Innovating Teaching and Learning Practices: Key Elements for Developing Creative Classrooms in Europe

25 September 2012
Innovating Teaching and Learning Practices: Key Elements for Developing Creative Classrooms in Europe

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 their implementation, clarifying their holistic and systemic nature, their intended learning outcomes, and their pedagogical, technological, and organisational dimensions for innovation. ‘Creative Classrooms’ (CCR) are conceptualized as innovative learning environments that fully embed the potential of ICT to innovate learning and teaching practices in formal, non-formal and informal settings.

The proposed multi-dimensional concept for CCR consists of eight encompassing and interconnected key dimensions and a set of 28 reference parameters (‘building blocks’). At the heart of the CCR concept lie innovative pedagogical practices that emerge when teachers use ICT in their efforts to organize newer and improved forms of open-ended, collaborative, and meaningful learning activities, rather than simply to enhance traditional pedagogies, such as expository lessons and task-based learning.


A preliminary analysis of two existing cases of ICT-enabled innovation for learning is presented in order to show (i) how the proposed key dimensions and reference parameters are implemented in real-life settings to configure profoundly diverse types of CCR and (ii) to depict the systemic approach needed for the sustainable implementation and progressive up-scaling of Creative Classrooms across Europe.


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From Innovation to System Level educational change

One of the great weakness in education at the moment is the failure to take innovations that are successful at teacher / school level to scale.  This paper offers an analytical view of educational innovations using what seems to me to be an excellent framework for examining the drivers for change. 


The issue of scale is a fundamental strength of technologes.  Therefore it ought to be possible to apply it in education.  Broadly speaking, top down only models have limitatins: here here is a exploration of what migt work, how it migth work, and making change on systemic level possible. 


It is a powerful argument for innovation in our approch to edcation. 


I understand it was very widely read.  I'm not surprised.

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Publication Date
 25 September 2012
Area of interest:
  • classroom
  • creativity
  • effective learning environments
  • good practices
  • imperatives for change
Pan European
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