1.
Learning Community
Interactions
Eli Shmueli- IUCC
Stefano Lariccia- UROMA

2.
WP5 Main Activities
Pedagogical Activities
• Adaption of the general model as described in Del. 5.2
• Preparation of specific OERs to foster uniformity within pilot activities
• Monitoring and supporting the ongoing Pilots
General Activities
• Set up WP5 sub-group organization
• Future plans
• Deliverbale 5.4 under IUCC supervision
www.up2university.eu 2

3.
Outcomes of the Del 5.2
Adaptation of the general model
1. Lesson Learnt I: In some cases Module 1 and 2 became one unified Module
(accessible online) where teacher training and use by student at school are
part of the same continuum.
2. Lesson Learnt II: Need to support an informal /not structured approach that
will eventually land into the formal learning framework
3. Lesson Learnt III: necessity of a better communities integration for all
stakeholders to be involved.

4.
Pedagogic counseling on Pilot activities in
schools
1. Define a possible common path to carry on the Pilot (e.g. prerequisites, goals,
main contents and methodologies) within all the pilot countries
2. Provide the partners with Learning Objects for teachers’ training on a
minimum common tracks: technology enhanced learning, computational
thinking, critical thinking, GDPR guideline, LALT.
3. Establish an evaluation protocol to assess participation and learning
outcomes: (flexible) criteria to be followed, online survey, (optional)
observational grid based upon LA

5.
Enabling predefined Learning Paths
1. predefined Learning Paths to show how existing OERs might boost a
common, comparable, "teacher training" / "student learning“
2. Design and create 3 initial OERs on skills
a. Pedagogical introduction about all skills
b. LALT- Communication
c. Critical thinking
3. Testing in pilot countries
4. Adaptation and translation to foster uniformity

6.
WP5 Internal task groups to achieve a set of
WP5's sub-goals
Internal task groups to promote the main elements of the third year of activity:
1. Pilot Evaluation from a Qualitative POV WG
a) Surveys to be distributed in all Pilot countries
2. Learning Analytics WG
a) Collection of Learning Analytics data by by country, by district, by school and by formal / informal group
b) Anonymization of LA data after collection into the common Data Repository
3. Learning Scenarios WG
a) Preparation (proactive and on demand) of Learning Scenarios to be adopted by teachers

7.
WP5 Internal task groups to achieve a set of
WP5's sub-goals
Internal task groups to promote the main elements of the third year of activity:
4. Internationalization WG
a) Common distribued thesaurus
b) Collection of vocabulary in the language of each pilot country
5. Teacher Communities
a) A common space / Common Dashboard for each national communities
b) An activity / spreading metrics based upon data collected in the common Learning Record Store (see
picture in the next slide)
6. SMC- National SMC
a) Coordination of offer and demand of Learning Scenarios
b) Proactive contribution to Learning Scenarios, Assessment Recipes
c) Coordination of International production and rre-use of contents

8.
WP5 Internal task groups to achieve a set of WP5's sub-goals
• Mockup of a Country based Communities Dashboard:

9.
9
• Promoting activities based on the “University as a Hub” principle,
alongside the one done directly by Up2U in schools.
§ Universities already involved in Up2U will act as Hubs of pedagogical
innvoation and as Pilot Coordnators
§ Some university already has a national “recruiting programme” for
specific type of degrees
§ Universities generally are entering the area of “orienteering and
sensibilisation” toward the country specific educational needs:
§ Sapienza, e.g. wants to promote recruitment in:
§ Health and Medicine, Tourism studies, Heritage studies
§ Activities such as summer courses, “scuola-alternanza lavoro”, courses
towards secondary schools will have this goal
General Activities: University as a
Hub I ( ‫ל‬‫ה‬‫ר‬‫ח‬‫י‬‫ב‬ )

10.
10
• Promote activities based on the “University as a Hub” principles,
alongside the one done directly by Up2U in schools. (New slide)
• Pedagogical support the integration of existing Jupyter notebooks for
formal/informal in Up2U.
• Involvement of authorities, like Heritage Ministry, to pilots with secondary
schools about learning scenarios that focus on “non-scholastic themes”
such as “Emergency and seismic education and risk mitigation” and
“Valorisation of Archaeological sites”
General Activities I ( ‫ל‬‫ה‬‫ר‬‫ח‬‫י‬‫ב‬ )

11.
Deliverable 5.4 ( ‫ל‬‫ה‬‫ר‬‫ח‬‫י‬‫ב‬ )
Reflects all WP5actual activities
• Collect experiences from Pilot Countries
• Unify Pilot frameworks
• Discussions about “Lessons Learnt” and “Local Practices” to all involved
• Identify Critical Observations
• Engage Learning Communities
• Prepare surveys and other assessment tools
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12.
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Learning Communities, Social Networks

13.
• Fluid membership, minimal
structure and social cohesion.
Limited commitment. No
common infrastructure.
Self-organising, little or no
organised support.
Voluntary participation.
No common
infrastructure.
Central management,
hierarchical structure,
mandated / monitored
participation.
Organized
communities
Emergent
communities
Emergent
networks
Organized
networks
Central support and
platform, self-organising
or supported activities,
voluntary participation.
Limited common
infrastructure.
www.up2university.eu

14.
Conceptualizing communities
and network
Type Characteristics Up2U’s Onboarding Strategy
Organized
communities
Central management, hierarchical structure,
mandated / monitored participation.
Examples: Schools
Direct contact with the organisational leadership, to identify
needs and constraints and design a needs-based solution.
Examples: Letter to the Education Ministry
Organized
networks
Central support and platform, self-organising or
supported activities, voluntary participation. Limited
common infrastructure.
Examples: Scientix
Direct contact with network facilitators, to define sponsored
activities. Engagement with network members through
supported channels.
Example: Involvement with local representatives f Scientix in
Greece
Emergent
communities
Self-organising, little or no organised support.
Voluntary participation. No common infrastructure.
Examples: Local association of professional like
Impariamo ad imparare in Italy
Direct contact with influencers in the community. Engagement
with community members through established channels.
Example: involvement in the pilot activities of some of their
members (Italian Case with Giovanni Lariccia and the
association Impariamo ad Imparare)
Emergent networks Fluid membership, minimal structure and social
cohesion. Limited commitment. No common
infrastructure.
Examples: Dojo Network, networks of code teachers
Responsive engagement with members in the network space,
i.e. monitoring the network activity and opportunistic response
to relevant conversation threads.
Example: involvement in the Subject Matter Committee of
some of the main representatives
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15.
Lessons learned from D5.4
www.up2university.eu 15
• Reach a wider range of stakeholders, social networks and professional learning
communities as well as independent teachers and students to ensure sustainability of
the project.
• Provide formal and informal tools that teachers can leverage in order to develop their
students’ Up2U skills.
• Make more effective use of system-wide learning analytics to enable us to improve
tools, content and student feedback.
• Enable easier access to more diversified types of content that support development of
Up2U skills. Universities, SMC, CPD module 2, gateway stuff…
• Create more effective CPD with increased focus on establishing professional learning
communities.

16.
Task Force
Unifying content and pilot activities
• Uniformity of content and activities in the pilot countries related to the Up2U
ecosystem in a similar way.
• Analyze and discuss the possibility of designing and implementing similar actions
in the form, structure the content and discuss the preparation of the general
course(s) on the Up2U ecosystem.
• Consider that it may be necessary to create content to implement a model course
uniformly.
www.up2university.eu 16

17.
Task force
Engaging communities
• Formulate a plan to enrich Up2U’s usability by engaging additional
communities in Europe and involving them with the Up2u ecosystem
• These communities include national and international teacher’s
networks and organizations that support large numbers of schools, as
well as communities of students in both formal and non-formal
education programs.
www.up2university.eu 17

18.
National & International
o National teacher’s organizations and networks.
o Organizations that promote pedagogy and
learning technologies for teachers and schools.
o Professional Learning Communities for
teachers.
o Content providers and course creators.
o Teachers’ professional development programs.
o Universities and colleges - Outreach programs
o Ministry of Education programs
o Government educational programs
q GÉANT & NRENs
q Content providers
q OER repositories for schools
q Educational EU communities
– Scientix, European
Schoolnet

19.
Wide range of learning communities
• Pilot schools
• Organizations, networks and
communities on a national level
• Organizations, networks and
communities on an international level
• Independent users (teachers and
students)
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20.
Teachers’ CPD
Module 1: will be implemented in the
remaining pilot countries
Module 2
Teachers will implement what they
learned in Module 1 in their own
classrooms
Up2U will provide four types of on-
going support for the teachers
Module 3
‘Train the trainer’ module -
teachers who excel in the first two
Modules can continue to Module 3
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Moodle module distribution (Tools - OER
Resources and interactive Activities) including
external tools connected via “External tool” (LTI)
and H5P interactive multimedia tool (represented
as “Interactive content”)

21.
Teachers’ CPD most engaged courses
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Top 15 most engaged courses, by students and teachers, teachers
active creating content and students active engaging with content.

22.
Independent Users
§ Independent teachers -The platform needs to be sufficiently flexible to
support independent teachers whose schools have not yet affiliated with
Up2U.These include innovative teachers, early adopters, technology-
oriented teachers as well as pre-service teachers, who have displayed their
interest in different aspects of Up2U’s tools and content.
§ Independent students -Up2U can also benefit independent students who
require enrichment content to smooth their transition to university,
especially in ‘gateway’ subjects like mathematics and English as a Foreign
Languages.
§ Up2U needs to ensure that users can easily define their degree of
engagement with Up2U content and/or tools, and use as small or as large a
part of the ecosystem to meet their specific needs.
www.up2university.eu 22

23.
Independent Users Statistics
www.up2university.eu 23
High numbers of ‘independent’
users were identified by Google
Analytics of the project’s website.
These users visited the Up2U
system from different countries,
from across Europe, Canada, US,
India and South Africa in addition
to the pilot countries.

24.
Steps to Engaging Community
• Mapping different communities and organizations.
• (see slide #8 with its proposal of a “Community Dashboard”)
• Establishing contact and exploring possible collaboration with these
communities and organizations.
• Cooperating with different communities to establish which aspects of
Up2U ecosystem could interest them.
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25.
THANK YOU FOR YOUR
ATTENTION!
Any questions?
contact@lists.up2university.eu
#up2universe
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