Παρουσίαση του εργαστηρίου Future Classroom Lab και των δράσεών του, από την Elina Jokisalo.

1. http://fcl.eun.org
www.europeanschoolnet.org
Rethinking teaching
and learning

2. • Pic of school 100 years ago
19th Century Learning

3. Creativity
Communication
Collaboration
Digital competences
Critical thinking
Personal
and social
responsibility
Key 21st
century
skills
21st century skills

4. Creativity
Communication
Collaboration
Digital competences
Critical thinking
Personal
and social
responsibility
Key 21st
century
skills
21st century skills

5. In the future, learning is expected
to be more personalised,
collaborative, informal,
competence-based and supported
by flexible and dynamic (virtual)
environments and a range of tools
which facilitate learning within
and outside schools.

6. Survey of schools: ICT in Education (2012)
Teachers’ use of ICT in more than 25% of lessons
6 Source: http://www.eun.org/observatory/surveyofschools/

7. A holistic approach to teaching and learning and 21st
century skills
A flexible learning space to experiment with different styles
of learning, facilitated by technology, furniture and design.
A space to promote discussion on future learning strategies
with teachers, students and policy makers.
fcl.eun.org | #fcl_eu

8. Activities in the Future Classroom Lab
For Policy-Makers
• Tours
• Thematic briefings (e.g. coding, mobile learning)
• Safer Internet Day, EC Thematic Working Group,
Flemish Ministry events, events by FCL partners
For teachers and teacher trainers
• Workshops and courses for continuous
professional development (e.g. collaborative
learning, creative use of multimedia, 1:1
pedagogies, eSafety…) fcl.eun.org/training
• Workshops through EUN projects

9. FCL Learning Zones

10.  Using technology to enhance interactivity and student
participation in traditional learning spaces.
 Rearranging physical space
 Opportunities for students to be active in different
ways that support their own learning styles
 Interactive whiteboards together with media rich
content and learner response devices
 1:1 computing allowing for more personalised learning,
and enhancing student motivation
 From supervision to communication with the help of
technology (e.g. classroom mgmt. solutions)

11.  Peer-to-peer collaboration skills (ability to collaborate
with others)
 Integrating teamwork into different activities:
investigating, creating and presenting.
 Augmenting the quality of collaboration through
ownership, shared responsibility and decision-making
process within groups.
 Face-to-face and synchronous / online and
asynchronous
 Learning by playing: digital games and simulations for
more engaging learning
 Brainstorming, a great group activity, allows to
exercise natural creativity and imagination.

12.  Learning by exploring: students can construct
models, test ideas and evaluate the results
themselves.
 Promoting students’ problem-solving and critical
thinking skills through inquiry- and project-based
learning.
 Reconfigurable physical space supports different
ways of working (work in groups, pairs, or
individually).
 Added value through technology: rich, versatile and
real-life data, and tools to examine and to analyse.
 Encouraging cross-curricular projects (analysing and
understanding things from multiple perspectives).

13.  Learning by creating: active involvement in
producing and creating their own content (exercising
imagination and innovating).
 Interpretation, analysis, teamwork, and evaluation
part of creative process.
 Developing learners’ soft skills including
presentation, planning, and teamwork.
 Giving students independence and ownership over
their learning.
 Showcasing student work (e.g. learning portfolios)
helping to link between different disciplines.

14.  Tools and skills to present, deliver, and obtain feedback
on their work
 Communicative dimension in students’ work
 A dedicated area for interactive presentations that,
through its design and layout, encourages interaction
and feedback.
 Developing feedback skills by involving the listeners as peer-
reviewers
 Online publication and sharing encouraged, (familiarising
with the principles of eSafety).

15.  Zone for informal learning and self-reflection. A more
relaxed and less monitored space.
 Supporting motivation and self-expression through
opportunities for personalised learning, for example,
with tailored learning activities.
 Use of personal learning devices.
 Flipped classroom: students engage in well-
structured independent learning at home, allowing
the teacher to devote the time in the classroom to
project work and collaboration.
 Encouraging students towards lifelong learning by
acknowledging and validating informal learning.

16. Events, workshops & visits
Xavier Prats-Monne, Deputy Director General DG
EAC, EC at eSafety Label launch, 10th June 2014 Lord Jim Knight and Lord David Puttnam, 15th May 2014
Torbjørn Røe Isaksen, Norwegian Minister of
Education visits FCL 25th November 2013
Flemish policy maker workshop: Computer Science
in the Curriculum, 24th February 2014
Chinese Ministry of Education, 25th March 2014
Neelie Kroes, Vice President of the EC, Coding in
the Classroom workshop, 25th June 2014

17. FCL-Inspired classrooms across Europe
Ancona, Italy
Crema, Italy
Ghent, Belgium Setubal, Portugal
Zagreb, Croatia
…and in initial teacher training institutions?
- University of Lisbon
- University of Newcastle
iLab, University
of Newcastle

18. FUTURE CLASSROOM LAB INDUSTRY PARTNERS