learning/ teaching scenarios


The Battle for Open [webinar]

12 March 2014

As more and more educational institutions embrace the idea of "openness," the debate of open vs. closed is evolving to a more nuanced discussion. This webinar will explore this transition and the ongoing challenges of mainstreaming open education. 

OER banner
Openness in education has moved from a the periphery to mainstream practice. In terms of research, teaching, publication and scholarship, it’s hard to argue that the open approach hasn’t been successful over the last few years in establishing itself as a core approach in higher education.
Increasingly, we can see that openness helps shape the identity not just of a particular university, but of higher education in general and its relationship to society. And yet at the same time there is tension and anxiety about the direction open education is taking.
This initial victory should be viewed as part of a larger battle around the nature of openness. It is at this point of victory that the real struggle begins. The current reality is that we have replaced open vs closed with a set of more complex, nuanced debates. In this webinar we explore this victory/battle dilemma from a number of perspectives, and we discuss a number of challenges for the open education movement as it enters its new stage.
About the OER Research Hub
The Open Educational Resources Research Hub (OER Research Hub) is a Hewlett Foundation-funded project at The Open University, UK. The Hub provides a focus for research, designed to give answers to the overall question ‘What is the impact of OER on learning and teaching practices?’ and identify the particular influence of openness. We do this by working in collaboration with projects across four education sectors (K12, college, higher education and informal) extending a network of research with shared methods and shared results.
eChallenges higher education learning/ teaching scenarios Research

How to Transform Teaching by 2030

22 March 2013
future of Education learning/ teaching scenarios teaching and learning models entrepreneurial spirit

SoLAR Concept Paper: Open Learning Analytics

12 December 2012

Significant potential exists for analytics to guide learners, educators, administrators, and funders in making learning-related decisions. Learning analytics represent the application of “big data” and analytics in education. This proposal expresses the importance of a planned and integrated approach to developing insightful and easy-to-use learning analytics tools.



31 October 2012

The two-year CPDLab project, started in October 2011, aims to improve the quality of ICT-related Continuing Professional Development available to teachers, school leaders and other school staff and help schools become effective learning environments by offering a portfolio of training courses directly related to the needs of teachers in the future classroom.

The CPDLab project is a small, two year project, supported by the Commission’s Lifelong Learning Programme as a Comenius Multilateral Project. It will deliver three training courses for teachers in the areas of:

  • Interactive Whiteboards: innovative pedagogical use of Interactive Whiteboard technologies in secondary schools.
  • E-Safety: improved eSafety policies in secondary schools, addressing issues such as cyber bullying, use of social networks, responsible use of mobile and Internet technologies, etc.
  • Future Classroom Scenarios: implementation and dissemination of teaching and learning activities for the future classroom.

The first course modules will be piloted in summer 2012. The fully validated courses will be available from summer 2013.


Rationale for the development of CPDLab Courses


The development of the three courses has been prioritised, to address gaps in the current provision.

A wide range of Interactive Whiteboard courses exist today. Many of these are linked to vendors and are delivered as part of the initial purchase. IWB teacher communities have built up around this training, which encourage the sharing of ideas and these are particularly active within subject disciplines. However, recent research supported by Ministries of Education in European Schoolnet’s Interactive Whiteboard Working Group shows that there is a lack of a generic pedagogically-based IWB course.

In e-Safety, there is a wealth of information on the different issues and within each member state there are websites to download relevant information. There are training courses addressing specific issues e.g.: cyber-bullying. Recent research has confirmed there is still limited training for schools on this issue which has contributed to the launching a pilot for a schools’ eSafety Label.  

The third course is linked to the iTEC project. This four-year, pan-European project is focused on the design of the future classroom. Divided into phases, the project will deliver a range of innovative learning activities and validate these via pilots in over 1,000 classrooms across Europe. The CPDLab project will develop training around these validated learning activities in order to spread and disseminate best practice.

Target groups for CPDLab training

The CPDLab courses are aimed at secondary schools. The main audience for the training will be teachers and trainers involved in continuous professional development within their school, region or country. Some modules will be of more interest to senior management and policy makers and the courses will be designed in a modular style to enable different learning pathways according to the needs of different groups.

Validation and Quality Assurance

Two teacher focus groups, consisting of teachers from each partner country, will contribute to the course development and validation process. The quality assurance process, will receive input and steering from a project Pedagogical Board comprising of experts in each of the areas, with review and critical friend input from an appointed independent evaluation expert.

Delivery of CPDLab training courses

The CPDLab Courses will be delivered as five day training courses, taking advantage of the in-service Comenius funding available for teachers. These courses will be delivered in the Future Classroom Lab, a fully equipped, reconfigurable, teaching and learning space that is part of the European Schoolnet office in Brussels.

The modular design of the courses, will offer the flexibility for various member states to take up all or some of the modules depending on their existing national and regional models. A course catalogue will be translated into the four languages of the project partners – Finnish, Norwegian, Portuguese, and Italian.

CPDLab Courses availability

To accelerate the dissemination and exploitation of the courses being developed, it is hoped that the first modules can be offered in the summer of 2012, following trialling with teacher focus groups and some early pilot training.


  • Survey: Oct-Dec 2011
  • Course development - phase 1: Jan-Mar 2012
  • Course development Focus Group: Apr 2012 - Mar 2013
  • Course development - phase 2: Jul 2012 - Jun 2013
  • Course validation Focus Group: Jul 2012 - Jun 2013
  • Final courses: Jul - Sep 2013
Creativity learning/ teaching scenarios effective learning environments expertise of teachers

Improving Student Learning symposium 2012

27 July 2012

Improving student learning through research and scholarship: 20 years of ISL

The major aim of the Symposium is to provide a forum which brings together those who are primarily researchers into learning in higher education and those who are primarily practitioners concerned more pragmatically with improving their practice, and encourages the sharing of scholarly work and collaborative discussion. But from whichever starting point, papers are only accepted if they take a sufficiently scholarly, research-based approach.

In 2012 we celebrate 20 years of the Improving Student Learning Symposium with a conference theme of ‘Improving student learning through research and scholarship: 20 years of ISL’ so this year we especially invite participants to submit proposals which reflect back on what we have learnt over the past two decades, or would want to claim we now understand about student learning, and the research evidence that supports it.

As interest in improving the student experience has grown, ISL remains the place to discuss the impact of research findings on our practice.  The distinctive format of published papers combined with times set aside for themed discussions is annually welcomed by up to 200 participants from over 15 countries at each conference.

student experience Student learning/ teaching scenarios Research

Learning Scenarios. Preparing together for the future of corporate learning

09 December 2011

This website and the related workshop use scenario planning as an unique opportunity for those involved in defining strategies for Learning and Development within the workplace to consider potential futures in their field. Participants are examining the external factors shaping corporate learning and work together with industry experts and like-minded peers to create future scenarios that can be used to help them prepare more effectively for new worlds.

learning/ teaching scenarios workplace learning

Streetlearn: a serious game using Google Streetview

07 December 2011

The StreetLearn project has developed and tested a serious game using Google Streetview to create the 3D surroundings of the game. The learner/gamer is a police officer searching for a drugs dealer and his stash. The game is situated in the centre of Amsterdam, the 'grachtengordel', that forms part of the Unesco cultural heritage. While playing the gamer learns about the cultural and historical value of the grachtengordel.

Cost effective

Games often take place in a realistic 3D-environment. Developing these surroundings is much too costly for many educational institutions. But Google Streetview is an open 3D-environment, available for everybody. Is it possible to use Google Streetview for serious games, was the central question for the project Streetlearn. What are the possibilities and limitations of Google Streetview as a 3D-environment for educational purposes. What do teachers need to use this environment for the development of serious games? What are the benefits of the use of Google Streetview as a game environment for eduction?



The Streetlearn project has developed a location-dependent game using Google Streetview. A learning scenario has been written in which the gamers play the role of a police officer hunting for drugsdealers. The gamers receive assignments to find objects, to go to another location, to follow up tips and to answer questions. In the meantime they move through the streets of the centre of Amsterdam, gaining information and acquiring knowledge about their enviroment.



A prototype has been developed and has been made available in Google Streetview. A small group of students Cultural Sciences of the Open Universiteit have played the game. The fist evaluations are posted on the website of Streetlearn. The final evaluation of the project will also appear there.

The Streetlearn project started in June 2011 (see the earlier newsitem) and will end this year. It is co-financed by the SURFnet/Kennisnet innovation programme.

Game-Based Learning (GBL) learning/ teaching scenarios good practices

EERJ - European Educational Research Journal

22 September 2011

The EERJ publishes articles from a wide range of research on education that illuminate the emerging ‘space’ of European education, learning and research. This 'space' and its processes are often described as constituting Europeanization and they are relatively new, complex and often puzzling, so there is no standard format for approaching them.

However the EERJ encourages contributions which seek to explore or interrogate Europeanization through the analysis of policy and practice at national or European level, across the fields and sectors of education provision.

Research learning/ teaching scenarios

Rénovation des salles multimédia en Région Ile de France

18 August 2011

La Région Ile-de-France a pour projet de créer et de rénover les salles multimédia au profit des établissements publics locaux d’enseignement pour une durée de trois ans.

Ces salles sont principalement pluridisciplinaires et sont utilisées pour l’enseignement des langues.


Le concept retenu pour la création de nouvelles salles réside dans l’espace multimédia. Ainsi, VXCD Tecnilab a donc été choisie avec la société LogoSapience afin de mener à bien cette opération.


Salle multimédia


LogoSapience développe et commercialise la solution LogoLAB. VXCD Tecnilab, étant un revendeur agréé de LogoSapience, a proposé pour la Région Ile-de- France, la solution LogoLAB.


Elle regroupe un magnétophone et un magnétoscope virtuels numériques de langues. Elle permet entre autre de numériser les sources audio et vidéo et de les stocker sur un serveur. LogoLAB est ainsi utilisée dans une salle multimédia pour effectuer des travaux d’audio actif comparatif (utilisation de deux pistes audio : les pistes professeur et élève), des réaliser des QCM, etc.


VXCD Tecnilab, de son côté à proposer son produit phare IDM Class. Elle est une solution complète de formation interactive permettant de transformer une salle informatique en véritable espace multimédia numérique. IDM Class ajoute de l’interactivité aux formations grâce à ses fonctionnalités : communication, diffusion, création d’activités, envois d’applications et de fichiers, mise en place de groupes de travail, personnalisation du logiciel.


Pour plus d’informations : www.vxcd.fr

learning/ teaching scenarios innovation

Teacher Virtual Campus: Research, Practice, Apply

07 June 2010

The aim of the project is to increase virtual mobility among academic staff by facilitating development, management and implementation of virtual research and mobility and by improving their virtual mobility competences.

TeaCamp project contributes to the needs to increase virtual mobility among academic staff by facilitating:

  • HE institutions to realize necessary steps to be undertaken to ensure full academic virtual exchange and recognition of academic virtual processes, academic staff to prepare, develop and implement virtual mobility, despite their economic, social and other restraints, researchers to implement transnational research,
  • institutions and students to benefit from updated and qualitative curriculum, to ensure availability and  ccessibility of qualitative curriculum for various LLL target groups.


  • Recommendations for institutional regulations for academic staff and student virtual mobility implementation and full academic recognition
  • TeaCamp virtual campus with the tools for academic staff to develop curriculum content, to implement virtual mobility, and to evaluate learning results and implement international comparative research
  • Curriculum content (based on learning results) developed by each partner institution for international virtual mobility of students, including learning/ teaching scenarios
  • Study on virtual mobility for teachers and students based on international comparative research results, using TeaCamp virtual campus tools
  • TeaCamp exploitation strategy, based on recommendations and research resultsExtracted from TeaCamp

Extracted from TeaCamp

Mobility campus tools learning/ teaching scenarios