Pilots results- lessons learned Up2University project
1. PILOTS RESULTS: USAGE AND
LESSON LEARNT WITHIN THE FIRST
PILOTS IN EUROPE
Mary Grammatikou1, Dimitris Pantazatos1, Ingrid Barth2, A. Corleto3, N.
Sansone4, M. Zimniewicz5
1 National Technical University of Athens (GREECE)
2 Tel Aviv University (ISRAEL)
3 Consortium GARR (ITALY)
4 Sapienza Università di Roma (ITALY)
5 PSNC (POLAND)
2. 21st Century Skills for Academic
The necessary and effective skills for the academic learner, are:
Critical Thinking & Problem Solving
Communication & Collaboration
Information, Media & Technology Literacy
Learning to learn
By using the appropriate teaching models, the learner may
improve these skills and this process will even encourage the
development of necessary digital competences for better and
successful functioning in the technological world of the 21st
3. About Up2U
Up2U focuses on a specific learning context and very formative
period represented by secondary schools that in most
European countries provide education to children between the
ages of 11 and 19
The aim is to develop an innovative ecosystem that facilitates
more open, effective and efficient co-design, co-creation and
use of digital content, tools and services specially adapted for
personalised, collaborative or experimental learning by students
preparing for university.
10. Lessons Learned from Differences
between Pilot Countries
Central instance vs. multi-tenancy of Moodle
Feedback from the CPD as input to MVP (Minimum Viable
Similar way of organizing learning content between the pilot
11. Lessons Learned from the CPD
Integration of Module 1 and 2
from the CPD
Further engagement of Parents
and other stakeholders
Module 1 has to be implemented
as a fully online course
Each school should have some
teachers that are eager to support
their colleagues regarding the
usage of the Learning Platform
12. Lessons Learned from the
‘Getting Started’ user guides and
tutorials as well as easily
accessible content is really useful
for independent users.
Independent students seems to
require additional enrichment
content for self-directed learning
13. Lessons Learned regarding the
Learning Platform from the Various
Learning platform is expected to
provide an easy way on how
teachers can create content.
Moodle provides various data and
reports for each course that can
be used by teachers.
All the tools that have been
integrated on the Learning
Platform have to provide
translations to the pilots’ national
14. Lessons Learned from OERs
According to a pre-pilot needs analysis, surveys conducted in eight
countries in the first year of the project, very few teachers are
using OERs. We concluded on the CPD modules need to guide
subject area teachers on:
Where to find OERs related to their subject area and how to integrate
OERs into their classroom practice.
Advantages of curating vs. re-inventing the wheel by creating OERs very
similar to OERs other teachers have already developed.
How to store OERs to create learning paths.
How to upload and share the scenarios they create as OERs.
15. Lessons Learned from Learning
The majority of the tools that are
integrated with the Learning Platform, do
not provide Learning Analytics data as
During the first iteration of the pilot
activities, the users were trained on the
test instance of the Learning Platform.
The dashboard functionality included in
the free version of Learning Locker
provides limited queries.
Learning Locker cannot be accessible for
all school teachers involved in the Pilots
A better review and a comparison of the
xAPI statements produced by Moodle,
Common Spaces and other tools should
Creation of Professional Learning Communities (PLCs) is
fundamental to sustaining innovation in schools.
‘Train the trainer’ model empowers teachers to provide their
colleagues with ongoing long-term support which ensures
continued teacher development.
Further engagement of additional stakeholders at multiple
levels is needed for the successful implementation of the pilot
The exceptionally broad range of strengths and resources of
the different countries needs to be more effectively utilised in
order to engage additional communities and ensure top-down
17. THANK YOU FOR YOUR
H5P and VPL (Virtual Programming Lab) have also been integrated with Moodle
Matomo is used for all the services
Squash is used for Quality assurance
Up2U CDN is used for
How the technology is being used to connect the pedagogy with the pilots
CPD helps secondary school teachers to become familiar with the advanced platform and develop the skills and digital competences they need in order to better prepare their students for university. CPD consists of three consecutive modules.
CPD consists of three Modules:
Module 1: Introduction and Orientation to main components of Up2U NGDLE: technological tools and teaching methods that effectively support Up2U Skills
Module 2: Teachers will implement what they learnt in Module 1 in their own classrooms, with their own students
Assignment for Module 2: Submitting for analysis a video clip of a lesson that uses Up2U tools to develop Up2U Core Skills
Module 3: ‘Train the trainer’ – teachers who finish their Module 2 assignments can continue to Module 3 which will equip them to train new teachers and encourage additional schools to participate in Up2U
(Before the lessons learned)
One of the conclusions from the engagement with schools so far is that school innovation must be flexible, responsive to local needs, embedded in local contexts and open to the schools’ environments to better meet the needs of teachers and students, rather than using a ‘one-size-fits-all’ approach.
Also, in order to handle pre-pilot CPD and pilots according to local needs, it needs to bear in mind that pilot countries are using the Up2U Application Toolbox and other supporting contents and technology in very diverse ways, as described below.
Greece, Italy, Poland, Portugal, and Spain use the instance of the Toolbox, while Hungary, Lithuania, and CERN have set up their own instances of the Toolbox
All pilot countries will provide online questionnaires to participating teachers to ensure ongoing data collection regarding their suggestions on possible changes they would like to see
Access to types of learning content on Moodle: The pilot countries have organized access to learning content in the central instance of Moodle in similar ways. The instance is split into country-level course categories that are managed by relevant national pilot coordinators
1. Modules 1 and 2 should be integrated into one Module, in order to save time between the modules
Teachers who didn’t participated in CPD activities and maybe students
In order to smooth their transition to university can also use the Learning Platform. Maybe University as a Hub. Some courses in ‘gateway’ subjects like Mathematics and English as a Foreign Languages.
2.However, some teachers think that these kind of analytics will not have any effect.
2. As a result only a little of useful data was collected
3. Although useful to produce interesting charts and to show some correlation between the trends of different types of activities, has clear limitations. A real query language is still missing
4. You can just show to them the results of some predefined queries.
5. A way of uniquely identifying the Actor should be agreed upon.
These PLCs can be organised according to subject areas or inter-disciplinary and a key aspect of their role is to facilitate the levels of sustained motivation required to cope with the challenges of change.
The ‘train the trainer’ model empowers teachers to provide their colleagues with ongoing long-term support which ensures continued teacher development.
3. Ensure buy-in at all levels of the policy-making and decision-taking hierarchy including education ministries, district-level administrators and school principals to mobilise ‘top-down’ support for the project in partner countries.
4. As well as to provide the tools and content to meet the needs of these additional communities.