This document discusses education as a complex ecosystem and the implications for developing student communicative competence. It argues that education is an unresolved practice that requires continuous work and movement. The school is viewed as a living ecosystem where education involves performance. CLIL is presented as a new consolidated object and language that motivates many teachers when implemented effectively by focusing on achievement, recognition, responsibility and growth. Key skills are developed through tasks and integrated projects involving cooperation, digital literacy, research projects, gaming, entrepreneurship, and service learning. Universities can support these efforts by providing open educational resources and cooperation.

1. Assuming complexity:
education as an ecosystem and its
implications on the development of the
student’s communicative competence
Fernando Trujillo Sáez
Universidad de Granada

3. http://deestranjis.blogspot.com

4. http://www.juntadeandalucia.es/educacion/
webportal/web/proyecto-linguistico-centro/

5. Have you enjoyed
#TRICLIL? Then...

7. Una dedicatoria

8. Gracias, Mercè

9. Some previous
statements...

13. But...

14. Education is an
unresolved practice.

15. We work in movement.

16. The school is a living ecosystem.

17. Education is
performance.

18. And CLIL?

19. "Interdisciplinarity is not the calm of
an easy security; it begins effectively ...
when the solidarity of the old
disciplines breaks down ... in the
interests of a new object and a new
language neither of which has a place
in the field of the sciences that were
to be brought peacefully together."
Roland Barthes, "From work to text", 1971

20. CLIL is a new (but
consolidated) object:
a new language.

21. How do we get
engaged in something
like CLIL?

22. The Dual Factor Theory
Hygiene factors
Motivators leading to
leading to
satisfaction
dissatisfaction
Company policy
Achievement
Supervision
Recognition
Relationship with boss
Work itself
Work conditions
Responsibility
Salary
Advancement
Relationship with peers
Growth
Security
Frederick Herzberg

23. TO
SAY
DISSATIS
NO
FACTION

24. CLIL has become a motivator
for many teachers.

25. Reinforcing the motivator
Achievement
Recognition
Work itself
Responsibility
Advancement
Growth
provides satisfaction.

26. How can we reinforce
the motivator?

27. How can we reinforce the
motivator?
Focusing on effective teaching.

28. Let me explain myself!

29. How do you open your
classroom’s door?

55. Are you a push
or a pull educator?

56. Do not apply Theory!
Change your Practice!

57. Personal practice,
collective practice.

58. The Hacker Ethic

59. Features of
innovation-for-adoption
• advantage
• originality
• compatibility
• explicitness
• trialability
• status
• observability
Waters, A. 2009. Managing innovation in English language
education. Language Teaching, 42: 4, 421-458.

60. lasemanadelosproyectos.es

61. A week for projects
every three months
(6 x 3) + (4 x 3) = 30

62. 30 projects in a to develop key
student’s school skills (& measure
time their development).

63. Key
Skills

64. Key
Skills
Tasks & Integrated
Projects Curriculum

65. Key
Skills
Tasks & Integrated
Projects Curriculum
Cooperative Digital & Rich
Learning Media Literacy Socialization

66. Key
Skills
Tasks & Integrated
Projects Curriculum
Cooperative Digital & Rich
Learning Media Literacy Socialization
Gaming and Entrepre- Service-
Research
Creative neurship Learning
Projects
Projects Projects Projects

67. Key
Skills
Tasks & Integrated
Projects Curriculum
Cooperative Digital & Rich
Learning Media Literacy Socialization
The New Realms of CLIL
Gaming and Entrepre- Service-
Research
Creative neurship Learning
Projects
Projects Projects Projects

68. Gaming & Creative
Projects

69. Rethinking Learning: The 21st
Century Learner
MacArthur Foundation
http://youtu.be/c0xa98cy-Rw

70. Rethinking Learning: The 21st
Century Learner
MacArthur Foundation
http://youtu.be/c0xa98cy-Rw

71. And Gaming?

72. James Paul Gee on Video Games,
Learning and Literacy
http://youtu.be/LNfPdaKYOPI

73. James Paul Gee on Video Games,
Learning and Literacy
http://youtu.be/LNfPdaKYOPI

74. Research Projects

75. The case of Rois:
Laura & María’s experiment
http://youtu.be/rF0vOfVQ-Ig

76. The case of Rois:
Laura & María’s experiment
http://youtu.be/rF0vOfVQ-Ig

77. The case of Rois:
Laura & María’s experiment
http://youtu.be/PMubjbRTb_o

78. The case of Rois:
Laura & María’s experiment
http://youtu.be/PMubjbRTb_o

79. Service-Learning
Projects

80. Service-Learning:
Turning ideas into action
http://youtu.be/4JE_zmCUDtg

81. Service-Learning:
Turning ideas into action
http://youtu.be/4JE_zmCUDtg

82. Entrepreneurship
Projects

83. Entrepreneurship Education at
School in Europe. National
Strategies, Curricula and
Learning Outcomes.
Eurydice, March 2012.
http://ec.europa.eu/enterprise/policies/sme/documents/
education-training-entrepreneurship/

84. Social Entrepreneurship
is the future
http://youtu.be/G-MHXdYs8b8

85. Social Entrepreneurship
is the future
http://youtu.be/G-MHXdYs8b8

86. How can these new
realms be explored?

87. Guidelines
School Administration University
School Guidance &
Open
(Language) resources for
Knowledge
Project Innovation

88. Guidelines
School Administration University
School Guidance &
Open
(Language) resources for
COOPERATION
Knowledge
Project Innovation

90. The School
Language Project

91. What is the SLP?
• The Administration’s
perspective

92. Administration’s
perspective
The SLP as a map

93. What is the SLP?
• From the
school’s
perspective

94. The School’s
perspective
The SLP as a tool

95. Possibilities
Competence- Inclusive
driven teaching education
Integrated
CLIL
Curriculum
European
ICT
projects
Community-bound projects
http://proyectolinguisticodecentro.es

96. Universities can cooperate
provinding OER
(Open Educational
Resources).

97. “Opening knowledge in education goes a
step beyond opening our classroom doors
to colleagues. It involves cocreating,
experimenting, reflecting, sharing, and
reusing accumulated ideas and knowledge
about teaching and learning”.
Cheryl R. Richardson. 2008. “Open Educational Knowledge: More
than Opening the Classroom Door”. Opening Up Education.
Cambridge, MA, The MIT Press, pg. 279

98. Education at University:
from focus on citation to focus
on local impact & network.

99. Change must be
desired.

100. Change must be
gradual.

101. Yes, we can!

102. What will
you do next
Monday?

103. “Change cannot
be imported”.
Joumana Haddad,
I killed Sherezade.

104. Never walk alone.

105. El camino lo vamos
a hacer todos juntos.
We will build
the 21st
century school
together.

106. Will you join us?

107. Thanks!