said about the Socrative tool and share any own ideas and feedback in the Padlet below the video.

I didn't know this tool. But it's an engaging and useful tool to assess your students’ current knowledge, to check ‘in-lesson’ concept learning and add interaction to classes as students respond via their mobile device.... Hard to use with students for 8-10y.o

4.7. Optional activity

Interesting! So cute.....

4.8. Module 4 Quiz

Test done

Your result in the test was: 80%

You have passed the test.

Your answers

What is Socrative?

A student response application for the iPad

  • A browser based student response system that works on any device

An online quiz system for Android devices

What is Edukata?

A method for educators to design innovative learning activities individually

  • A method for educators to design innovative learning activities with the support of colleagues

A library of innovative learning activities

What are the 21st Century Learning Design Rubrics?

The rubrics provide a method for students to assess their own 21st Century Skills

The rubrics provide a method for categorizing learning activities so that they can be properly linked to a 21st Century Skill

  • The rubrics provide a method for coding learning activities to ensure 21st century skills are properly embedded in the activity

What is the link between iTEC learning activities and iTEC learning scenarios?

iTEC learning activities are subject-independent activities that support the realization of an iTEC learning scenario

iTEC learning activities are subject-focused activities that support the realization of an iTEC learning scenario

  1. iTEC learning activities are a series of examples that illustrate how an iTEC learning scenario can work in a given subject

What is the key benefit of flipping the classroom (at least theoretically)?

It allows teachers to focus their attention on weaker students

It provides more data on how students learn which can then be used for designing future learning activities

  • It frees up classtime for more collaborative student work, experiential exercises, debate and lab work.

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Module 5: From Learning Activities to Learning Stories

The Learning objectives for this module are:

1. Understand the concept of iTEC Learning Stories and how these relate to the iTEC Learning Activities and Future Classroom Scenarios

2. Explore examples of iTEC Learning Stories

3. Draft your own Learning Story using the Learning Designer tool

5.1. Introduction to Learning Stories

In this Module we now examine the concept of Learning Stories. Don't worry if you are getting confused with the names of these concepts (you can call them anything you like) but we do need to be clear about how each of theses ideas relates to each other.

To get a better idea of this, take a look at Will's introduction to Learning Stories. He already gives two brief examples of Learning Stories but you will have an opportunity to look at some examples in more detail in the following section. Then watch the 2nd video which provides a good overview of all the three iTEC concepts to be sure you understand the bigger picture of how Learning Stories fit with the other iTEC concepts (in this video Future Classroom Scenarios are referred to as Learning Scenarios but they are exactly the same).

As this module's activity asks you to prepare a Learning Story, make sure you are clear about what this is.

If I understand well the Learning Scenarios is first part or first stepping stone that leads to Learning Activities that are the second part or second stepping stone, towards the Learning Stories. iTec means create a learning stories through learning activities using a lot web tools (learning scenario) to explain a topic that will develop the children divided in groups. The children learn to collaborate, to reflect, to make a project, to negotiate, to share, to make a learning story using the Innovative Technologies for Engaging Classroom (iTec). The teacher must choose the strategies and the methodology that he wants to use.

5.2. From Learning Activities to Learning Story: An example

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

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

  1. DREAM

You present a design brief to your class that ties to the curriculum and the local community, but leaves room for interpretation. You inspire the students by providing them with the motivation for giving their best and by telling them about the ownership and freedom over the task. You present your schedule, and negotiate the assessment criteria with the class. Students form teams, discuss, question and familiarize themselves with the design brief. The teams refine their design brief, particularly in relation to whom they are designing for, initial design challenges and possible design results. Students record reflections and document their work online.


Student teams explore the context of a topic or question either by observing relevant practices or environments using digital cameras, notebooks and microphones, or by searching existing works that relate to the topic or question by collecting relevant examples that they can use in answering the question or explaining the topic. They share their collected media files on their blogs and record a reflection. You guide their search and support them in the qualification of their material. Note that viewing and qualifying video material can be time consuming. Spending time viewing videos that contain inaccurate information, can be a detour from which a pedagogically meaningful conversation may arise, and may provide students with a first-hand experience about the appearance of an invalid source. Some students, for example younger ones, may need more guidance in performing this activity.


Teams analyse their findings on a given question or topic using mind-mapping techniques. They identify relations, similarities and differences between the examples and/or media files they collected. Based on their collected information and analysis, the teams refine their answers or explanations to the given topic or question. Then the teams record a reflection. Open ended questions can be challenging for students to answer initially. However, after passing the initial threshold, students are likely to have inspiring ideas.


Students and the teacher record, post and share audio-visual reflections and feedback of project progress, challenges and future steps. The students slowly build a shared collection of ways to tackle challenges, which can be used after the project ended.


Based on a design brief and design ideas, student teams start making a product. They create their first prototype, and discuss it afterwards. The discussion especially relates to how well the design addresses the identified design challenges. They then record a reflection and document their activities. Careful guidance through the learning activities and the process of creation is indispensable for students to keep their minds on learning potential curricular requirements. Highlight the reflection after this activity and ensure that everyone focuses on addressing the needs of an audience. To avoid free-riders or unequal workload division, carefully divide tasks and roles within teams.

6. ASK

After having created a product as part of their work (prototype, presentation, design, etc.) student teams meet with 2–4 “experts”. These “experts” could be future users, readers, or recipients of the product created by the team. Expertise may be interpreted broadly, for example, a construction site worker can be considered to offer deep insight into the everyday practices of people on a building site. Other students or teachers can also be considered as “experts” in certain areas. The student teams communicate their ideas using prints, drawings, models or other supporting materials. The “experts” are encouraged to modify and comment on the product. After the meeting the students analyze the comments and decide how to interpret them for their re-design. They then refine their product, especially in relation to the challenges, context and added value of the result, record a reflection and update their documentation. This activity can happen more than once at varying time investments and can be conducted online or face to face.


Students create a video with English subtitles presenting the results of an investigation, a product they have created or some other piece of work. In the video they also address their learning achievements and possible future steps. They share this video with other students in the school, their parents and their identified audience to transfer their learning, to communicate the background of their project, to let others know about the possibility to remix their work, and to receive feedback for improvement.


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



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


I ask the students to find, view and review engaging science videos to gain inspiration for their own videos as home work, for example at home, after school clubs or public libraries. They will also deeply engage with their science story, trying to figure out the mechanics involved, how to experiment with them and how to explain them in their story. REFLECT – Students reflect on what they’ve found and what their initial ideas for their stories are.


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


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


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


At the end of the course, the students upload their video stories to an online video sharing platform, such as YouTube and Vimeo, and link to them through the iTEC facebook group. For this, each student has to collect permission of their parents. The students view and comment the videos created by other iTEC students across Europe. As all videos include subtitles, the videos communicate easily across the language borders of European countries. We are also asking parents to view the videos and comment on them. Some of the videos are really interesting, so I decide to bookmark and use them in my teaching in the future. REFLECT – I am using the accumulation of comments, the reflection recordings of my students, their documentation as well as the feedback I recorded throughout the Learning Story to assess their work. We discuss my assessment in the following lesson. Throughout the discussion, students get the chance to argue for or against my assessment. Some of them bring up strong grounds that make me re-evaluate their work.

Exciting examples – MIT Blossoms videos: http://blossoms.mit.edu/

Support material – UNESCO Young Digital Creators is a guidebook

I believe it is an interesting and challenging task. I have some ideas. It will be a really Project Based Learning combined elements from Flliped classroom this Learning Story. Actually this Learning story combines elements from Pbl and Flipped classroom. It is time consumer indeed and require hard work with little students because most learning activities are just learning from the beginner for they.

5.3. Learning Stories in Action

It is so interesting!!.The key point of the iTEC methodology was less about technologies but to reconsider how we organize our lessons into more student-centred, project-focused and collaborative learning environments that support the development of 21st Century Skills. Technology can be a powerful tool to help us with this but it is not essential to achieving this goal.

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

useful video

5.5. Activity: Preparing your Final Assessment

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

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

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

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

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

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


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

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

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

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

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

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

For any questions please post them in the Module 5 section of the Forum.

5.6. Tool for Teaching: Popplet

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

Very good tool... it permits mindmapping and students like it very much!!its dedicated to having a creative work space for hundreds of ideas, combining stickynotes , a breeze mind map, a presenter and a multimedia tool, all in just one platform that can present visual ideas in a multiple work spaces. It is an easy tool that any kid can use it.

5.7. Module 5 Quiz

Test done

Your result in the test was: 100%

You have passed the test.

Your answers

What information does the teacher use in the example Learning Story presented in Section 5.2. to assess the students final product?

  • Comments underneath the videos, reflection recordings of students, collected documentation of the students, teacher notes collected during Learning Story

The final video and its alignment to the criteria defined in collaboration with the students at the beginning of the Learning Story

A video journal prepared by the students where they reflect on the individual steps of producing the videos and how they can improve each of the steps next time.

Within the iTEC methodology, in what order are the different pedagogical concepts usually constructed?

1. Learning Stories, 2. Learning Scenarios, 3. Learning Activities

  • 1. Learning Scenarios, 2. Learning Activities, 3. Learning Stories

1. Learning Scenarios, 2. Learning Stories, 3. Learning Activities

What are two key features of Popplet that make it especially useful for use in the classroom?

It is easy to use and does not require registration in order to start using it

All content can be moderated by the teacher before making it public and when using copyrighted materials they are automatically flagged up by the tool

  • It is media rich and allows groups of students to work on the same mind-map thereby developing collaboration skills

In the 2nd video example of a Learning Story in Section 5.3., how did the Lithuanian teacher include an "ask the expert" Learning Activity in her Learning Story?

She asked parents to join the class and offer feedback to the students

  • She asked older students at the school to join the class, present their ideas and provide feedback to the work of the younger students

She asked the headteacher to join the class as an outside expert

Congratulations. You finished.

Module 6: Have you seen the future classroom yet?

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


1. Read the Criteria for a Good Learning Story and make sure your own Learning Story follows all these points:

Here is a list of criteria you should consider when creating your Learning Story and to use for your peer review of the Learning Stories of two other people on the course:

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

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

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

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

2. Submit your Learning Story by posting the link in the textbox below and clicking the "Hand-in task" button. Make sure you submit the correct link as once you have submitted it, there is no way to subsequently change it. The final deadline to submit your Learning Story is the 19th February at 23:59h Brussels time.

Created By
Carmen Stanciu


Created with images by PIX1861 - "smart watch keyboard mouse" • Lance Shields - "Scratchy Night (2009)" • DariuszSankowski - "phone screen technology" • Unsplash - "home office workstation office" • Barrett.Discovery - "Insect Exhibit in the Barrett Discovery Lab" • jonathansautter - "eye android iris"

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