The Future of Education on the Cloud

PRESENTATION - WORKSHOP
THE FUTURE of EDUCATION on the CLOUD
WG 4: SoC i-Future
Brussels, 18 Nov. 2016
K. C KOUTSOPOULOS
Professor NTUA and Doukas School Associate
Core partner SoC

• Introductory Remarks
• The SoC Foresight Methodology
• Application of the Delphi Method
K. C KOUTSOPOULOS
OUTLINEOFPRESENTATION
• SoC Future: Three Scenarios - Discussion

.
K. C KOUTSOPOULOS
FOCUSOFPRESENTATION
Point 1
Indirectly the focus of this presentation is
CLOUD COMPUTING ,
a major technological breakthrough with a huge
potential for education
ICT ADVANCES, in the form of Cloud- based
technologies, provide the power to fundamentally
change how education should be approached and
practiced, creating the need for a new school, that
its future has to be
THE SCHOOL ON THE CLOUD.

CLOUDCOMPUTING
“”
K.C.KOUTSOPOULOS
IBM.
“with cloud computing in education, you get
powerful software and massive computing resources
where and when you need them (and we may add
in any way you desire), in order to apply new
educational approaches . cloud services can be
used to combine on-demand computing and
storage, familiar experience with on-demand
scalability and online services for anywhere, anytime
access to powerful web-based tools”

GOALSOFTHEPRESENTATION
K.C.KOUTSOPOULOS
Point 2
• The Work Presented is part of the school on the cloud for
digital citizenship network (SoC) Working Group 4.
• This Presentation reports on the findings of the foresight
exercises conducted by the SoC
• The main goal is to present the formulated scenarios for the
future of European education based on the foresight
findings.

FUTUREMETHODOLOGIES
Point 3
Foresight: Is the attempt to map projections into the
future and to explore their potential implications.
IT IS NOT some forecasting by experts, neither a
prophecy nor a prediction.
Scenarios: Is the attempt to work with those
who are concerned with the futures inquiry
and its implications, to generate a set of
plausible divergent future worlds.
IT IS a tool to challenge the assumptions of
any given or inevitable future.
K. C KOUTSOPOULOS

OBJECTIVESOFTHEPRESENTATION
Point 4
The FORMULATION and the INTERPRETATION of the
SOC scenarios were intended to address the
CONDITIONS existing today in teaching and learning
in order to create an innovative cloud based
education / SCHOOL ON THE CLOUD
The SCENARIOS that have resulted from the SOC
FORESIGHT EXERCISE should be considered plausible
systematic VISIONS OF FUTURE education possibilities
that can be used for decision making as well as
exploring the future impact or developments of
CLOUD COMPUTING.
K. C KOUTSOPOULOS

EDUCATION
CLOUD
i-Leader (WG1)
i-Teacher (WG2)
i-Learner (WG3)
i-Future (WG4)
FutureScenariosDiagram
K. C KOUTSOPOULOS

EDUCATION
CLOUD
i-Leader (WG1)
i-Teacher (WG2)
i-Learner (WG3)
FORESIGHT
DELPHI
SIX THINKING HATS
BRAINSTORMING
BIBLIOGRAPHY
TRENDS
NEEDS
POLICIES
Jen (Manager)
Maria(Teacher)
Luc (Learner)
i-Future (WG4)
K. C KOUTSOPOULOS
FutureScenariosDiagram

METHODOLOGICALAPPROACH
The formulation of the scenarios followed the well-known and
traditional foresight application.
It started with an examination of future needs and
opportunities under various educational conditions based on
an extensive bibliographical work as well as the suggestions of
SoC's participating experts.
This was followed by an extensive examination and analysis
which resulted in a set of questionnaires used in the foresight
exercise,
The results of the exercise in turn led to scenarios that were
formulated as appropriate narrations of future educational
classroom conditions, learners’ activities and tools as well as
school operation in response
to the use of Cloud Computing.
K. C KOUTSOPOULOS

METHODOLOGY
The SoC methodology consisted of two parts:
• The foresight exercise
• The scenario development.
The foresight effort was based on the application of the
Delphi method (the other two methods: the six thinking
hat and the brainstorming were complimentary to Delphi
and were used in the scenario formulation).
The Delphi method was based on a number of
questionnaires whose questions were related to factors
considered appropriate to the three major education
stakeholders and led to the
Formulation of the scenarios
K. C KOUTSOPOULOS

FORESIGHT:METHODSCHOSEN
Delphi Method: is a process aiming at
collecting and distilling knowledge from a
group of experts through the use of a series
of questionnaires.
Six Thinking Hats: is a method o going
through decisions from different
perspectives, enabling participants to move
outside their habitual intellectual pattern
Brainstorming: is a method, used in groups
in order to support creative problem-
solving, and the generation
of new ideas.
K. C KOUTSOPOULOS

DELPHIMETHOD
No knowledge is more important than the knowledge of what not yet
is, but could be Mihail Bahtin K. C KOUTSOPOULOS

STEPSINDELPHIPROCEDURE
K. C KOUTSOPOULOS
• Review of the state of the art
• Formulating the set of key uncertain
developments,
• Formulation of the Questions
• Selection of the Panel of Experts
• Administration of the Questionnaire
• Analysis of Responses
• Presentation of the Results
• Output

DELPHIPROCEDURES
K. C KOUTSOPOULOS

SOCDELPHIAPPLICATION
K. C KOUTSOPOULOS
Professor NTUA and and Doukas School Associate
• The time horizon was decided to be 2025.
• The application process WAS carried out in two
phases. Involving as experts all the SoC Partners.
• The first phase WAS focused on getting qualitative
information, from experts represented by the three
groups of WG’s participants (i earners, i- Teachers
,i- Managers).
• The second phase used the qualitative
information extracted from the first phase, in order
to prepare the questionnaires for the second one.
• In each of the phases three types of
questionnaires WERE applied (for learners,
teachers and managers).
• Their administration and development
WAS on the cloud

SOCSCENARIODESIGN
K. C KOUTSOPOULOS
The scenario design adopted as part of the
SoC's foresight exercise was:
First: evidence-based, as it builds on the
trends emerging from a literature review;
Second: expertise-based, as it included the
views of experts which by definition are
the participants of the other three WG of
SoC (learners, teachers, administrators)
gathered in Palermo Italy in the Expert
Workshop;
Third: interactive, as it incorporates inputs in
person at the workshop;
Fourth: creative, as it is based on the
"creative-thinking" that came out from
the brainstorming activities AND the
application of the six thinking HATS

SCENARIOS’FORMULATION
KOUTSOPOULOS
For each SCENARIO a specific "story" was
developed. That story illustrates the reference
context that could develop in the future, if a
number of key trends and expected changes
happen in a specific direction (i.e. a possible
state of the future), providing information that
describe possible real-life situations in which
learners, teachers and administrators could
find themselves.
Each “story” provides a «day-in-the-life» of
the major education stakeholders in the
possible future situations envisaged, which in
turn can be used to serve the purpose of
stimulating education policy debates.

The SoC Scenarios
• i-Learner (the student)
• i-Teacher (the teacher)
• i-Manager (the leader)

bit.ly/SoC-wLearner
i-Learner(WG3)
Uppercase

i-Leader(WG1)
bit.ly/SoC-wTeacher
Uppercase
i-Teacher(WG2)

bit.ly/SoC-wLeader
i-Leader/i-Manager(WG1)
Uppercase

The SoC Scenarios
• Luc (the student)
• Maria (the teacher)
• Jen (the leader)
The areas of Scenarios
• Learning Setting
• Learning Process
• Learning Practices

SCENARIO1:LEARNER
Luc (a student) enters his school, which has no walls,
follows the EU and the ministry priorities, but adjusted to
the local conditions. He looks if there is anything new in the
intercultural area, greets his friends who are doing a small
game in the playground section and checks his mobile
device because his school is equipped with fast internet.
Representing The Learning environment where Learning is:
• Relaxed
• No walls
• New furniture
• Connection with nature
• Connection with other learners
• Diverse
• Collaborative
• No Classes
K. C KOUTSOPOULOS

SCENARIO1:LEARNER
Luc finds that one of his schoolmates has posted a question to their
teacher, which is still unanswered, because the teacher still discusses
the issue with the person responsible for technical issues related to ICT,
although himself has acquired at the university the competences to
teach media education which is part of every subject. So he decides
to meet members of another group in the cantina, joining them for an
orange juice, to have fun and seek their help.
This represents the Learning Process where Students can have:
• Personalized Learning
• Critical thinking
• Flipped classroom
• Data management
• Open source software
• Peer learning
• Tutorials from learners to learners
• Privacy awareness
• Preparation for the real working environment
• Time-wise and content-wise organization
• Creative thinking K. C KOUTSOPOULOS

SCENARIO1:LEARNER
His classmates have been already advanced in that area,
so they indeed can help, although the assessment will be
on an individual basis. Luc and his classmates continue to
get data from the open data cloud, using the free open-
source software available and other smart technologies
supported by the school and based on Cloud Computing
to analyze, manage and compile them, preparing a cool
interactive visualization.
This represents the Technological Competence where
Students can handle:
• Internet access
• Digital classroom
• Open data cloud
• Free open-source software
• Mobile Devices
• Smart Technologies K. C KOUTSOPOULOS

SCENARIO1:LEARNER
After two hours, following the rules of the school, the
principal reports to Luc's device, based on information
brought to him by the Cloud, that he is sitting in front of his
computer for two hours and needs rest. Theresa the yoga
teacher comes and guides him and the rest of the group
of students to the relaxation room, showing them some
new exercises to relax their neck muscles.
This represents the Health Issues where Students have the
attention for their:
• Physical Health
• Mental Health
K. C KOUTSOPOULOS

SCENARIO1:LEARNER
Right after they finished their exercise they hear the “bell of
good ideas”. They move to the school's amphitheater and
wait for the announcement. One of their schoolmates just
had the idea, that his teacher supported and helped, of
using a 3D-pen to experiment, while at the same time
practice with the technique with the rest of the
schoolmates, in order to create an individual models of
chocolate for their Christmas party that interests him very
much.
This represents the Competence Characteristics where
Students display:
• Digital Competence
• Collaborative Competence
• Data management Competence.
• Introducing new ideas
• Solving problems,
• Sharing ideas K. C KOUTSOPOULOS

SCENARIO1:LEARNER
Then the team goes back to work. They proceed very
well, achieving the “flow” state. Suddenly the system
warns “15 minutes left until automatic shutdown for
today”. They concentrate and finish their work, having
the evening for their outdoor non-school related
activities and games, participating thus in a
reindustrialized approach to education.
This represents the Time management where Students
can:
• Organize their time
• Manage their time
K. C KOUTSOPOULOS

SCENARIO1:LEARNER
LUC'S SCENARIO INDICATES THAT IN 2025 CHILDEN ARE
OFFERED:
• Opportunities to enjoy learning and experience it as being
fun.
• The learning strategies encourage them to concentrate
their efforts on learning the things they are good at, while
at the same time challenge them with things they are not
(yet) so good at
• Subjects are presented to them in a way that makes
them relevant and interesting to students.
• The emotional aspect of the learning process is not
overlooked, for pupils feel protected and cared for.
• Luc's learning environment incorporates more holistic,
active and corporal experiences, involving all senses,
• Luc learns things that are important for his personal
development as well as things that are important to
society and economy.
• They have teachers who are facilitators, moderators and
friends for their learning journey. K. C KOUTSOPOULOS

SCENARIO2:TEACHERR
Yiannis (a teacher) enters the open teaching area, one of
the many the school has (there are no typical classrooms
and the arrangements of the learning environment are
totally different than it is today), which is equipped with
ubiquitous internet access, easy-to-use digital devices as
well as access to various forms of learning resources for the
students to work with. As a result, Yiannis is focused on his
pedagogical role which is to organize and motivate his
students’ learning by mixing methods and strategies as
needed.
This represents the Learning Environment where Learning is:
• Focused on competences rather than knowledge
• Tailored to the needs of individuals
• Active and connected to real life
• Integrated with Technologies.
• Organized and motivated by his teacher
• Motivated by his teacher
• Facilitated by his teacher.
• Demand teachers to be lifelong learners
• themselves K. C KOUTSOPOULOS

SCENARIO2:TEACHERR
The curriculum is competence-based and not focused on teaching of
specific subjects, the interaction between Yiannis and his students is
focused on getting them to become engaged in projects of learning
activities tailored to their needs and interests as well as creating
his/her own e-portfolio. Yiannis role is to inspire the students and show
them the way to challenge themselves. His students discuss with him
issues related to benchmarks and assessment criteria(new assessment
methods have been developed so that each individual student's
learning is appropriately evaluated) and they are actively involved in
the process of monitoring their progress.
This represents the Learning Process where Teachers can:
• Cooperate with students, teachers, parent, local community
• Think critically
• Solve problems,
• Manage time
• Introduce new ideas
• Share ideas
• Build teams
• Mix methods and strategies
• Act as a role model to others K. C KOUTSOPOULOS
Professor NTUA and V.P. EUROGEO

SCENARIO2:TEACHERR
During the teaching period a student faces a technical
problem. Although Yiannis is participating in lifelong learning
as the only way to adapt to changes, keep updated with the
needs of his students as well as the technological and societal
developments, nevertheless he has been trained to
understand that technologies only enables learning to take
place and not to occupy his teaching time. Actually he is an
adequate user of Cloud Computing and its tools and systems,
which he uses only to design and organize his students'
learning. As a result, he immediately calls the technical support
staff that the school has to provide the needed assistance.
This represents the Competence Tools where Teachers are:
• Understands curricular and cross-curricular issues
• Original
• Creative
• Capable of critical thinking
• Open minded
• Able to solve problems
• Manage time
• Able to take responsibility K. C KOUTSOPOULOS

SCENARIO2:TEACHERR
Sometime later a student faces a difficulty in
updating his e-portfolio. Yiannis can guide him to
resolve his difficulty, because he has been
continuously updating his digital competences on
Cloud Computing, in order to provide learning
opportunities for his students , as well as help
himself to plan and organize his teaching tasks.
This represents the Technological Tools where
Teachers
can handle:
• Internet access
• Digital classrooms
• Open data in the cloud
• Free open-source software
• Mobile Devices
• Smart Technologies K. C KOUTSOPOULOS

SCENARIO2:TEACHERR
When his teaching time is over he participates with other
fellow teachers, the school administrator, parents and
community institutions to set the rules for cooperation as well
as put into practice the accepted concept that teaching
and learning should be integrated (all education stakeholder
should be involved). Everybody in that meeting accept that
by sharing and exchanging experiences as well as watching,
observing and copying examples from others, both within
and outside the school, is a very efficient way for all
education stakeholders to learn. In fact, this is the way Yiannis
has learned and practiced himself the skills he needs for
teaching his students.
This represents the Teaching and Learning Practices where
Teachers practice:
• Employing suitable methodologies
• Cooperating with students and teachers
• Acting as a role model
• Displaying leadership
K. C KOUTSOPOULOS

SCENARIO2:TEACHERR
YIANNIS' SCENARIO INDICATES THAT IN 2025 TEACHERS :
• Have to stay on top of things, since skills updating has
become a continuous task for all of them.
• Their major concern is to organize and motivate his students’
learning
• Their job require from them not only hard work, but mainly
several skills to engage his students in learning
• They have to mix methods and strategies as needed.
• They have learned to cooperate with parents, the local
community and mainly to co-operate with their fellow
teachers.
• They have that to share and exchange experiences
• They have to watch, observe and copy examples from other
teachers both within and outside the school
• They learned to receive help from teacher trainers who are
good facilitators of
• They have to become facilitators themselves.
• They strongly believe that lifelong learning is essential
• They have been conditioned and trained to understand
• that technologies as such do not teach anything,
• but they can enable learning to take place. K. C KOUTSOPOULOS

SCENARIO3:MANAGER
K. C KOUTSOPOULOS
Jen (a school manager) arrives in his school where he is the
superintend. The school he manages does not have classes with
neat rows of chairs and desks and the students do not have to
focus intently on the teacher delivering a lecture or explaining
concepts on the blackboard. Actually, among the rules he
instigated in his school is that there must be flexible seating
arrangements so that they are appropriate for the tasks that
students are working on, and that the focus must be on the comfort
of the students.
This represents the Learning environment where the School offers:
• Standing desks for students who have difficulty maintaining
focus.
• Autonomy to students on how and where to sit.
• Open teaching areas
• Moving walls which make spaces more adaptable.
• Accommodation for students who need more movement.
• Private workstations for accomplishing individual tasks.
• Interactive projectors and other technological visual tools
• which have replaced blackboards or the interactive
whiteboards.
• Collaborative workspaces for group projects.

SCENARIO3:MANAGER
K. C KOUTSOPOULOS
As soon as Jen arrives in his office, he calls a meeting of the
persons responsible for upgrading some of the classroom
software that he had impose to all of his school stakeholders to
use as part of his educational vision. Jen is a typical manager
who has chosen to embrace technology as a learning possess for
all to use and the school to operate utilizing its applications.
This represents the Learning Process where the School has:
• Online posting of grades and assignments.
• Group projects completed through collaborative software.
• Assignments completed online
• Assignments uploaded through classroom portals.
• The use of cloud based tools(i.e. cloud storage instead of
flash drives or paper to store their work).
• Specially designed for education social media platforms for
education stakeholders(teachers, parents, students, and
administrators) to communicate.

SCENARIO3:MANAGER
K. C KOUTSOPOULOS
Jen vision for his school is to implement innovative learning experiences
by adding sound, video, images, and interaction in providing
additional dimensions than the two dimensional world the simple texts
express. Moreover, he strives for all of his school students to be fully
competent in using the available technological tools that provide them
with virtual and augmented reality to alter the learning landscape they
have been operating on.
This represents the Learning Experience where the School Provides:
• Educational devices for virtual reality, for students to apply the use of
this tool to virtually visit different locations around the globe and view
any image they want from any angle
• Educational services for augmented reality, for students to walk
through cultural or other establishments(i.e. museums, galleries), page
through books, watch presentations given by speakers outside their
school
• Removal of barriers to teachers to give students access to materials
that can be found outside the school building.
• Accommodation of various learning styles.
• A multidimensional educational environment by adding sound,
• video, images and interaction.

SCENARIO3:MANAGER
K. C KOUTSOPOULOS
Jen has instituted in the school he directs the concept of students' "flexible
assignments". That is, in Jen's school the students are allowed to complete
their assignments, which might be different than any other, taking into
consideration their learning style. The teachers, on the other hand, are
interested in evaluating the students' competency by the competences or
understanding they poses to successfully complete the assignment, rather
than in just receiving assignments completed in a common predetermined
method. In addition, students are autonomous in deciding how they will
accomplish their tasks. They are free to utilize any implementation
approach, such as recording a video, creating an elaborate timeline,
giving a presentation, or even putting together a traditional research
paper.
This represents the Multiple Learning Approaches where the School allows:
Teacher to exercise flexible assignments, focused in proof of competency
than in receiving common assignments.
Teacher to just outline for his students what skills or understanding they must
demonstrate to successfully complete any assignment.
Students to have their own assignment. The one size fits all assignments is
not part of the school's learning approach.
Student are given the autonomy to decide how they will do their
assignments.
Students to choose and utilize any approach to complete an
assignment.

SCENARIO3:MANAGER
K. C KOUTSOPOULOS
Jen holds regular meetings with the teachers of his school, but mainly he has
completely revamped their role and contribution in running the school. He
has institute a less hierarchical and more peer managing model that
encourages and engages teachers in the teaching process .He considers
teachers as agents of change rather than objects of change and
encourages them to take ownership of their innovation. Because he believes
that innovative teachers must be rewarded, he has instituted tangible
recognitions and incentives when they implement their innovations. he
unceasingly tries to instill to his teachers that they have to act and teach as
innovation managers and as an efficient way to accomplish teaching
activities. in his institution there is a balance between his vision of leadership,
the teachers' training and participation, the students' free choice of tools and
the selection of the physical environment.
This represents the Management of Teachers' Role where the Teachers are:
• Agents of change, rather than objects of change.
• Owners of their innovations and innovation managers.
• Participating in innovation for which they are provided with tangible
recognition and incentives.
• Making innovation a leadership priority.
• Participating in professional innovators networks.
• Sharing and disseminating pedagogical, technological and
• societal innovations.
• Trained in the use of ICT which should be accompanied
• by “innovation support” activities.

SCENARIO3:MANAGER
K. C KOUTSOPOULOS
JEN' SCENARIO INDICATES THAT IN 2025 IN MANAGING THE SCHOOL :
• The well known neat rows of chairs and desks as well as fixed
classrooms cannot be seen around.
• The sitting arrangements are flexible so that students can accomplish
their tasks in the most comfortable and efficient way for them,
• Moving walls make spaces adaptable to students needs and desires,
giving them more autonomy on how and where to sit.
• The vision of virtual and augmented reality is incorporating into the
teaching and learning process. A student in studying a Geographic
Atlas by using a new technological tool (i.e. a pair of special glasses)
the flat images of the Atlas become three dimensional images of
various landforms (virtual reality). Similarly, a student visiting a museum
he can "read" with his smart cell phone the scanning code next to a
statue and watch a video providing many information related to that
statue (augmented reality).
• There is the utilization of additional learning approaches such as:
sound, video, images and various interactions.

SCENARIO3:MANAGER
K. C KOUTSOPOULOS
JEN' SCENARIO INDICATES THAT IN 2025 SCHOOL MANAGERS : (Cont)
• A new technology is applied based on multiple learning approachs,
involving both students and teachers and using flexible assignments.
• Teacher are more interested in the proof of his students competency in the
use of technological tools, than in evaluating a set of predetermined.
• Teachers instead of passing out any assignment, they outline for their
students what skills or understanding they must demonstrate to successfully
complete the assignment.
• Students enjoy the freedom to autonomously decide how they will achieve
their task. Such approaches can take various forms(i.e. recording a video,
creating a musical synthesis etc.)
• The role of teachers change from subjects of change to agents of change
by taking ownership of their innovation.
• Teachers provide innovative teachers with tangible recognition rewards
and incentives for their work, making innovation a leadership priority.
• School managers give teachers the support they need not only in the use of
ICT for learning, but also by “innovation support” activities.
• The school is operating in a less hierarchical and more peer learning and
managing model, by encouraged and engaging all school stakeholders in
the learning process as well as in sharing success and failure efforts

CONCLUSIONS
Cloud computing is undoubtedly shaping,
changing and enabling new ways of
accessing, understanding and creating
knowledge and is already an integral part
of modern education and life.
However precise predictions about its
future uses in education are impossible
due to the high degree of uncertainty
involved in technology forecasting.
Yet, foresight methods can be
employed to provide insights regarding
the probable importance and
implications of various factors, trends, and
events associated with Cloud Computing
in
relation to Education. K. C KOUTSOPOULOS

CONCLUSIONS
Cloud computing is undoubtedly
shaping, changing and enabling new
ways of accessing, understanding and
creating knowledge and is already an
integral part of modern education and
life.
However precise predictions about its
future uses in education are impossible
due to the high degree of uncertainty
involved in technology forecasting.
Yet, foresight methods can be
employed to provide insights regarding
the probable importance and
implications of various factors, trends,
and events associated with Cloud
Computing in relation to Education.
K. C KOUTSOPOULOS

WORKSHOP ON:
THE FUTURE OF EDUCATION ON THE CLOUD
THANK YOU…

The Future of Education on the Cloud

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