This document discusses the concept of "Creative Classrooms" (CCR), which are envisioned as innovative learning environments that fully utilize ICT to modernize teaching and learning practices. It proposes an eight-dimensional framework for CCR consisting of key areas like content/curriculum, assessment, learning/teaching practices, and infrastructure. Each dimension contains several "building blocks" or parameters that further define innovative elements of CCR. The framework is meant to provide a comprehensive and systemic approach for implementing and scaling ICT-enabled educational innovation across Europe in a sustainable way.
DisCo 2013: Keynote presentation - Francesco Pisanu: Educational innovation a...8th DisCo conference 2013
Francesco Pisanu is a research fellow in educational research at IPRASE (Provincial Institute of Educational Research and Experimentation ), in the Province of Trento, Italy. He studies, among other topics, psychosocial aspect related to the use of technology in education and training, special educational needs and inclusion, innovation in teaching practices and organizational issues in educational context. He has always been interested in research methodology, mostly in computer mediated environments. He has studied (work and organizational) Psychology and he got a Ph.D. in Information Systems and Organization at the University of Trento. He taught Social Psychology of groups and he is currently teaching Educational and Guidance Psychology at the Faculty of Cognitive Sciences, University of Trento.
Abstract of presentation: Educational innovation and technology: a need for integration
The presence of technology in learning environments (school, university, vocational education and training, professional development, etc.) does not necessarily entail a direct change in pedagogical vision or teaching practices. The mere placing of computers, video projectors and IWBs in classrooms does not mark the ultimate attainment of a teaching innovation. For this reason, I believe it is important to discuss the concept of technology-based pedagogical innovation, connect this concept to a learning theory, clarify the role of technology as far as teachers and learning results are concerned and, thus, reflect on the different levels of analyses in the study of the relationship between technologies and development of competences, digital competences included.
Teacher design teams can be an effective way to promote the (re)design of curriculum materials in the context of blended learning in higher education. In this workshop, participants (educators, department heads, researchers,…) are introduced to the four-step procedure to blended learning. This procedure was developed during a professional development project by a community of practitioners (see www.ictdesignteams.be for more information). The workshop consists of three parts: first a short introduction of the project and the ICT design teams; then TDT's will be formed (under the guidance of the workshop leaders). Each TDT redesigns a particular case of 'traditional' learning into a blended design. The workshop will end with a group-reflection on the four-step approach and working in TDT's. No prior experience is expected from the workshops participants. The workshop should be interesting for any stakeholder in higher education involved in the process of integrating blended learning into the curriculum.
The use of ICTs to facilitate work integrated learning in engineering educati...STADIO Higher Education
Presentation made in the session: Improving Pedagogy and Practice of Undergraduate Engineering Teaching
session at the Higher Education Partnership Models for South Africa: A co-design workshop, CSIR International Convention Centre, 8 June 2015.
DisCo 2013: Keynote presentation - Francesco Pisanu: Educational innovation a...8th DisCo conference 2013
Francesco Pisanu is a research fellow in educational research at IPRASE (Provincial Institute of Educational Research and Experimentation ), in the Province of Trento, Italy. He studies, among other topics, psychosocial aspect related to the use of technology in education and training, special educational needs and inclusion, innovation in teaching practices and organizational issues in educational context. He has always been interested in research methodology, mostly in computer mediated environments. He has studied (work and organizational) Psychology and he got a Ph.D. in Information Systems and Organization at the University of Trento. He taught Social Psychology of groups and he is currently teaching Educational and Guidance Psychology at the Faculty of Cognitive Sciences, University of Trento.
Abstract of presentation: Educational innovation and technology: a need for integration
The presence of technology in learning environments (school, university, vocational education and training, professional development, etc.) does not necessarily entail a direct change in pedagogical vision or teaching practices. The mere placing of computers, video projectors and IWBs in classrooms does not mark the ultimate attainment of a teaching innovation. For this reason, I believe it is important to discuss the concept of technology-based pedagogical innovation, connect this concept to a learning theory, clarify the role of technology as far as teachers and learning results are concerned and, thus, reflect on the different levels of analyses in the study of the relationship between technologies and development of competences, digital competences included.
Teacher design teams can be an effective way to promote the (re)design of curriculum materials in the context of blended learning in higher education. In this workshop, participants (educators, department heads, researchers,…) are introduced to the four-step procedure to blended learning. This procedure was developed during a professional development project by a community of practitioners (see www.ictdesignteams.be for more information). The workshop consists of three parts: first a short introduction of the project and the ICT design teams; then TDT's will be formed (under the guidance of the workshop leaders). Each TDT redesigns a particular case of 'traditional' learning into a blended design. The workshop will end with a group-reflection on the four-step approach and working in TDT's. No prior experience is expected from the workshops participants. The workshop should be interesting for any stakeholder in higher education involved in the process of integrating blended learning into the curriculum.
The use of ICTs to facilitate work integrated learning in engineering educati...STADIO Higher Education
Presentation made in the session: Improving Pedagogy and Practice of Undergraduate Engineering Teaching
session at the Higher Education Partnership Models for South Africa: A co-design workshop, CSIR International Convention Centre, 8 June 2015.
Future Teacher education Lab: espaço inovador para a formação de professoresNeuza Pedro
Apresentação do Espaço FTE-lab do Instituto de Educação da Universidade de Lisboa, um projeto inovador para a formação inicial e contínua de professores do ensino básico, secundário e superior.
Educational research and innovation:
the case of technology integration
I am currently working as a researcher at Ghent University (Belgium) where I have been member of the Department of Educational Studies since 2003. My research interests are in the field of instructional design and educational innovation. Most of my work focuses on ICT integration in teaching and learning processes and how this can be associated with teacher and school characteristics. This encompasses the idea that innovations should be situated within the wider
field of school improvement. In more recent work, I am especially interested in exploring the interplay between (ICT) innovations and professional development. Also in this area I investigate themes at the individual level, e.g. educational beliefs, and at school level, e.g. leadership. You can find more information on my Academia profile: http://ugent.academia.edu/JoTondeur
During the presentation I will focus on the multidimensional interaction of both teacher and school characteristics in developing a richer understanding of the complex process of technology use in education. Differential types of technology use will be considered and how they are related to variables such as teacher attitudes, educational beliefs, and school policies. Moreover I would also like to discuss the interplay between pre/in-service training and ICT-integration in education.
Organised by the Institute of Education and Society (InES)
For further information please contact Post-doc Research associate: frederik.herman @uni.lu
Visual data-enriched design technology for blended learningLaia Albó
Presentation at Tallinn University.
Archimedes Foundation fellow - Research visit during 3 months at TLU.
Learning analytics is the most known type of data collected from specific technological environments that allow educators to evaluate how students are learning within a learning context. However, there are more types of data available, less-explored, that may contribute to better design educational practices. These include design analytics, which are the metrics of design decisions and related aspects that inform learning designs. Laia Albó, from Universitat Pompeu Fabra, will talk about how visual representations, authoring support, and design analytics can aid teachers in designing for learning in complex scenarios that blend the use of different spaces for learning and different types of technological tools and resources, e.g. Massive Open Online Courses. This presentation is based on her PhD thesis work, defended in November 2019.
This paper has been awarded the prize of best paper at the Educational Technology World Conference (ETWC) 2016. The main aim of this study was to measure the impact of the support pre-service teachers receive on their knowledge for effective technology integration, namely technological pedagogical content knowledge (TPACK). Specifically, we focused on the strategies included in the SQD (Synthesis of Qualitative Evidence) model: 1) using teacher educators as role models, 2) reflecting on the role of technology in education, 3) learning how to use technology by design, 4) collaboration with peers, 5) scaffolding authentic technology experiences, and 6) providing continuous feedback. In order to explore the relation between the perceived occurrences of the SQD-strategies and TPACK, survey data were collected from a sample of 688 final-year pre-service teachers in Belgium. In addition, a multiple case study was conducted in three teacher training institutions, including three focus group discussions with 19 pre-service teachers.
This was presented in the "rapporteur session" of the international conference on Evaluation and accountability in education held in Rome, 3-5 October 2012.
Full papers of the conference are posted here: http://www.invalsi.it/invalsi/ri/improving_education/
Blended-learning in Science and Technology. A Collaborative Project-Based Cou...eLearning Papers
Authors: Silvia Di Marco, António Maneira, Paulo Ribeiro, Manuel J.P. Maneira
The core of our work was to identify critical points and recommendations concerning the use of e-learning and project-based learning in an Applied Optics course where laboratory activities are a relevant part of the curriculum.
Academic Staff Development in the Area of Technology Enhanced Learning in UK ...eLearning Papers
This paper reports on a study on staff development in the area of technology enhanced learning in UK Higher Education Institutions (HEIs) that took place in November, 2011. Data for this study were gathered via an online survey emailed to the Heads of e-Learning Forum (HeLF) which is a network comprised of one senior staff member per UK institution, leading the enhancement of learning and teaching through the use of technology. Prior to the survey, desk-based research on some universities’ publicly available websites gathered similar information about staff development in the area of technology enhanced learning. The online survey received 27 responses, approaching a quarter of all UK HEIs subscribed to the Heads of e-Learning forum list (118 is the total number). Both pre-1992 (16 in number) and post-1992 Universities (11 in number) were represented in the survey and findings indicate the way this sample of UK HEIs are approaching staff development in the area of TEL.
Introduction of TPACK-XL: Building Future Teachers' Knowledge Base to Teach i...Dr. Milad M. SAAD
This presentation is an innovative theoretical grounding that builds on TPACK to provide a guiding conceptual perspective in designing teacher education programs.
Authors: Claudio Dondi, President , SCIENTER; EFQUEL
For about ten years, eLearning has been a key part of the innovations characterising education and training systems throughout the world. After a phase of excessive enthusiasm and spectacularly excessive resistance, more reasonable expectations and attitudes have emerged, more attention is being paid to the issue of quality of the learning experience
Future Teacher education Lab: espaço inovador para a formação de professoresNeuza Pedro
Apresentação do Espaço FTE-lab do Instituto de Educação da Universidade de Lisboa, um projeto inovador para a formação inicial e contínua de professores do ensino básico, secundário e superior.
Educational research and innovation:
the case of technology integration
I am currently working as a researcher at Ghent University (Belgium) where I have been member of the Department of Educational Studies since 2003. My research interests are in the field of instructional design and educational innovation. Most of my work focuses on ICT integration in teaching and learning processes and how this can be associated with teacher and school characteristics. This encompasses the idea that innovations should be situated within the wider
field of school improvement. In more recent work, I am especially interested in exploring the interplay between (ICT) innovations and professional development. Also in this area I investigate themes at the individual level, e.g. educational beliefs, and at school level, e.g. leadership. You can find more information on my Academia profile: http://ugent.academia.edu/JoTondeur
During the presentation I will focus on the multidimensional interaction of both teacher and school characteristics in developing a richer understanding of the complex process of technology use in education. Differential types of technology use will be considered and how they are related to variables such as teacher attitudes, educational beliefs, and school policies. Moreover I would also like to discuss the interplay between pre/in-service training and ICT-integration in education.
Organised by the Institute of Education and Society (InES)
For further information please contact Post-doc Research associate: frederik.herman @uni.lu
Visual data-enriched design technology for blended learningLaia Albó
Presentation at Tallinn University.
Archimedes Foundation fellow - Research visit during 3 months at TLU.
Learning analytics is the most known type of data collected from specific technological environments that allow educators to evaluate how students are learning within a learning context. However, there are more types of data available, less-explored, that may contribute to better design educational practices. These include design analytics, which are the metrics of design decisions and related aspects that inform learning designs. Laia Albó, from Universitat Pompeu Fabra, will talk about how visual representations, authoring support, and design analytics can aid teachers in designing for learning in complex scenarios that blend the use of different spaces for learning and different types of technological tools and resources, e.g. Massive Open Online Courses. This presentation is based on her PhD thesis work, defended in November 2019.
This paper has been awarded the prize of best paper at the Educational Technology World Conference (ETWC) 2016. The main aim of this study was to measure the impact of the support pre-service teachers receive on their knowledge for effective technology integration, namely technological pedagogical content knowledge (TPACK). Specifically, we focused on the strategies included in the SQD (Synthesis of Qualitative Evidence) model: 1) using teacher educators as role models, 2) reflecting on the role of technology in education, 3) learning how to use technology by design, 4) collaboration with peers, 5) scaffolding authentic technology experiences, and 6) providing continuous feedback. In order to explore the relation between the perceived occurrences of the SQD-strategies and TPACK, survey data were collected from a sample of 688 final-year pre-service teachers in Belgium. In addition, a multiple case study was conducted in three teacher training institutions, including three focus group discussions with 19 pre-service teachers.
This was presented in the "rapporteur session" of the international conference on Evaluation and accountability in education held in Rome, 3-5 October 2012.
Full papers of the conference are posted here: http://www.invalsi.it/invalsi/ri/improving_education/
Blended-learning in Science and Technology. A Collaborative Project-Based Cou...eLearning Papers
Authors: Silvia Di Marco, António Maneira, Paulo Ribeiro, Manuel J.P. Maneira
The core of our work was to identify critical points and recommendations concerning the use of e-learning and project-based learning in an Applied Optics course where laboratory activities are a relevant part of the curriculum.
Academic Staff Development in the Area of Technology Enhanced Learning in UK ...eLearning Papers
This paper reports on a study on staff development in the area of technology enhanced learning in UK Higher Education Institutions (HEIs) that took place in November, 2011. Data for this study were gathered via an online survey emailed to the Heads of e-Learning Forum (HeLF) which is a network comprised of one senior staff member per UK institution, leading the enhancement of learning and teaching through the use of technology. Prior to the survey, desk-based research on some universities’ publicly available websites gathered similar information about staff development in the area of technology enhanced learning. The online survey received 27 responses, approaching a quarter of all UK HEIs subscribed to the Heads of e-Learning forum list (118 is the total number). Both pre-1992 (16 in number) and post-1992 Universities (11 in number) were represented in the survey and findings indicate the way this sample of UK HEIs are approaching staff development in the area of TEL.
Introduction of TPACK-XL: Building Future Teachers' Knowledge Base to Teach i...Dr. Milad M. SAAD
This presentation is an innovative theoretical grounding that builds on TPACK to provide a guiding conceptual perspective in designing teacher education programs.
Authors: Claudio Dondi, President , SCIENTER; EFQUEL
For about ten years, eLearning has been a key part of the innovations characterising education and training systems throughout the world. After a phase of excessive enthusiasm and spectacularly excessive resistance, more reasonable expectations and attitudes have emerged, more attention is being paid to the issue of quality of the learning experience
M2_ICT-Pedagogy Integration in Language Learning Plans.pdfMartin Nobis
Teaching has always been a challenging profession since knowledge has been expanding and essential skills have been increasing and changing. With these challenges, teachers need to engage educational technologies to assist them in the teaching and learning process. Engaging educational technologies in teaching are founded on principles and philosophies. Understanding these will help you successfully integrate technologies to allow your students to demonstrate the intended learning outcomes of your field of specialization.
Competencies for the 21st Century: Integrating ICT to Life, School and Econom...education_and_science
Abstract
This paper proposes that technological competencies for teachers and students cannot be developed and/or studied without considering an array of factors that impact the Teaching and Learning Processes (TLP) inside and outside of school. Specifically, it proposes to pay attention to other competencies that should be developed by both teachers and students. This essay presents some successful experiences and problems associated to the use of the Information and Communication Technologies (ICT) observed in the countries’ members of the OECD (Organization for Economic Co-operation and Development) and in Latin America and the Caribbean, suggesting herewith possible solutions.
Keywords
* Information and Communication Technologies (ICT);
* 21st century competencies;
* teaching and learning process (TLP)
Learning spaces as accelerators of innovation ecosystem development 2013Kari Mikkelä
This article examines learning spaces as a broad concept, addressing them both as an abstraction and as venues and facilities supporting learning on individual, organisational and regional levels. Our two simultaneous perspectives are top-down (Europe 2020 strategy) and bottom-up (learning and innovativeness of individuals). As an abstract
concept, learning space refers especially to the mental dimension of the space emerging
when individual experts collaborate. It draws from the culture of modernising the Triple
Helix collaboration coloring the learning environment, and the quality of interaction between the classroom and industry agents, either hindering or supporting better synergy between research, education and innovation, as well as different initiatives focusing on creativity and entrepreneurial discovery.
How do we know if an Education Reform is Successful?CITE
A Public Forum - How do we know if an Education Reform is Successful? Insights from European and Asian Education Innovations
----------------------------------------------------------------
Date: 23 Jan 2013
Time: 5:30pm - 7:00pm
Venue: Rayson Huang Theatre, The University of Hong Kong
----------------------------------------------------------------
0:00:48 - 0:05:57
Opening:
Prof. Steve Andrews, Dean of Education, The University of Hong Kong
0:06:04 - 0:09:35
Introduction:
Prof. Kai Ming Cheng, Chair Professor of Education, Co-Convenor of the Strategic Research Theme on Science of Learning, The University of Hong Kong
0:10:11 - 0:29:23
Learning Innovations in Europe:
Dr. Yves Punie, Senior Scientist, European Commission Institute for Prospective Technological Studies (IPTS)
0:31:23 - 0:40:41
Learning Innovations in Malaysia:
Dr. Seng Thah Soon, Deputy Director of the Educational Technology Division, Ministry of Education, Malaysia
0:40:58 - 0:47:02
Learning Innovations in Japan:
Mr. Yu Kameoka, Chief Supervisor for Social Education, Ministry of Education, Culture, Sports, Science and Technology, Japan
0:47:17 - 0:56:23
Learning Innovations in Korea:
Prof. Dae Joon Hwang, Sungkyunkwan University, Korea, Secretary General of Korean Council for University Education
0:56:40 - 1:01:24
Learning Innovations in China:
Prof. Ronghuai Huang, Deputy Dean, Faculty of Education Beijing Normal University (BNU)
1:01:34 - 1:08:51
Learning Innovations in Singapore:
Dr. Horn Mun Cheah, Director for the Educational Technology Division, Ministry of Education (MOE), Singapore
1:09:13 - 1:18:58
Initial Round-up:
Prof. Nancy Law, Director, Centre for Information Technology in Education (CITE), Associate Dean, Faculty of Education, The University of Hong Kong
1:19:46 - 1:22:00
First question from the floor
1:22:25 - 1:23:28
Second question from the floor
1:24:11 - 1:27:16
Dr. Seng Thah Soon's response
1:27:20 - 1:29:25
Dr. Yves Punie's response
1:29:28 - 1:32:21
Dr. Horn Mun Cheah's response
1:32:30 - 1:35:26
Prof. Dae Joon Hwang's response
1:35:29 - 1:37:29
Prof. Nancy Law's response
1:37:49 - 1:43:28
Observations:
Dr. Catherine K K Chan, Deputy Secretary, Education Bureau, Hong Kong SAR
1:43:55 - 1:51:45
Observations:
Prof. Gwang-Jo Kim, Director, UNESCO Bangkok
1:51:49 - 1:54:44
Winding up:
Prof. Kai Ming Cheng
JRC-IPTS presentation at VISIR Seminar - 25-26 March 2014, Committee of Regio...Panagiotis Kampylis
This is the JRC-IPTS invited presentation on policy recommendations for mainstreaming ICT-enabled learning innovations at VISIR International Seminar (25-26 March, Committee of Regions, Brussels). Short description: Technologies for learning are considered as key enablers of educational innovation. However, their full potential is not being realised in formal education settings and major questions are being asked about the sustainability, systemic impact and mainstreaming of ICT-enabled learning innovations (ICT-ELI) in Europe. This presentations focuses on recommendations for immediate strategies and actions to be undertaken by policy-makers at local, regional, national, and EU level to further develop and mainstream ICT-ELI with systemic impact, contributing to the modernisation of Education and Training systems in Europe. The recommendations were developed in the context of the 'Up scaling Creative Classrooms in Europe (SCALE CCR) project, carried out by JRC-IPTS on behalf of the European Commission, DG Education and Culture, based on desk research; case reports from Europe and Asia; continuous stakeholders consultations; and in-depth expert interviews. The final set of recommendations was further validated and prioritised through an online consultation with 149 educational stakeholders. The recommendations were clustered into seven areas presenting a holistic agenda to guide the further development and mainstreaming of ICT-ELI: Content and Curricula; Assessment; School Staff Professional Development; Research; Organisation and Leadership; Connectedness; and Infrastructure. The number and variety of the recommendations provided depict the complexity of ICT-ELI and the systemic approach needed for their mainstreaming across Education and Training systems in Europe.
The Importance of the Use of Technological Tools in the Sesi Senai Catalão Sc...Alexandre António Timbane
Abstract: The article discusses the development of the educational robotic tool through the application of LEGO KIT applied to students of Basic Education of SESI/ SENAI in Catalan. To support this work, we sought theoretical arguments in relevant articles that deal with the subject in the academic and institutional Google database SESI and SENAI, which from the reading and analysis of the theories cited in the texts, provided the content for the argumentation of the discussions on the mechanisms for applying the LEGO KIT to EBEP students. The methodology was the selective and exploratory bibliographical review, through the reading of institutional material and interview of the pedagogical team of the institution and students participating in the project, comparison of performance results of participation in the FLL Tournament, ENEM, SISUTEC and vestibular. After the case study it was verified that educational robotics can be an innovative and dynamic tool of the teachinglearning process in an educational institution.
07/10/2013 - European Schoolnet
Mainstreaming the iTEC project
The magazine summarises the developments and results of the iTEC project up to date. Within iTEC, educational tools and resources have been piloted in over 2,000 classrooms across 19 European countries with the key objective of providing a sustainable model for fundamentally redesigning teaching and learning.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How libraries can support authors with open access requirements for UKRI fund...
Creative Classrooms 2020 (CCR)
1. In-depth
Innovating Teaching and Learning Practices:
Key Elements for Developing Creative Classrooms
in Europe
Authors This paper looks at how to innovate teaching and learning practices at system level. It
describes the vision for ‘Creative Classrooms’ and makes a consolidated proposal for
Stefania Bocconi, Research
their implementation, clarifying their holistic and systemic nature, their intended learn-
fellow at the European
Commission, Joint Research ing outcomes, and their pedagogical, technological, and organisational dimensions for
Centre, Institute for innovation. ‘Creative Classrooms’ (CCR) are conceptualized as innovative learning en-
Prospective Technological vironments that fully embed the potential of ICT to innovate learning and teaching
Studies practices in formal, non-formal and informal settings.
stefania.bocconi@ec.europa.
eu The proposed multi-dimensional concept for CCR consists of eight encompassing and
Panagiotis Kampylis, interconnected key dimensions and a set of 28 reference parameters (‘building blocks’).
Research fellow at the At the heart of the CCR concept lie innovative pedagogical practices that emerge when
European Commission, Joint teachers use ICT in their efforts to organize newer and improved forms of open-ended,
Research Centre, Institute collaborative, and meaningful learning activities, rather than simply to enhance tradi-
for Prospective Technological
tional pedagogies, such as expository lessons and task-based learning.
Studies
panagiotis.kampylis@ A preliminary analysis of two existing cases of ICT-enabled innovation for learning is
ec.europa.eu
presented in order to show (i) how the proposed key dimensions and reference param-
Yves Punie, Senior eters are implemented in real-life settings to configure profoundly diverse types of CCR
scientist at the European and (ii) to depict the systemic approach needed for the sustainable implementation
Commission, Joint Research
and progressive up-scaling of Creative Classrooms across Europe.
Centre, Institute for
Prospective Technological
Studies
yves.punie@ec.europa.eu 1. Setting the scene
Educational stakeholders recognise the role of ICT as a key enabler of innovation and creativ-
Tags ity in E&T and for learning in general. Throughout Europe there are diverse national policies
for ICT in education and many activities are undertaken to promote the use of ICT in educa-
Creative classrooms, tion and training in Europe (Eurydice, 2011). Innovating in Education and Training (E&T) is
innovative pedagogical
also a key priority in several flagships of the Europe 2020 Strategy: for example the Agenda
practices, ICT-enabled
innovation for learning, for New Skills and Jobs, Youth on the Move, the Digital Agenda and the Innovation Agenda
systemic approach, (European Commission, 2010a). The need for more innovative Education and Training also
educational change has been confirmed by the work of the ICT cluster consisting of representatives of Member
States under the Open Method of Coordination (OMC) E&T 2010 (European Commission,
2010b).
However, it was also highlighted that there is still an implementation gap in formal educa-
tion settings. International surveys such as PISA (OECD, 2011), EURYDICE (2011) and STEPS
project (Balanskat, 2009) describe the seriousness of this implementation gap, its nega-
tive implication on learning outcomes and the need to take immediate action. The Digital
Agenda Assembly session on “Mainstreaming e-Learning in education and training” in June
ing
earn
eLearning Papers • ISSN: 1887-1542 • www.elearningpapers.eu
eL ers
30
u
ers.e
gpap
www
.elea
rnin n.º 30 • September 2012
Pap
1
2. In-depth
2011, confirmed that only a few innovative projects manage to ous and ongoing IPTS research works (e.g. Cachia, Ferrari, Ala-
reach beyond the early adopters’ stage. The key issue is how to Mutka, & Punie, 2010; Redecker, Ala-Mutka, Bacigalupo, Ferrari,
tackle large-scale implementation of ICT-enabled innovation for & Punie, 2009; Redecker et al., 2011), and also on approaches
learning: “We need to scale-up, learn from each other, be clear emerging from the wider international context (cf. for exam-
about visions, goals and outcomes and we need to act now” are ple: European Schoolnet, 2009; Facer & Sandford, 2010; Fullan,
amongst the main messages reported (European Commission, 2011; Hannon, 2009; IBM Global Education, 2009; Law, et al.,
2011). 2011; Levin, 2008; OECD/CERI, 2012; Reflection Group on the
Future of the EU 2030, 2010; Shapiro, Haahr, Bayer, & Boekholt,
Putting ICT-enabled innovation for learning into practice on a
2007).
large scale, involving large and diverse groups of learners and/
or teachers/instructors at system level, has different enablers
and barriers to small-scale projects and initiatives (Kampylis, 2. What are Creative Classrooms?
Bocconi, & Punie, 2012). Thus, there is a need to clearly articu- ‘Creative Classrooms’1 (CCR) are conceptualized here as innova-
late the essential components of innovative learning environ- tive learning environments that fully embed the potential of ICT
ments associated with a systemic innovation of Education and to innovate learning and teaching practices (Bocconi, Kampylis
Training. & Punie, 2012). The term ‘creative’ refers to the innovation of
In general, the more innovative an initiative is, the more chal- learning and teaching processes through technologies (e.g. col-
lenging it is to scale up (Law, Yuen, & Fox, 2011). As a result, a laboration, personalization, entrepreneurship, etc.). Likewise,
huge individual and collective effort from all the practitioners the term ‘classrooms’ is used in its widest sense to include all
involved is required, as well as adequate support and recogni- types of learning environments: formal, non-formal and infor-
tion at system level of key factors such as teachers’ professional mal.
development in the pedagogical use of ICT or changing assess- At the heart of CRR lie innovative pedagogical practices; inside
ment strategies and curricula (OECD/CERI, 2010a; Ottestad, CCR, open education principles (e.g.Iiyoshi & Kumar, 2008) are
2010). fully implemented, as learners are provided with concrete op-
This contribution is based on the initial results of a study on “Up- portunities for developing 21st century skills, such as problem-
scaling Creative Classrooms in Europe” (SCALE CCR) launched by solving, inquiry, and collaboration. Learning practices are flex-
the Information Society Unit at European Commission Joint Re- ible and engaging, designed to meet learners’ individual needs
search Centre - Institute for Prospective Technological Studies and expectations.
(IPTS) in December 2011 on behalf of the Directorate-General In order to capture the complexity and richness of these learn-
Education and Culture (DG EAC), to be completed in June 2013. ing eco-systems (Law, et al., 2011), a multi-dimensional concept
The study will identify and analyse existing initiatives of ICT- for CCR is proposed (Bocconi, et al., 2012). It consists of eight
enabled innovation for learning (i.e. Creative Classrooms) and encompassing and interconnected dimensions, which capture
clarify the nature of their innovative activities (cf. concept de- the essential nature of CCR. These are: Content and Curricula,
velopment), their aims (e.g. pedagogical, technological, organi- Assessment, Learning Practices, Teaching Practices, Organiza-
sational innovation), outcomes, impacts, and implementation tion, Leadership and Values, Connectedness, and Infrastructure.
and dissemination strategies. A set of policy recommendations
for educational policymakers, stakeholders, and practitioners A set of 28 reference parameters (building blocks) unravel the
for the progressively up-taking of ICT-enabled innovation for most innovative elements of the multi-dimensional CCR con-
learning across Europe will also be developed. cept, by clarifying and exemplifying the key enablers of CCR. The
aim of the reference parameters is also to depict the systemic
The conceptualization of Creative Classrooms requires not only
that the key characteristics of innovative pedagogical practices
be detailed at organizational, curricular, and assessment lev- 1 ‘Creative Classrooms’ concept originates from European
Commission – DG EAC policies with the aim to support the mains-
els, but also an articulation of the systemic capability (at mi- treaming of ICT-enabled innovation for learning. Currently, an EU
cro, meso and macro level) which involves the whole schools funding call is open for policy experimentations on the implemen-
tation of innovative learning environments using ICT (http://eacea.
community practices. This conceptualization is based on previ- ec.europa.eu/llp/funding/2012/call_et_2012_en.php).
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Figure 1: Creative Classrooms key dimensions and building blocks
approach needed for the sustainable implementation and pro- at system level of all CCR encompassing elements (OECD/CERI,
gressive up-scaling of CCR across Europe. 2010b).
Figure 1 shows the interconnectedness between the eight key These proposed eight dimensions and the related set of 28 ref-
dimensions and the 28 reference parameters of CCR. Numbered erence parameters build on previous IPTS studies (Cachia, et al.,
bullets located in the centre of the figure represent the main 2010; Ferrari, Cachia, & Punie, 2009; Redecker, Ala-Mutka, &
connection of reference parameters with corresponding key di- Punie, 2009; Redecker, et al., 2011) and other relevant works on
mensions; the smaller bullets depict a second level of intercon- creative learning and innovative pedagogies using ICT (ACOT2,
nections with other CCR dimensions. For instance, the reference 2008; Johnson, Smith, Willis, Levine, & Haywood, 2011; Kennis-
parameter “(12) Rearranging physical space” is mainly connect- net, 2011; Law, et al., 2011; Microsoft, 2011; OECD/CERI, 2010a;
ed with the dimension “Infrastructure” (light blue numbered OECD/CERI, 2010b; Shapiro, et al., 2007). Furthermore, consul-
bullet), but it also impacts on “Leadership and values” and on tations with educational policymakers, stakeholders and practi-
“Learning practices” as depicted by the smaller light blue bul- tioners (e.g. DG EAC Thematic Working Group on ICT in Educa-
lets. tion consisting of representative of Member States Ministries of
Education, eTwinning teachers) contributed to the further de-
Innovation goes hand in hand with all eight dimensions, all
velopment and validation of the multidimensional CCR concept.
of which are equally necessary for CCR, and significant effort
should be made to address them all. To this end, CCR innova- The main characteristic of each CCR dimension, described in
tive learning environments need to be inspired and supported details in Bocconi, et al. (2012), are briefly summarised below:
by innovative policies, ensuring the progressive implementation
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• Content & curricula: in order to leave enough room for • Organization: CCR organisational practices for learning
experimentation and creativity and provide learners with should be co-owned and shared among all community
concrete opportunities for developing 21st century skills members, implying progressive breadth and depth of
(e.g. problem-solving, inquiry and communication), CCR action to meet local circumstances and needs (Levin,
content and curricula should be open, flexible, linked 2008). Monitoring mechanisms should evaluate progress
to real-life contexts and regularly updated, drawing on and effectively refocus organizational practices (Seidel,
evidence-based research (Kampylis, 2010; Law, Pelgrum, & Tishman, Winner, Hetland, & Palmer, 2009).
Plomp, 2008; Law, et al., 2011). • Leadership and Values: school leadership inside CCR should
• Assessment: shifting from traditional assessment be open and participatory and should play a crucial role in
of knowledge acquisition to innovative ICT-enabled orchestrating innovations by applying in practice values like
approaches, CCR (e)Assessment strategies should transcend equity and inclusion (Hannon, 2008; OECD, 2012b) and by
the standardize testing paradigm and develop integrated, supporting staff professional development.
authentic and holistic assessment formats that replicate • Connectedness: focusing on the social and emotional factors
real life contexts (Redecker, Punie, & Ferrari, 2012; Villalba, that impact on engagement and motivation (ACOT2, 2008;
2009). Law, et al., 2011), CCR should empower both teachers and
• Learning practices: focusing on the experience of learning learners to connect with ideas, (their) interests and people
and how learners engage with it (Bocconi & Trentin, 2012; (e.g. peers and parents), thus opening up and broadening
Craft, 2011), learning practices established in CCR should the learning experience (OECD, 2012a).
be flexible, playful and engaging, meeting students’ • Infrastructure: CCR should sustain a dynamic (technological
individual needs and expectations, enabling self-regulation and physical) infrastructure to facilitate, communicate
(Zimmerman & Schunk, 2011) as well as peer-learning. and disseminate innovative practices and to extend the
• Teaching practices: the role of the teacher in CCR should boundaries of the learning space (Burke, 2007). Effective
be that of a mentor, orchestrator and facilitator of learning support structures are also needed to implement smoothly
(Cachia, et al., 2010; Hannon, 2009), acting as a role- all necessary technologies.
model of creativity and innovation and applying expertise In Table 1, the current set of 28 reference parameters of CCR are
in pedagogy developed through adequate training
briefly described, including some concrete examples.
opportunities and participation in professional networks
(Kampylis, 2010).
Table 1: Creative Classrooms reference parameters
Reference
Description Example
Parameter
Fostering In CCR, emotional intelligence should be recognised as PATHS is an example of successful
Emotional a key factor for creative learning. A variety of activities promotion of socio-emotional
Intelligence help learners to manage emotions and form positive competences. This is realized with practical
relationships. ICT enable the use of learning resources tools for teachers to implement goal-
that foster learners’ emotional knowledge skills (e.g. self- oriented cultural education.
awareness, empathy for others) (Domitrovich, Cortes, & Source: http://www.oecd.org/edu/
Greenberg, 2007). ceri/49750409.pdf
Fostering In CCR, teachers should encourage learners to develop The Media Lab at MIT engages learners
multiple modes their talents and creative potential to the fullest extent in all in cross-disciplinary projects in a wide
of thinking possible areas (notion of polymathy) (Kaufman, Beghetto, range of domains (e.g. nanotechnology and
Baer, & Ivcevic, 2010). ICT applications (e.g. audio editing) music).
offer unprecedented opportunities for exploratory learning Source: http://www.media.mit.edu/about/
and creativity. mission-history
Building on CCR teachers should build on learners’ strengths, The Enrichment Programme implemented
individual potentials and preferences (i.e. understanding their in a Slovenian school aims to increase
strengths and backgrounds, interests, skills) as crucial resources and learners’ inner motivation for learning by
preferences drivers for motivation to learning. ICT offer multiple ways to respecting their “interests and ideas” .
express learners’ interests (e.g. through social networks)
and can facilitate the development of their creative Source: http://www.oecd.org/edu/
potential. ceri/49768501.pdf
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Reference
Description Example
Parameter
Fostering soft In CCR, a great variety of activities should address Projects being developed in Fab labs
skills transversal soft skills such as problem solving, collaboration at MIT’s Center for Bits & Atoms
and cultural awareness, in order to facilitate the learning provide authentic learning and soft skills
of the hard, subject-specific skills. ICT provide means for development.
fostering soft skills, as the ability to communicate and work
in team. Source: http://fab.cba.mit.edu/about/faq/
Facilitating CCR should provide learners with more opportunities In Cyprus, the ‘simulation sample
(social) to initiate, design and implement real-life projects with enterprises’ programme foster students to
entrepreneurship emphasis on innovative products/services for the school work on a specific area of entrepreneurship.
community in order to create a culture that values sensible Source: Eurydice p. 26:
risk taking, entrepreneurship, and innovation (Eurydice, http://eacea.ec.europa.eu/education/
2012). ICT offer opportunities for both real and/or virtual eurydice/documents/thematic_
entrepreneurship. reports/135EN.pdf
Applying in In CCR, all learners (gifted students, migrants, drop-outs, The CONNECT Project included
practice social etc.) should be provided with equal opportunities and interventions in Irish North & South
inclusion and appropriate means for quality learning, in order to mitigate schools that target the causes of anti-social
equity social disadvantage and reduce schools failures. Evidence behaviour and community disengagement
shows that ICT-enabled approaches offer tailored learning by means of an innovative ICT-enabled
opportunities (and contents) inside and outside of E&T approach. Source: http://scotens.org/
institutions (OECD, 2012a, 2012b). docs/2010-mvet.pdf
Recognizing Informal and non-formal and learning that takes place Flipped classrooms follow a reversed
informal and outside formal settings should be recognized. Recognition teaching and learning model: learners
non-formal of (both students and teachers) achievements constitutes watch lectures and at home and use the
learning a core factor inside CCR. The potential of ICT is exploited classroom time to interact with peers
to facilitate ubiquitous learning through open educational and teachers. Source: http://www.
resources (e.g. online videos, podcasting). techsmith.com/flipped-classroom.html
Monitoring CCR should develop and communicate a clear framework In the Qualities of Quality project, achieving
quality for quality, transparent to all members of the wider school quality in K-12 arts programs is an ongoing
community, in order to monitor and enhance quality in examination of programmatic, personal
teaching, learning and assessment. ICT offers a broad purposes, values, and “in the room”
variety of versatile tools to support incremental approaches action. Source: http://www.pz.harvard.edu/
and systematic review of implementation strategies. research/Quality.htm
Innovating Innovative, flexible (Csikszentmihalyi, 1996), and tailored- A primary school in Seville, Spain has
timetables made timetables should be used for providing teachers adopted an innovative timetable, dividing
and learners with more opportunities to engage in creative lessons in 15-20 minutes with subgroups
learning in CCR. ICT offer new tools (e.g. online shared coordinated by various actors.
calendars) for sharing timetables and facilitate time Source OECD: http://www.oecd.org/
management. dataoecd/0/61/49930737 .pdf
Levelling-up and ICT infrastructure should reach adequate performance and Numerous large-scale 1-to-1 computing
functioning ICT interoperability in order to provide learners and staff with initiatives currently undertaken in Europe
infrastructure access to multimedia-rich contents and online services for represent a qualitative move toward
innovative pedagogies in CCR. Research (e.g. Redecker & ubiquitous access to online resources
Punie, 2010) shows that ICT-based infrastructures such as through a personal device (netbooks) for all
broadband networks, cloud computing, web applications, the learners.
and tablets offer great opportunities for innovating learning Source: http://resources.eun.org/insight/
and teaching practices. Netbooks_on_the_rise.pdf
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Reference
Description Example
Parameter
Innovating and CCR should make use of technological means in order The project “World of stars” offers tools
renovating to modernize existing services and/or offer totally new (e.g. chat, videoconference) to children who
services services both for formal and informal learning. ICT offer have a long stay in hospital to communicate
powerful tools for updating existing services (e.g. school with school, peers and family.
library offering e-books) or introducing innovative services Source: http://www.mundodeestrellas.es/
(e.g. online courses for ill students) for learning 24/7. opencms/index.html
Rearranging The CCR physical space should take advantage of colours, Vittra schools have adopted a new
physical space sounds, materials etc. in order to provide a flexible, pedagogical approach, without any
aesthetically-appealing and inspiring environment for traditional classrooms. The challenging
learning (Burke, 2007). Moreover, the physical CCR space design and pedagogical zones offer a space
should cover as far as possible learners’ special needs. ICT for innovative pedagogical practices.
tools (e.g. video projectors) can be used for creating an Source: http://vittra.se/english/VittraEnglish.
easily adaptable physical space. aspx
Learning across In CCR, a variety of learning materials should be organized The International Primary Curriculum
disciplines / thematically to foster “horizontal connectedness” (OECD, (IPC) is a privately developed curriculum
subjects 2012a) and enable learners to analyse and understand (adopted by over 1000 schools in 65
things by multiple perspectives (Cachia, et al., 2010). ICT countries) providing a cross-curricular,
offer innovative ways to retrieve information from different thematic structure. Source: http://www.
domains and to create rich multimodal content. internationalprimarycurriculum.com
Learning-by- CCR should enable learners to explore complex concepts Online laboratories allow learners and
exploring and manipulate ideas in order to enhance their critical teachers to carry out experiments with
thinking and ability to make connections about seemingly advanced equipment.
unrelated concepts. ICT offer new means such as online Source: https://wikis.mit.edu/confluence/
access to remote laboratories for exploratory learning. display/ILAB2/iLabs
Learning-by- CCR should actively engage learners in producing and Stop-motion animation techniques are used
creating generating their own contents (artefacts) in order to nurture in many schools worldwide for learning-by-
creative imagination, innovation attitude and authentic creating. For instance, Daylesford Primary
learning. ICT offer the means for designing, (re-) creating, School students’ create their own clay
and communicating learner-generated content worldwide, animations working in small groups.
in new and cost-effective ways, from blogs, to wikis, to Source: https://fuse.education.vic.gov.au/
video making and sharing. pages/View.aspx?pin=7C8E6E
Learning-by- CCR should extensively embed (both physical and mental) Lego Mindstorms engages students
playing playfulness in order to fully engage students in the learning in learning-by-playing e.g. Winterfest
process. ICT offer great opportunities for playful learning Source: http://is.jrc.ec.europa.eu/pages/
through a great variety of digital games and simulations. EAP/eInclusion/games/documents/
Buchem_CASE_Wintertest_short.pdf
Addressing CCR should give value and provide the means (i.e. plurality Within the framework of the Comenius
multiple of tasks, contents, etc.) for addressing multiple learning project EduComics the creation of online
intelligences and styles (e.g. Dunn & Dunn, 2008) and intelligences of comics is used to facilitate multiple learning
learning styles learners (Gardner, 1999). Evidence shows that ICT have styles, engage and motivate students, and
great potential to foster multiple intelligences (e.g. blogs/ utilize technology in a practical and effective
intrapersonal intelligence; motion-controlled videogames/ way.
body-kinesthetic intelligence). Source: http://www.educomics.org
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Reference
Description Example
Parameter
Empowering CCR should empower learners with self-regulation skills in Crescent Girls School in Singapore
self-regulated order to help them take control of their learning process, distinguishes itself in its exemplary
learning promoting self-directed learning skills and supporting educational practices that empower
reflection and meta-cognition (Zimmerman & Schunk, students to be self-directed learners
2011). ICT provide attractive, encouraging and engaging equipped with important skills required for
environments that foster self-directed learning, helping the 21st century.
learners to cope with lifelong learning. Source: http://www.crescent.edu.sg/
Personalised In CCR, learners should be at the centre of any At E-Classrooms at Škofja Loka-Mesto
learning learning process. Accordingly, curricula and methods Elementary School, a virtual learning
are continuously sensitively adjusted to respond to environment is used in order to personalize
individual learners’ needs, fostering their motivation and student learning, foster creativity and
self-expression (Redecker, et al., 2011). ICT increases innovation, and improve students’ digital
opportunities for personalized learning, e.g. maintaining literacy. Source: http://www.oecd.org/
detailed data on learners’ academic progress and using dataoecd/1/38/49930715.pdf
OER for tailor-made learning activities.
Meaningful CCR activities should be carried out in an authentic context, Fiskars elementary school provides
activities encouraging learners to apply their prior knowledge, inquiry students with active learning in authentic
and independent thinking to enhance both soft and hard “real life” contexts through an innovative
skills. ICT offer unprecedented opportunities for engaging partnership with local artists.
learners in meaningful activities (e.g. museums virtual Source: http://www.oecd.org/
tours, geotagging, etc.). dataoecd/32/28/49750430.pdf
Facilitating As learning is a social process, CCR should constantly eTwinning projects offer teachers from
peer-to-peer encourage peer collaboration. This fosters learners’ ability around Europe the opportunity to
collaboration to think both independently and with others, enabling collaborate with their counterparts in
them to consider a plurality of perspectives. Synchronous/ designing and implementing innovative
asynchronous online peer collaboration in networks and pedagogies.
communities of practice transcend space /time limitations
and are likely to increase creative learning. Source: http://www.etwinning.net/en/pub/
news/press_corner/statistics.cfm
Using/ CCR should make consistent use/reuse and remix of Several initiatives across Europe support
reusing and existing OER to broaden and update the curriculum and teachers in using platforms to exchange and
creating Open achieve the desired/expected learning outcomes. ICT reuse learning resources.
Educational increase opportunities for sharing/reusing/exchanging of
Resources (OER) resources, fostering learning communities around OER Source: http://lemill.net
which contribute to raising stakeholders’ motivation to use
OER.
Engaging In CCR, assessment should incorporate creative tasks in The Danish Pedagogical Platform utilizes
assessment order to engage and motivate learners while assessing three different portfolios (working,
formats complex skills (e.g. collaboration) developed inside and selection, and presentational) portfolios
outside school, which cannot be measured by conventional to foster learners’ competences of
assessment. ICT have the potential to keep track of, ‘knowledge’, ‘self-assessment’, ‘conduct’,
process and communicate the learning progress of each and ‘being’. Source: http://www.oecd.org/
student in totally new ways (e.g. e-portfolios). dataoecd/32/55/49749695.pdf
Embedding CCR should embed a plurality of methods and tools The University of Manchester (UK) is
formative for formative self- and peer-assessment, by assessing investigating peer-assessment in two
assessment learners’ competences (rather than factual knowledge) for contrasting scenarios.
monitoring and feedback purposes. ICT tools (e.g. online
forms, flash cards, study games creators) can provide Source: http://www.celt.mmu.ac.uk/ltia/
immediate feedback to students. issue4/langanwheater.shtml
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Reference
Description Example
Parameter
Learning events The CCR community should actively and systematically The eTwinning Group Creative Classroom
participate in learning events and also organise them uses ICT for delivering online open learning
(f2f, online and blended). ICT have the potential to deliver events on topics related to creativity in
educational courses worldwide and offer innovative ways formal education context.
for online lifelong learning e.g. Massive Open Online Source: http://groups.etwinning.net/web/
Courses (Conole, 2010). creative-classroom/welcome)
Engaging In CCR, social networks should be used to increase Absolutely Intercultural uses podcast to
through social interaction in the school community, opening up and facilitate intercultural dialogue in formal
networks modernising internal processes (Ala-Mutka, 2010). Evidence and informal learning settings, engaging
shows that social computing (blogs, Twitter, etc.) enable students and teachers on intercultural
learners and teachers to collaborate across cultures, simulations.
language barriers, and institutional walls. Source: http://www.absolutely-intercultural.
com
Implementing CCR should implement a systemic approach to learning, The Ontario case shows how effective
innovation defining and adopting a strategic and feasible development leadership should be fostered throughout
management plan. Fostering a collective culture and engagement favours the learning system, by putting in place a
sustainable innovation and makes effective use of human set of fundamental whole-system-reform
resources. Social computing helps learning organisations strategies.
become more dynamic, flexible and open, and also Source: http://www.edu.gov.on.ca/bb4e/
intensifies their collaboration with other organisations. Ontario_CaseStudy2010.pdf
Networking CCR effectively interact and cooperate with a plurality of In the Finnish Model Vihti, schools interact
with real-word actors (e.g. industries, agencies, museums, etc.), on a and cooperate with local municipalities,
context and regular basis in order to engage and experiment with social parents, NGOs, local farms and experts to
actors values and multiple cultures, and to support and foster learn by doing and to create sustainable
learners’ motivation. ICT offer innovative, powerful and learning environments outdoors.
cost-effective ways of online networking, interaction, and Source: http://www.oecd.org/
collaboration across the boundaries of time and space. dataoecd/32/21/49750537 .pdf
In the following section, CCR key dimensions and building blocks academy. The Monkseaton High School has new purpose-built
are applied to two existing cases of ICT-enabled innovation for premises completed in the summer of 2010 that have won re-
learning in Europe. gional and national awards for their revolutionary design3.
As shown in Figure 2, Monkseaton High School adopts innova-
3. Two cases of Creative Classrooms in tive practices that cover 7 out of 8 CCR key dimensions and 21
out of 28 building blocks.
Europe
The majority of building blocks are related to teaching and learn-
Case 1: Monkseaton High School (UK) ing practices. Monkseaton High School facilitates active and en-
gaging ways of learning such as playing by exploring, learning
Monkseaton High School (http://www.monkseaton.org.uk/ by creating, and learning by playing. Moreover, school’s inspir-
Pages/Home.aspx) is a British Trust School2 with 700+ students ing learning spaces (rearranging physical space) allow the self-
aged 13 to 18 (Year 9 to Year 13). The school holds specialist sta- regulated learning, peer-to-peer collaboration and personalized
tus in mathematics, computing and science and hosts a football learning through playful, meaningful and cross-disciplinary ac-
tivities (mainly ICT-based).
2 Monkseaton became England’s first Trust School in August
2007. The partners are the Monkseaton High School, Microsoft,
Tribal Education, North Tyneside Council and the Chair, Professor 3 The design, beyond the formal teaching spaces, incorporates a
David Reynolds. The focus of the Trust is applying technology and number of learning areas for students to study independent of teachers.
neuroscience to education at the school and creating, testing and The light, airy feeling created throughout the school encourages ‘open’
sharing solutions for better ways of learning (http://en.wikipedia.org/ learning and is a move away from traditional, ‘institutional’ school
wiki/Monkseaton_High_School). design.
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Figure 2: CCR key dimensions and building blocks covered by Monkseaton High School (UK)
Moreover, the school networks extensively with the real world students- between three intensive sessions of 15-20 minutes
context and actors. For instance, technology is widely used to teaching.
inform and engage parents in their child’s learning (throughout
the school portal). The school also benefits from a close and Thus, according to a preliminary analysis, based on literature
multidimensional collaboration with the Open University, which research and online sources, Monkseaton High School adopts a
gives students the opportunity to enrol in 50 specially designed wide-ranging innovative model that impacts not only on teach-
courses through the Young applicants in Schools Scheme (inno- ing and learning practices but also on leadership and values,
vating services), and industry (Microsoft). connectedness, content and curricula, organization and infra-
structure. Following the CCR multidimensional concept, a future
The school’s state-of-the-art ICT infrastructure allows the de- progressive up-taking of Monkseaton High School should focus
velopment of students’ soft skills, such as problem solving and on the shift from traditional assessment paradigms to innova-
communication with the real-world context and actors, and the tive ICT-enabled assessment approaches that capture not only
fostering of multiple modes of thinking through multimodal factual knowledge but also 21st century skills.
teaching and learning materials. Most of the school’s innova-
tions were initiated mainly by the ex-headteacher, Dr Paul Kel-
ley, who sought to develop, test and share innovative solutions Case 2: Hellerup School (Denmark)
for education based on cutting-edge science and technology Hellerup Skole (http://www.hellerupskole.dk) is a primary and
(innovation management). Among other innovations he intro- lower secondary school near Copenhagen. This public school is
duced an innovative timetable. This is based on research on one of three pilot schools in Denmark (operating since 2002)
the biological mechanisms behind teenagers’ need to sleep in and has up to 750 students and over 60 teachers.
longer in the morning. The timetable also takes into account
neuroscience research on long-term memory, and includes the As shown in Figure 3, Hellerup school adopts innovative prac-
‘spaced learning’ (namely 10-minute breaks, during which dis- tices across all CCR key dimensions, implementing and building
tractor activities such as physical activities are performed by the upon a significant number of CCR building blocks (24 out of 28).
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Figure 3: CCR key dimensions and building blocks covered by Hellerup Skole (Denmark)
Though the school follows the national curriculum, several aware of their progress and future goals, as well as of how they
cross-disciplinary projects4 are also carried out each year, ena- learn (embedding formative assessment). ICT-based national
bling students to form positive relationship (fostering emotional tests are also part of the evaluation.
intelligence), while carrying out activities in authentic context
(meaningful activities) and developing transversal soft skills The teachers also work in small (5 to 6) and autonomous teams,
(e.g. problem-solving, collaboration, etc.). This also contributes designing activities that address individual students’ interests
to keeping the curriculum creative and dynamic. and learning styles. In order to develop their professional prac-
tices, school staff participate in university-based training pro-
Focus is on the individual learner (personalized learning), facili- grammes on a regular base. The autonomy of teachers’ teams
tating active and engaging ways of learning such as learning by reflects the distributed leadership approach adopted by the
creating and learning by playing. More than in other schools, school.
students learn for themselves individually (learning by explor-
ing) and with their peers (facilitating peer-to-peer collabora- The children work in constantly changing environments and col-
tion). Students are also constantly challenged to take respon- laborate with others. For two weeks of every year, children of all
sibility for their learning (empowering self-regulated learning). ages work together on a special creative art project, providing
Innovating timetables are also applied: students start together opportunities for mixed age learning and reinforcing the school
for about 10 to 15 minutes and then they can choose to work community.
alone or with their peers according to their needs. Spaces are shaped to accommodate children and the way they
A broad spectrum of evaluation methods is used, including log- learn: there are plenty of different corners, private/collective,
books, individual (digital) portfolios and student plans (engag- quiet/playful which allow children to seek their own preferred
ing assessment formats). The aim is to help students become space that best fit their learning styles5.
5 The unique school design is the result of collaboration between
4 For example see http://ingenious-science.eu/web/guest/hellerup- the architects, school staff, parents and even students. The goal was to
school ensure that the physical design of the school could support the school’s
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