Tel concertation meeting project presentations - 7-2-2014

C2Learn – www.c2learn.eu
We are:
 7 partners from 5 countries (AT, DK, GR, MT, UK)
Coordinator: Ellinogermaniki Agogi (EA), a school
in Greece (here today)
Our aims:
 An innovative digital gaming and social
networking environment (incorporating diverse
computational tools), to foster co-creativity in the
learning of today’s children and young people (in
and around schools, 10-18-year-olds)
Concertation meeting FP7/CIP TEL projects
7 February 2014 - Luxembourg

C2Learn – www.c2learn.eu
• Our key strengths:
 Strong:
 theoretical foundations (creativity in education and
creative thinking)
 game design & development and AI back-end
 school community involvement (co-designing)
 Helping students and teachers realise their
creative potential, providing technology WITH
pedagogy (in and around technology, in and outside the
classroom)

 7: Paris Descartes University, Imperial College
London, University College London, University of
Geneva, CERN, United Nations institute for
training & research, The Mobile Collective
 Areas: educational technology, human-computer
interaction, Citizen science and its enabling
technologies
 Aim: evaluation & creation of on-line collaborative
environments and tools stimulating learning &
creativity in Citizen Cyberscience

• Key strengths:
 Mechanics of citizen science projects,
 Mobile technologies for data collection, cloud
computing, virtualisation technologies,
participative geotagging

FP7-ICT-2011-8 / 317882 CP, 01.09.2012, 36 months
Consortium: 9 partners from 7 countries
Today: Miodrag Temerinac, Vlado Sruk, Ivan Kastelan
GOALS:
 Unified platform covering the complete learning process
for embedded system engineering
 Scalability for easy adding of new technology modules
 Modular approach supporting individualization of learning
Learning fields:
o Embedded computer architectures and programming
o Digital signal processing and real-time implementations
o Digital system design (FPGA) with verification
o Networks and interfaces
o System integration

5 TOUCHABLE OUTPUTS:
 Platform: mother board with extension boards
 Basic set of exercises – open source
 Augmented reality interface (ARI)
 Remote lab (RL)
 Learning process evaluation methodology with tools (EMT)
TIMELINE:
1st year: platform and basic set of exercises
2nd year: ARI and RL, internal verification
3rd year: EMT, external promotion and propagation
www.e2lp.org
miodrag.temerinac@rt-rk.com

EnhAnced Government LEarning
We are:
 10 partners from UK (WLV), Ireland (DCU), Germany (FhG
FOKUS, DHBW , HRW), Austria (SRFG), Switzerland
(ZHAW, accelopment), Montenegro (UNIM) and Luxemburg
(CRP Henri Tudor) + validation partners in 4 countries.
Our aims:
 Equip employees in local government administration in
rural communities with a holistic training solution that
supports learning of critical transversal skills such as ICT
literacy, information literacy and professional
management of change situations in entire organisations
at all levels.

EnhAnced Government LEarning
 Close collaboration with validation partners through pre-
study and associated partners.
 Mix of established and new research partners with a distinct
research focus each and closely connected core team.
 Experienced project management partners.
 Game changer
 Drop out of validation partners (T)
 OER input from other projects (O)

ECO
Elearning, Communication and Open-data: Mobile, massive and ubiquitous learning
We are:
Our aims:
ECO´s main aim is to develop the courses, in different languages, which is intended to give
new and diverse forms of accreditation of knowledge concerning processes of
communication, mobile learning, mobile technologies and ubiquitous learning. These courses
focus on the acquisition of innovative knowledge for teachers’ educators and teachers,
although they will be available to the entire population interested in obtaining new skills
related to MOOCs and other subjects (Maths and Computing, Digital Literacy, Art and
Creativity, Geography, etc.)

ECO
Elearning, Communication and Open-data: Mobile, massive and ubiquitous learning
 ECO will unlock the full spectrum of the mobile channel value chain to the
benefit of all end users in the eLearning scenario, including tutors/teachers, students,
institutions and industrial players. The envisaged platform will enable to offer
advanced mobile open massive eLearning services and applications to a
selected group of regional hubs that have demonstrated being poles of excellence in
innovative learning.
 The expected impact of ECO will be to prepare certified teachers, who will be
able to create their own online courses and other open educational resources,
and to distribute them through the open learning platform that gathers all the pilot
projects.
 ECO will respond to the social demands in the accessible design of open content
for all, assessment and certification of knowledge, architecture of participation,
convergence culture, etc.

EMMA
European Multiple Mooc Aggregator
We are:
 The coordinator: University of Naples Federico II (I)
 The consortium membership: Atos Spain (E), IPSOS (I), Universitat Oberta de
Catalunya (E), Open Universiteit Nederland (NL), Universidade Aberta (P),
University of Leicester (UK), Université de Bourgogne (F), University of Tallinn
(EST), Universitat Politècnica de València (E), CSP - Innovazione nelle Ict
S.c.ar.l. (I), ATiT (B)
 Presenting today: Prof. Rosanna De Rosa, Project coordinator, Carmen L.
Padròn-Nàpoles, ATOS WP Leader, Exploitation and Sustainability
Our aims:
 Create a pan-European platform to support ICT-based innovation in higher
education
 Offer MOOCs provided by accredited institutions from around Europe with
different teaching methodologies and elearning approaches
 Offer an extensive and multilingual transcription/translation system

EMMA
European Multiple Mooc Aggregator
 Better take-up and reuse of MOOCS in EU overcoming the
language barrier
 Implement an innovative, customised approach to MOOCS
valorizing EU digital content (web-learning environment)
Possible gamechangers:
 Multi-lingual, personal learning environment, content
bookmarking, social activities learning data, inbuilt cycles of
improvement, European MOOC model,
translation/transcription, free access e-books, content
clustering and cross-border harvesting

EMOTE
We are:
 University of Birmingham, INESC-ID, Heriot Watt
University, Jacobs University Bremen, University of
Gothenburg, YDreams Robotics
 Present: Arvid Kappas (Jacobs), Monica Pedro (YDreams)
Our aims:
 To explore how the exchange of emotional cues with an
artificial tutor can create a sense of connection and act as a
facilitator of the learning experience.
embodied perceptive tutors for empathy-based learning

EMOTE
 adaptive, personalised robots acting as educational
agents
 users learning from robots in an intuitive, natural way
 new machine learning approaches for adaptive
personalisation
 strong interdisciplinary collaboration, involving
affective computing, social robotics, psychology, TEL
embodied perceptive tutors for empathy-based learning

We are:
Who is here? Anette Scoppetta; ZSI-Centre for Social Innovation
Our aims: to deliver comprehensive, sustainable, and
cost-effective support for the facilitation of
professional identity transformation in
Public Employment Services (PES) as a
complex and continuous learning process, on
an individual, organisational and European
network level

•Our key strengths:
o Empirically grounded understanding of facilitation
(roles, activities) and identity transformation
• Consortium‘s expertise nd background
• Provision of scalable & cost-effective solutions,
combining reflection, coaching, creativity, networking and MOOCs
Key innovation of the project
Game changers:
 Modernisation of PES (transformation process)
 Facilitation of learning in changing workplaces

GALA: Games and Learning Alliance
We are:
 A Network of Excellence of 31 partner coordinated
by Prof. Alessandro De Gloria present at this
meeting
Our aims:
• GALA aims to shape the scientific community and build a
European Virtual Research Centre (VRC) aimed at gathering,
integrating, harmonizing fostering and coordinating research,
innovation and deployment of Serious Games and
disseminating knowledge, best practices and tools as a
reference point at an international level.

GALA
 Scientific approach to SGs
 Definition of a methodology for analysis and
design of SGs
 The Serious Games Society (80 Members)
 The International Journal of Serious Games

Go-Lab (http://www.go-lab-project.eu)
We are:
 19 partners (3 in pedagogy; 7 in technology; and
9 community and outreach entities) coordinated
by Twente • Represented today by EPFL and EA
Our aims:
 Go-Lab aims to develop inquiry learning
approaches for school students (10-18 y/o) around
online labs in order to enhance knowledge
acquisition and raise motivation for Science,
Technology, Engineering and Mathematics (STEM)

Go-Lab (http://www.go-lab-project.eu)
 A focus on classroom activities with online labs
embedded in guidance and scaffolds
 One-click access to learning spaces for
students; straightforward facilities for
authoring for teachers
 Bottom-up large-scale adoption based on actual
teachers’ needs; enabling sustainability though
communities

HoTEL
We are:
A multistakeholder group of partners (MENON
Network, Brunel University, ATOS, EFQUEL, ELIG),
from research, private sector, and practice.
Our aim:
Design, test and mainstream an innovation support
model to speed up mainstreaming of innovation in
TEL, in the sectors of Higher Education, Professional
Communities, Corporate training.

HoTEL
Our key strengths:
 Connecting TEL emerging technologies with
learning theories
 Working with 30 grassroots innovators: 3
Exploratorium Labs established and working full
speed to validate the Innovation Support Model
Next & more info:
 Experts workshop connecting technology and
theory (London, 14 March 2014)
 http://hotel-project.eu

Inspiring Science Education: Large Scale Experimentation
Scenarios to Mainstream eLearning in Science, Mathematics
and Technology in Primary and Secondary Schools
We are:
 30 partners from 16 countries
 Pedagogues, Technology Providers, Researchers,
Policy Experts, and Content Providers
 Represented by Project Manager & Quality Manager
Our aims:
 To support the adoption of eLearning tools through 150 demonstrators
 To stimulate the demand for eLearning resources in 5000 schools
 To improve the eLearning use & integration in national curricula
 To benchmark the use of eLearning and to assess the impact of the
intervention with 10,000 registered members
7 February 2014 - Luxembourg Inspiring-Science-Education.net

Inspiring Science Education: Large Scale Experimentation
Scenarios to Mainstream eLearning in Science, Mathematics
and Technology in Primary and Secondary Schools
 A design based approach of collaborative learning and inquiry between
professional practitioner, creating “pull” rather than “push”
 Demonstrators in schools promoting best practices of innovative
teachers providing recognition and support
 Provide guidelines and tools to identify barriers in existing curricula
and overcome them
 Provide higher order, authentic and challenging learning experiences
through:
 Continuous measures of competence assisting Teachers work effectively with
individuals
 eLearning tools and digital educational resources
 Offering activities closely related to contemporary technological
achievements Concertation meeting FP7/CIP TEL projects
7 February 2014 - Luxembourg Inspiring-Science-Education.net

INTUITEL
We are:
 4 commercial partners, 3 research institutions and 5
universities (ES,NL,IT,UK,IL,DE)
 Peter A. Henning, Karlsruhe U of Applied Sciences,
Daniel Burgos, International U of La Rioja
Our aims:
 Expand existing LMS into adaptive, ontology driven systems
providing tutorial guidance after automatic pedagogical
reasoning.
 Innovative market-ready systems, usable in any TEL scenario
to improve learner experience.
http://www.intuitel.eu

INTUITEL
 Machine Based Reasoning for tutorial guidance
 Adaptivity based on pedagogical models
 Individual vs. Pre-defined Learning Pathways
provide meta-cognitive skills to the learner
 Plugin/extension for existing LMS
 Semantic Web Technology for Learning Content
 Lacing together Small OER to create didactically excellent large
courses including guidance
 Overcome serious problems of TEL, e.g. dropout quote

iTalk2Learn
Our aims:
 Adaptive support for learners
 through machine learning from large-scale interaction data
 switching between structured and exploratory tasks
 taking cues from learners talking along
 Application domain:
 learning fractions for children aged 8-12
 L. Schmidt-Thieme
 N. Rummel
 M. Mavrikis
 S. Gutierrez-Santos
 R. Marett
 I. Orvieto
 G. Backfried
We are:
(U Hildesheim, D)
(U Bochum, D)
(U London, UK)
(U London, UK)
(Whizz, UK)
(Testaluna, I)
(Sail, A)

iTalk2Learn
 Novel and highly accurate intervention selection models
 based on cutting-edge machine learning methods
 Exploratory learning environment
 with intelligent computer-based support
 Intuitive interfaces
 esp. using speech recognition
 Gamechangers:
 Adaptive guidance will make access to learning tasks
/exercises feasible

iTEC
We are:
 A four-year, Integrating Project of 17 European
education ministries with academic research
organisations and ICT suppliers. Represented by
Will Ellis (PM), and Jim Ayre (Senior Advisor).
Our aims:
 Large-scale piloting of future classroom scenarios
and learning activities (2,000 classrooms) in
order to upscale ICT use and address the
mainstreaming gap.

iTEC
 Diverse and influential partnership. Building on
research and previous work, not reinventing the
wheel. Innovation grounded in realism.
 Innovation change management toolkits
 Trends analysis and innovation maturity
modelling
 Advanced scenarios and inspirational Learning
Activities
 Technology supporting learning, not directing
learning Concertation meeting FP7/CIP TEL projects

LACE - Learning Analytics Community
Exchange
We are:
 Experts in the field of LA/EDM technologies and
stakeholders from different educational sectors
Our aims:
 Collect open empirical evidence in an evidence
hub from schools, workplace, and HE practices
 Promote knowledge sharing and discourse
 Promote interoperability in LA and define future
directions of LA research

LACE
 Linking practical problems and research
challenges and results, highlevel and very
experienced partners from all sectors and
backgrounds
 Critical mass of communication round empirical
evidence and return on investment in education
of LA technologies

LAYERS
Scaling up technologies for informal learning in SMEs
We are:
 17+3: Information systems, knowledge management,
design research, educational technologies, computer
science, scaling partners, application and industry partners
Our aims:
 Scaling up technologies for informal learning in SMEs
 Unlock peer production and scaffold networked learning
 Develop technology platform for flexible deployment
 Co-create with (regional) stakeholders
 Build capabilities in key regional scaling partners
 Scale to 1000 users in healthcare and construction clusters
 Create sustainable business models for skills and competency
development

Our key strengths:
 7 business-side and application partners
 Deep stakeholder engagement, to build capacity
 Early spin-out activities, to mobilise resources
Game changers (informal learning@work):
 E.g. sensing, wearables, augmented reality, …
 E.g. personal learning networks in and across
organisations
LAYERS
Scaling up technologies for informal learning in SMEs

Learn PAd
We are:
 A consortium of nine partners:
 3 Universities, 1 Research Body, 1 Pub. Admin., 2
SMEs (FOSS), 2 Companies
 4 It, 2 Fr, 1 Ch, 1 Au, 1 Lt
Our aims:
 Model-based social learning for PAs, i.e.:
 Develop and experiment a platform for
collaborative learning, in which civil servants are
prosumers of BP models and contents

Learn PAd
 Leverage expertise of skilled colleagues and
establish a virtuous continuous learning process,
rewarding cooperation and assuring coherence
 Replace document-oriented with process-oriented
learning
 Manage evolution of bureaucracy by model-based
technology support

LEA’s BOX
We are:
 2 research organizations (concentrating on the assessment, analyses, and
use of data in form of open learner model and adaptive tutorial systems):
Graz University of Technology and the University of Birmingham
 Presented by Michael Kickmeier-Rust from TU Graz, Austria
 2 SMEs providing schools in the Czech Republic and Turkey with
technology: SCIO Prague and SEBIT, Ankara
Our aims:
 An innovative toolbox for a competence-based formatively inspired
assessment of performance data coming from various sources, theory-
based analyses algorithms (on the basis of CbKST and FCA), and novel
and intuitive visualization techniques/modules.
 The tools will be deployed to a large amount of schools (K12)

LEA’s BOX
 Long experience in theory-grounded,
multidisciplinary research in ‚dealing‘ with human
learning and 2 business partners that bring us
researchers in the „reality“
 The prime ‘gamechangers’ are doubtlessly the
users: children, teachers, parents …
The first experiences (hopefully) will boost
interest an ignite a strong multiplier role.

Living Schools Lab (LSL)
We are:
 A European Schoolnet two-year Coordination
Action with 12 Ministries of Education.
Represented by Jim Ayre (Senior Advisor).
Our aims:
 A sustainable pan-European network of ‘living
schools’
 …demonstrating / showcasing innovative practice
 …supporting whole school use of ICT

Living Schools Lab (LSL)
 MoE models for mainstreaming ICT use – 24
Advanced Schools working with 60 Advanced
Practitioners in regional clusters
 Professional development and active teacher
community related to change management
 Now extending the community to 500+ teachers
 Offering a turnkey validation service in Year 2
 Synergy with the EUN Future Classroom Lab
(iTEC, CPDLab, Creative Classrooms Lab, EUN Academy)

MIRROR –
Reflective Learning at Work
We are:
 7 research institutes, 3 software/service
companies, 5 application partners. Coord: IMC
Our aims:
 Developing a methodology and tools, to:
 Record work experiences
 Reflect on them to create insights and change
work practice

MIRROR – Reflective Learning
• We offer to other projects:
 A model of Computer Supported
Reflective Learning
 A Technical Integration Framework
(for protected real-time collaboration /
data synchronisation)
 23 Applications supporting reflective
learning

Next-Tell
We are:
12 partners in 6 countries (DE, A, IT, UK, DK, NO)
coordinated by Joanneum Research, Graz, Austria.
Our aims:
To provide teachers in the technology rich
classroom with real-time information on students’
learning, tracing learning within and across a
number of web platforms (Moodle, Google Docs,
OpenSim)

Next-Tell
 Comprehensive whole school approach.
 Beyond where the light is bright: Not only more
data, but new kinds of data on learning.
 Beyond activity tracing; focus on learning
knowledge/skill & competence development.
 Teachers are given role of co-innovators and co-
researchers.
 Standards-based process-modelling approach

Open Discovery Space: A socially-powered & multilingual open
learning infrastructure to boost the adoption of eLearning -
To Opening Up Education by eLearning in All European Schools!
We are:
 53 partners from 25 countries
 Pedagogues, Technology Providers, Researchers,
Policy Experts, and Content Providers
 Represented by Project Manager & Quality Manager
Our aims:
• Action 68 of the Digital Agenda for Europe: Modernization of Education
• an accelerator of the sharing, adoption, usage, and re-purposing of the
already existing rich educational content base
• community building between numerous teachers and schools of Europe
• demonstrate ways to involve school communities in innovative teaching
and learning practices through the effective use of eLearning resources
7 February 2014 - Luxembourg www.OpenDisocverySpace.eu

Open Discovery Space: A socially-powered & multilingual open
learning infrastructure to boost the adoption of eLearning -
To Opening Up Education by eLearning in All European Schools!
 Practitioner Led Innovation
 Grass roots work with 481 engaged schools &
the project target of 2000 schools at end of 2015
 Engagement more than 2560 teachers
 European Innovation Platform supporting
 1376 registered primary and secondary Teachers
 176 Thematic and school communities
 ~620.000 Open and Commercial Educational Resources
7 February 2014 - Luxembourg www.OpenDisocverySpace.eu

PELARS
We are:
 The consortium expertise spans from interaction design,
perceptual and platform technologies, learning technologies
and training
 13 partners in total coordinated by Jamie Allen (CIID)
 The project is represented by Emanuele Ruffaldi (SSSA)
and Manolis Mavrikis (IOE)
Our aims:
 The project aims at approaching the learning of STEM in
multiple contexts, from design studios to secondary-leverl
high schools, by introducing analytics in hands-on project-
based and experiential learning scenarios.

PELARS
 Creating a new learning analytics
framework based on behavioral
recordings, supported by perceptual
technologies and instrumented
material
 Provide better understainding of
learners’ knowledge in physical
activities
 Explore new ways of providing
feedback for improving the learning
process in STEM
ACTIVE
EXPERIMENTATION
PLANNING&
TRYINGOUT WHAT
IS LEARNED
KOLB
FOUR
STAGE
LEARNING
CYCLE REFLECTION &
OBSERVATION
REVIEWING&
REFLECTINGON
THE EXPERIENCE
CONCRETE
EXPERIENCE
DOINGOR HAVING
AN EXPERIENCE
ABSTRACT
CONCEPTUALISATION
CONCLUDING&
LEARNINGFROM
THE EXPERIENCE

PRAISE
We are:
 IIIA-CSIC (AI), Goldsmiths College (Music &
Computing), VUB (Pedagogy), SONY (Composition)
Our aims:
 PRAISE is a social network for music education with
tools for giving and receiving feedback. It aims to
widen access to music education and make learning
music more accessible and more social.
(Applied to schools and the general public)

PRAISE
 Workflow management, Open system, Distributed
infrastructure, Audio and Gesture analisis, Trust
management.
 Gamechangers: Community MOOCs, New P2P
infrastructures (http://www.ethereum.org/)

TELL ME
We are:
 The consortium is leaded by TXT e-
solutions and includes 14 partners.
 Here today: Eva Coscia (TXT)-
coordinator; Fridolin Wild (Open
University)
Our aims:
• To develop a cross-enterprise meta-
methodology and inter-operable IT to
support SMEs and blue collar workers
from FOF Manufacturing sector in
«learning by doing»
Consortium
TEL Research
FoF and Manufacturing Research
3 End Users
TELL ME
project 51

TELL ME
 A flexible, customisable meta-methodology to create viable
mixes of proven and emerging methods
 Supported by an innovative IT architecture combining
RealWorld (IoT-enabled services for context-aware training),
DigitalWorld (mixes of multimedia learning contents) and
VirtualWorld (providing AR solutions)
 Assessment is beyond the usual KPIs: TELL ME is exploring
ways to introduce Value Stream Mapping to TEL (e.g., adding
“lean” to TEL’s goal of “Skilled Performance, Affordably, via
the Right Information at the Right Time in the Right Place”).

TELL US
Technology Enhanced Learning Leading to Unique Stories
Presented by Camille Vidaud,
inno TSD

TELL US
• FP7 project funded by the EC/ DG CONNECT
• Project Officer: Liina-Maria Munari
• Coordination and support action
• Start: 01/12/2013
• Duration: 24 months (until 30/11/15)
• Budget : 800 K€
TELL US project aims at addressing the
inertia of the TEL deployment in European
formal education systems by organising a two
stage contest process throughout Europe 28
and by demonstrating successful adoption
and scaling-up of the awarded products and
demand by the formal learning context.

Main key strenghths
•
• Unique European (28 countries) contest in TEL.
• To help the contest candidates to scale up and deploy the
new and existing TEL in a formal education context.
• The target groups for the competition are defined. (Schools
and the formal education institutes; Vocational training)
Concertation meeting FP7/CIP
TEL projects 7 February 2014
Luxembourg

WATCHME
We are:
 6 institutes (one associate) in teacher, medical and veterinary
education and 5 technical institutes (including 3 SMEs)
 Expertise in all elements of the Learning analytics cycle: learning
and assessment, data-gathering metrics and analysis,
visualisation of data, intervening with the developed system to
improve learning
 Project coordinators: Marieke van der Schaaf, Utrecht University
and Jeroen Donkers Maastricht University the Netherlands
 Our aims:
Improving workplace-based feedback, assessment and professional
development by means of and electronic mobile portfolio system that
is enhanced by learning analytics.

WATCHME
 Student models that monitor the learners’
competency development to identify learners’
needs and tailor feedback appropriately.
 Visualisation tools that inform learners, teachers
and institutes just in time as well as on an
analytical level.

we.learn.it
We are:
 CSA – 8 partners, supporting exploration & creativity
at schools
 Attendants:
 Anna-Kaarina Kairamo, Aalto Univesity (coordinator)
 Nikos Zygouritsas, MENON Network
Our aims:
 We support the development collaborative,
explorative learning journeys called learning expeditions,
utilizing ICT, involving:
young people – teachers – master explorers – guides
 We link schools around the expeditions across regions and
countries

we.learn.it
Our key strengths:
Facilitators, expeditions "matching service" (for schools,
teachers, learners)
Larger number of schools involved than expected
Technology pool: evolving set of collaborative technologies
Crowdsupport mechanism (people, things, funding) for
expeditions
Support creativity, visualisation, unique content
International component
Tools, stories facilitating LE:s
Impact indicators

weSPOT - Working Environment with Social and
Personal Open Tools for inquiry based learning
We are:
 3 technological partners (KUL, OUUK, OUNL, ELS)
developing inquiry supported learning toolkit,
based on a pedagogical model (TUG, FAU) and
evaluated in 21 pilot studies (IPAK, FORTH,
UNISOFI)
Our aims:
 Support inquiry-based learning in secondary
education and evaluate effectiveness of ICT use

weSPOT
 Linking of theory, implementation and evaluation
in an agile development approach
 Linking European and National approaches is
hard but aimed at.
 Acceptance of inquiry-based learning in schools is
high, hands-on tools and solutions are close to
educational practice

Tel concertation meeting project presentations - 7-2-2014

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Tel concertation meeting project presentations - 7-2-2014