CCL Course Manual 'Creative Use of Tablets

7/26/2019 CCL Course Manual 'Creative Use of Tablets'

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Creative Classrooms Lab | http://creative.eun.orgThe project is coordinated by European Schoolnet and it has has been

funded with support from the European Commission.

Pan-European policy experimentations with tabletshttp://creative.eun.org

D7.4CREATIVE CLASSROOM COURSE FOR TEACHERS

COURSE MANUAL

CREATIVE USE OF TABLETS IN SCHOOLSEuropean Schoolnet

v1. March 2015

v2. May 2015
http://creative.eun.org/http://creative.eun.org/http://creative.eun.org/http://creative.eun.org/http://creative.eun.org/


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Course manual Creative use of Tablets in Schools

Creative Classrooms Lab project |http://creative.eun.orgThis project has been funded with support from the European Commission.

Table of contents

1. INTRODUCTION........................................................................................................................................................ 3

1.1 OVERVIEW CCLPROJECT......................................................... ................................................................. ..................... 4

2. COURSE OUTLINE ..................................................................................................................................................... 5

2.1 RATIONALE................................................................................................................................................................. 5

2.2 AIMS AND LEARNING OBJECTIVES......................................................... .............................................................. ............. 5

2.3 TARGET AUDIENCE....................................................... ................................................................. ................................ 5

2.4 COURSE DELIVERY OPTIONS............................................................................................................................................ 6

2.5 ASSESSMENT &CERTIFICATION............................................................ ................................................................. .......... 6

3. OVERVIEW MODULES .............................................................................................................................................. 7

MODULE 1:GETTING STARTED WITH TABLETS AT SCHOOL............................................................ ...................................................... 8

MODULE 2:USING TABLETS FOR CONTENT CREATION....................................................................................... .............................. 10

MODULE 3:USING TABLETS FOR COLLABORATIVE LEARNING........................................................ .................................................... 12

MODULE 4:USING TABLETS FOR PERSONALIZED LEARNING &FLIPPING THE CLASSROOM................................................................ ........ 14
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1.INTRODUCTION

This course manual has been produced as an outcome of the Creative Classrooms Lab project 1(CCL). On the

basis of this course outline, the project designed and ran the MOOC Creative use of Tablets in Schools on the

European Schoolnet Academy. This course presented the main results of the Creative Classrooms Lab project to

teachers across Europe. It started on 13 April 2015 and ran for 5 weeks. All materials and discussions remain

available and can still be accessed on the European Schoolnet Academy2.

This course aims to inspire teachers across Europe to use tablets to foster innovative learning and teaching. In

four modules it provides a general introduction to the use of tablets in schools (Module 1) and then discusses

how tablets can support new learning approaches such as content creation, collaborative learning, personalized

learning and the flipped classroom model (Modules 2,3,4).

Most videos are official CCL videos produced by CCL partners in the project or videos produced by teachers

participating in the project on their own initiative. These videos are complemented with short videos explainingrelated pedagogical concepts, the roles of the teacher and students and how tablets can support this learning

approach. Each module also introduces at least one interesting app, website or tool that teachers can use with

tablets.

The CCL MOOC course attracted a lot of attention: Almost 3500 people registered to the course and more than

1000 teachers finished it. According to the evaluation survey, which was completed by more than 500

respondents, almost 75% rated the course as very good and 25% as good.

This manual presents the course structure with all materials (videos, readings), suggested activities and

assessments. The manual can be useful for teacher trainers to create and run their own course (online or face-to-face) but also as self-study material for interested teachers. It has been designed as a 5 week online course

but elements can also be used for shorter online sessions or a 1-2 day face-to-face training course.

Thebrochure on CCL scenarios3can be a useful addition to the course manual and is freely available online. It

presents the main innovative teaching approaches that are also presented in the MOOC course: Collaboration,

Content Creation, Flipped Classroom and personalised learning. All outcomes of the course can be freely used

under a Creative Commons Licence.

1http://creative.eun.org2

http://www.europeanschoolnetacademy.eu/web/tablets-in-schools3http://fcl.eun.org/documents/10180/275738/CCL_Scenarios_brochure_A4.indd_FINAl.pdf
http://creative.eun.org/http://creative.eun.org/http://fcl.eun.org/documents/10180/275738/CCL_Scenarios_brochure_A4.indd_FINAl.pdfhttp://fcl.eun.org/documents/10180/275738/CCL_Scenarios_brochure_A4.indd_FINAl.pdfhttp://creative.eun.org/http://creative.eun.org/http://creative.eun.org/http://www.europeanschoolnetacademy.eu/web/tablets-in-schoolshttp://www.europeanschoolnetacademy.eu/web/tablets-in-schoolshttp://www.europeanschoolnetacademy.eu/web/tablets-in-schoolshttp://fcl.eun.org/documents/10180/275738/CCL_Scenarios_brochure_A4.indd_FINAl.pdfhttp://fcl.eun.org/documents/10180/275738/CCL_Scenarios_brochure_A4.indd_FINAl.pdfhttp://fcl.eun.org/documents/10180/275738/CCL_Scenarios_brochure_A4.indd_FINAl.pdfhttp://fcl.eun.org/documents/10180/275738/CCL_Scenarios_brochure_A4.indd_FINAl.pdfhttp://www.europeanschoolnetacademy.eu/web/tablets-in-schoolshttp://creative.eun.org/http://fcl.eun.org/documents/10180/275738/CCL_Scenarios_brochure_A4.indd_FINAl.pdfhttp://creative.eun.org/


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1.1OVERVIEW CCLPROJECT

The Creative Classrooms Lab project (CCL) brought together teachers and policy-makers in eight countries to

design, implement and evaluate 1:1 tablet scenarios in 45 schools. The project produced learning scenarios and

activities, guidelines and recommendations to help policy-makers and schools to take informed decisions on

optimal strategies for implementing 1:1 initiatives in schools and for the effective integration of tablets into

teaching and learning. The project, funded by the European Commissions Lifelong Learning Programme, was

coordinated by European Schoolnet, involved 10 partners and ran from 2013 to 2015.

In the project, policy-makers and teachers developed scenarios for the use of tablets in schools. The scenarios

are visions for the future classroom that address trends and challenges facing schools. Learning stories are sets

of concrete classroom activities. Both were developed using the Scenario Development Toolkit developed in the

earlier iTEC project (fcl.eun.org/itec).

The brochure gives an introduction into the four main teaching and learning approaches underpinning the seven

learning stories developed and piloted by 45 teachers from 8 countries. Each teacher piloted two learning storiesone learning story per school term.

Learning stories piloted November 2013 - April

2014

Learning stories piloted October 2014 - January

2015

Collaboration (Austria, Belgium Wallonia,

Slovenia)

School to school Collaboration (Belgium

Flanders, Belgium Wallonia, Czech Republic)

Flipped Classroom (Italy, Portugal) Collaboration and Assessment (Austria, Italy,

Slovenia)

Content Creation (Belgium Flanders, Italy) Liberating Learners (Lithuania, Portugal, UK)

Personalisation (Czech Republic, Lithuania, UK)

MAIN OUTCOMES

Scenarios and learning storiesdeveloped during the project:creative.eun.org/scenarios

Video case studies that illustrate the implemented learning activities and that were produced by CCL

partners and teachers:creative.eun.org/results

The insights gained from the CCL project have been integrated into an online course (MOOC)in the

European Schoolnet Academy in April 2015. The course includes modules on how tablets can support new

learning approaches such as content creation, collaborative learning, personalised learning and the flipped

classroom:www.europeanschoolnetacademy.eu/web/tablets-in-schools

The final report from observation and documentation

of practiceincludes case studies, practical examples of

scenarios and recommendations for education ministries

and schools moving forward with tablet

implementations and the use of 1:1 technologies:

creative.eun.org/results
http://creative.eun.org/http://creative.eun.org/http://fcl.eun.org/itechttp://fcl.eun.org/itechttp://creative.eun.org/scenarioshttp://creative.eun.org/scenarioshttp://creative.eun.org/scenarioshttp://creative.eun.org/resultshttp://creative.eun.org/resultshttp://creative.eun.org/resultshttp://www.europeanschoolnetacademy.eu/web/tablets-in-schoolshttp://www.europeanschoolnetacademy.eu/web/tablets-in-schoolshttp://www.europeanschoolnetacademy.eu/web/tablets-in-schoolshttp://creative.eun.org/resultshttp://creative.eun.org/resultshttp://creative.eun.org/resultshttp://www.europeanschoolnetacademy.eu/web/tablets-in-schoolshttp://creative.eun.org/resultshttp://creative.eun.org/scenarioshttp://fcl.eun.org/itechttp://creative.eun.org/


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2.COURSE OUTLINE

2.1RATIONALE

Tablets with their simple interface, portability, speed, affordability and their variety of apps are quickly moving

into schools across Europe. With their easy access to learning opportunities, information, organizational

systems, communication and emotional support, tablets have the potential to foster innovative teaching and

learning. A growing number of teachers across Europe experimenting with tablets or interested in doing so are

faced with the same questions: What rules do I need to set for the use of tablets in class? How do I deal with

related administrative and technical issues? How can tablets support innovative approaches such as

personalized or collaborative learning?

2.2AIMS AND LEARNING OBJECTIVES

The course aims to guide teachers in their use of tablets and to inspire them to use tablets to foster innovative

teaching and learning. In 4 modules, it gives a general introduction to the use of tablets in schools (Module 1)

and discusses how tablets can support new approaches such as content creation, collaborative learning,

personalized learning and flipped classroom (Modules 2, 3, 4). While each module has a particular focus on one

or two pedagogical approaches, these approaches can be interlinked. For instance, a collaborative tablet project

could also involve personalized learning tasks and learning beyond the classroom.

Objectives of the course:

provide teachers with concrete tips on how to get started using tablets (e.g.

questions on technical issues, administration, classroom management)

provide teachers with a clear understanding of key concepts around new

teaching and learning approaches that tablets can foster

make teachers reflect on their own teaching practice using tablets

inspire teachers to try something concrete and new in their classroom

(even small changes)

enable teachers to share their own ideas on using tablets and support others

2.3 TARGET AUDIENCE

The course is relevant to all teachers, headteachers and school technology coordinators who are interested inthe topic of using tablets in schools. However, the focus of the course is on the practical and pedagogical use of

tablets in a classroom setting. While it is not necessary for teachers to already have tablets in the classroom to

participate on the course, it will be beneficial to at least have access to a tablet during the course.

As the course caters for teachers with different degrees of access to tablets and levels of experience, some

content/ videos is more or less relevant to some teachers than others. Whether only some or all students have

access to tablets and if this access is permanent or temporary has implications on the work with tablets the

teacher can envisage.


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2.4 COURSE DELIVERY OPTIONS

AN ONLINE COURSE (MOOC)

The course outline consists of 4 Modules. The CCL course was delivered as a MOOC course, running for 5 weeks,

with one module opening every week and one additional week to finish all assignments. The expected workload

is about 3-4 hours a week. The course could also be adapted to a shorter duration of only 3 weeks or extended,

e.g. the topics personalization and Flipped Classroom could be presented in separate modules. In a more

condensed format the structure and content of the course would also work as a short online course, running

over 1 week and with a small number of participants.

1-2DAY SHORT COURSE

A short 1-2 day course could also be an interesting option, as it allows for direct face-to-face exchange between

the participants. Selected videos and reading materials could be presented during the day and teachers coulddiscuss in group works the questions proposed for reflection in Learning Diaries. Designing their own Lesson

Plan could be a task to work on during the workshop or a follow-up.

SERIES OF WEBINARS

The CCL MOOC course also offered a series of webinars4for teachers on specific topics. In each webinar, two or

three teachers presented their practice e.g. to personalize learning with tablets. A series of webinars could be

set up, with experienced teachers presenting their practice. Teachers attending these webinars could be asked

to watch 2 to 3 videos on the topic, as included in this course outline, as a preparation.

2.5ASSESSMENT &CERTIFICATION

The original CCL course used a mix of quizzes and peer assessment (as described in more detail in the following

sections). Course participants filled in a short quiz with multiple choice questions at the end of each module to

test their content knowledge (as presented in the videos). In addition, they were asked to write a Learning Diary

in which they reflected on key questions discussed at the end of each module. They were encouraged to share

their Learning Diary already during the course. As part of the last module, each teacher designed one lesson

plan using the tool Learning Designer5and submitted it, together with the Learning Diary. As a final task, each

course participant reviewed two Learning Diaries (including the Lesson Plans) of their peers. Course participants

received a digital badge for each module and a course badge upon completion of all modules. (More information

on questions course participants reflected on and final task can be found in each module).

The assessment can, however, be adapted to different circumstances and technical possibilities. For instance,

the course could be simplified by only using quizzes to test content knowledge. The Learning Diaries could be

proposed as a task for self-reflection (for the course participant himself/herself) or could be set as a task for

which the teacher will receive feedback.

4

http://creative.eun.org/webinars;jsessionid=104C51F81045025924F2CD2DD3735E72 5http://learningdesigner.org/
http://creative.eun.org/http://creative.eun.org/http://creative.eun.org/webinars;jsessionid=104C51F81045025924F2CD2DD3735E72http://creative.eun.org/webinars;jsessionid=104C51F81045025924F2CD2DD3735E72http://creative.eun.org/webinars;jsessionid=104C51F81045025924F2CD2DD3735E72http://learningdesigner.org/http://learningdesigner.org/http://learningdesigner.org/http://learningdesigner.org/http://creative.eun.org/webinars;jsessionid=104C51F81045025924F2CD2DD3735E72http://creative.eun.org/


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3.OVERVIEW MODULES

Module 1:

Getting started withtablets at school

Module 2:

Using tablets forcontent creation

Module 3:Using tablets for

collaborative learning

Module 4: Using tablets

for personalisedlearning & flipping the

classroom

Why use

tablets?How to use tablets?

How to use tablets to

explore new

pedagogic

approaches?


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MODULE 1:GETTING STARTED WITH TABLETS AT SCHOOL

Short

overview of

module

Module 1 introduces the topic tablet use in schools. It addresses three key questions:

Why do I want to use tablets? In other words what is the added benefit in general and more

importantly what is the benefit for my own situation. What do I need to consider at a broader, whole-school level when using tablets?

What do I need to consider at a classroom level when using tablets?

Learning

objectives of

module:

At the end of this module, the course participants should have:

Reflected on the use of tablets in general as well as in their specific situation

Explored a range of challenges of using tablets in schools

Identified a key challenge for their school and suggested an idea how to address it

Explored a range of challenges of using tablets in classrooms

Identified a key challenge for your classroom and suggested an idea how to address it

Module Outline

Module

content

(videos,

scripts)

1.1Why use tablets? The research perspective

Isa Jahnke, Adbul Chohan, Siv Svanaes,1:37 min

This video helps to explore what research says about the use of tablets in schools. This should be

helpful to make course participants reflect about their own reasons why they want to use tablets in

their teaching and learning. Course participants that are already experienced users of tablets in their

classrooms can reflect on whether their experience corresponds with the views presented in the

video. The two publications below give participants more background on current research.

University of Minho Tablets in Schools report(2015), 13 pages

CCL Literature review(2013), 30 pages

1.2Why use tablets? The teacher and student perspectiveThese two videos summarize what teachers and students of the CCL project say on what the added

value of tablets to learning and teaching is and why they want to continue using tablets after the

project finishes. The videos can help teachers to think about their own situation and how they would

explain to a parent or school leader why they are using or want to use tablets in their classroom. It

is fundamental to reflect about this and develop some form of vision of what they want to achieve

with the tablets so they can explore as a next step all the factors that require addressing in order to

achieve this.

Creative Classroom Lab: tablet uses and benefits,3:48 min

Why use tablets? Students,3:22 min

1.3

Tablets in schools what I need to know

Diana Bannister, Development Director for Learning Technologies at the University of

Wolverhampton, has been a key part of the Creative Classrooms Lab project. She has been travelling

around Europe, visiting schools who have been using tablets in their teaching and learning. Diana

Bannister observed lessons, spent time with school leaders and teachers at these schools, and

consulted with policy makers in each country, exploring the opportunities and challenges schools

and teachers face when bringing tablets to teaching and learning.

In the videos below she shares the key insights from her work on the project, focusing on three

whole-school areas that school leaders as well as teachers should be aware of:

Strategy & Planning,2:18 min (Script)

Bringing tablets into lessons,5:22 min (Script)
http://creative.eun.org/http://creative.eun.org/http://www.iktsenteret.no/ressurser/effekter-av-nettbrett-pa-skoleniva#.VNSkJJ3F-Sphttp://www.iktsenteret.no/ressurser/effekter-av-nettbrett-pa-skoleniva#.VNSkJJ3F-Sphttp://creative.eun.org/c/document_library/get_file?uuid=e9d5bc7f-d113-45da-9107-62de7f83653d&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=e9d5bc7f-d113-45da-9107-62de7f83653d&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=f90beb15-d561-4ed3-9f50-929c4b899a1b&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=f90beb15-d561-4ed3-9f50-929c4b899a1b&groupId=96459https://youtu.be/Ue0YiKf13Zshttps://youtu.be/Ue0YiKf13Zshttps://youtu.be/uSRUv4cn4Ukhttps://youtu.be/uSRUv4cn4Ukhttps://www.youtube.com/watch?v=-UxMAdiXymA&feature=youtu.behttps://www.youtube.com/watch?v=-UxMAdiXymA&feature=youtu.behttp://creative.eun.org/c/document_library/get_file?uuid=b80e3f21-5d20-4cd5-a6fe-5bf3d43049b6&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=b80e3f21-5d20-4cd5-a6fe-5bf3d43049b6&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=b80e3f21-5d20-4cd5-a6fe-5bf3d43049b6&groupId=96459https://youtu.be/IAsco6EiSuUhttps://youtu.be/IAsco6EiSuUhttp://creative.eun.org/c/document_library/get_file?uuid=df9702cb-35c7-4cb7-aaa0-1d1ec2be0103&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=df9702cb-35c7-4cb7-aaa0-1d1ec2be0103&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=df9702cb-35c7-4cb7-aaa0-1d1ec2be0103&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=df9702cb-35c7-4cb7-aaa0-1d1ec2be0103&groupId=96459https://youtu.be/IAsco6EiSuUhttp://creative.eun.org/c/document_library/get_file?uuid=b80e3f21-5d20-4cd5-a6fe-5bf3d43049b6&groupId=96459https://www.youtube.com/watch?v=-UxMAdiXymA&feature=youtu.behttps://youtu.be/uSRUv4cn4Ukhttps://youtu.be/Ue0YiKf13Zshttp://creative.eun.org/c/document_library/get_file?uuid=f90beb15-d561-4ed3-9f50-929c4b899a1b&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=e9d5bc7f-d113-45da-9107-62de7f83653d&groupId=96459http://www.iktsenteret.no/ressurser/effekter-av-nettbrett-pa-skoleniva#.VNSkJJ3F-Sphttp://creative.eun.org/


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Professional Development,3:19 min (Script)

Watching the videos can help teachers reflect on their own school situation and help them to

identify their greatest challenges when using tabletsand how they could address these challenges.

1.4

Tablets in classrooms

what I need to knowIn the second series of videos from Diana Bannister she explores the issues she came across inside

the classroom such as the changes in teacher position or classroom management due to tablet

integration. These are key videos for teachers that are just getting started with using tablets but also

interesting for teachers that already use them in their classroom.

Introducing students to tablets,2:44 min (Script)

Classroom issues,5:44 min (Script)

1.5App for Teaching: Edmodo

As mentioned in Diana Bannisters video, it is essential to think about a consistent form of how

students and teachers share and communicate with the tablets which is why it is important to have

the right kind of virtual learning environment in place at an early stage. Craig Bull, Assistant VicePrincipal at the Skinners Kent Academy in the UK provides an introduction to Edmodo, a free virtual

learning environment that is excellent for communicating and sharing resources with students and

supporting collaboration across the school.

App for teaching:Edmodo,8:43 min

1.6Additional resources

Resources for getting started with tablets

Appsakeeis the specific subsite of a Belgian-Dutch educational portal dedicated to the use

of tablets and apps (Dutch)

Inspiratiegids Tablets in het lager onderwijs, EPUB Format (Dutch)

Inspiratiegids Tablets in het secundair onderwijs, EPUB Format (Dutch) Information on CCL project in Lithuanian

Video:Tablet Use in Belgium Flanders (in Dutch, with English subtitles)

Video:Interviews with CCL Policy Makers

Videos1&2:Tablet us in Belgium Wallonia (in French, with English subtitels)

Video:Tablet use in Austria (in German)

Research and newspaper articles on tablet use

Making Learning mobile- Stone Middle School: Project evaluation results - 2012/13 school

year

Pearson Student Mobile Device Survey 2013

BBC News: Tablet computers in 70% of schools

Geo magazine: Lernen mit neuen Medien(German)

NMC: Horizon report on school education

L'impact de l'iPad sur l'apprentissage des lves (French)

Using nearpod in elementary guided reading groups

Tablet vs. Paper:The Effect on Learners' Reading Performance

Naace:the iPad as a tool for edcuation - a case study

Tablets for Schools:Updated report on the use of tablets in Education

White paper on Tablets and apps in school

Introducing Tablets in Schools - The Acer-European Schoolnet Tablet Pilot
http://creative.eun.org/http://creative.eun.org/https://www.youtube.com/watch?v=hSuM-2tC78k&feature=youtu.behttps://www.youtube.com/watch?v=hSuM-2tC78k&feature=youtu.behttp://creative.eun.org/c/document_library/get_file?uuid=d24aa256-cb00-4d96-b7a0-72a3c8ac7143&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=d24aa256-cb00-4d96-b7a0-72a3c8ac7143&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=d24aa256-cb00-4d96-b7a0-72a3c8ac7143&groupId=96459https://www.youtube.com/watch?v=cyY8zfrGkug&feature=youtu.behttps://www.youtube.com/watch?v=cyY8zfrGkug&feature=youtu.behttp://creative.eun.org/c/document_library/get_file?uuid=b89c7615-1151-48de-b21b-de6aa8ddc2f8&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=b89c7615-1151-48de-b21b-de6aa8ddc2f8&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=b89c7615-1151-48de-b21b-de6aa8ddc2f8&groupId=96459https://www.youtube.com/watch?v=t1Rhi5-nLQU&feature=youtu.behttps://www.youtube.com/watch?v=t1Rhi5-nLQU&feature=youtu.behttp://creative.eun.org/c/document_library/get_file?uuid=08500ae1-3706-4002-a387-c4b7b7bff850&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=08500ae1-3706-4002-a387-c4b7b7bff850&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=08500ae1-3706-4002-a387-c4b7b7bff850&groupId=96459https://www.youtube.com/watch?v=newkTiMxlDc&feature=youtu.behttps://www.youtube.com/watch?v=newkTiMxlDc&feature=youtu.behttps://www.youtube.com/watch?v=newkTiMxlDc&feature=youtu.behttp://www.appsakee.be/http://www.appsakee.be/http://www.europeanschoolnetacademy.eu/documents/760551/0/Inspiratiegids+Tablets+in+het+lager+onderwijs.epub/d13d3a55-90ee-42df-8fe6-2f4295eda4b9http://www.europeanschoolnetacademy.eu/documents/760551/0/Inspiratiegids+Tablets+in+het+lager+onderwijs.epub/d13d3a55-90ee-42df-8fe6-2f4295eda4b9http://www.europeanschoolnetacademy.eu/documents/760551/0/Inspiratiegids+Tablets+in+het+secundair+onderwijs.epub/47c6135f-cb87-44ec-911a-b192a30fcb61http://www.europeanschoolnetacademy.eu/documents/760551/0/Inspiratiegids+Tablets+in+het+secundair+onderwijs.epub/47c6135f-cb87-44ec-911a-b192a30fcb61http://ccl.emokymasis.com/klaip279dos-simono-dacho-progimnazija/ccl_2-projekto-kas-atsitinka-cukrui-arbatos-stiklineje-ataskaitahttp://ccl.emokymasis.com/klaip279dos-simono-dacho-progimnazija/ccl_2-projekto-kas-atsitinka-cukrui-arbatos-stiklineje-ataskaitahttps://youtu.be/ZktKcG6KdrIhttps://youtu.be/ZktKcG6KdrIhttps://youtu.be/cTrgMIOG2j0https://youtu.be/cTrgMIOG2j0https://youtu.be/hnay6b0Xh4Ahttps://youtu.be/hnay6b0Xh4Ahttps://youtu.be/hnay6b0Xh4Ahttps://youtu.be/6zUDwoZUBWghttps://youtu.be/6zUDwoZUBWghttps://youtu.be/6zUDwoZUBWghttps://vimeo.com/89384509https://vimeo.com/89384509http://www.kajeet.com/4u/education/MLM-form.htmlhttp://www.kajeet.com/4u/education/MLM-form.htmlhttp://www.kajeet.com/4u/education/MLM-form.htmlhttp://www.kajeet.com/4u/education/MLM-form.htmlhttp://www.kajeet.com/4u/education/MLM-form.htmlhttp://www.pearsoned.com/research/prek-12-research/http://www.pearsoned.com/research/prek-12-research/http://www.bbc.com/news/education-30216408http://www.bbc.com/news/education-30216408http://www.geo.de/GEO/heftreihen/geo_magazin/lernen-mit-neuen-medien-digital-macht-schlau-79266.htmlhttp://www.geo.de/GEO/heftreihen/geo_magazin/lernen-mit-neuen-medien-digital-macht-schlau-79266.htmlhttps://ec.europa.eu/jrc/sites/default/files/2014-nmc-horizon-report-eu-en_online.pdfhttps://ec.europa.eu/jrc/sites/default/files/2014-nmc-horizon-report-eu-en_online.pdfhttp://creative.eun.org/resources/-/blogs/l-impact-de-l-ipad-sur-l-apprentissage-des-eleves?_33_redirect=%2Fresourceshttp://creative.eun.org/resources/-/blogs/l-impact-de-l-ipad-sur-l-apprentissage-des-eleves?_33_redirect=%2Fresourceshttp://link.springer.com/article/10.1007%2Fs11528-014-0787-9http://link.springer.com/article/10.1007%2Fs11528-014-0787-9http://iejee.com/files/1/articles/article_5511d308a5981/IEJEE_5511d308a5981_last_article_5516c5b5d2533.pdfhttp://iejee.com/files/1/articles/article_5511d308a5981/IEJEE_5511d308a5981_last_article_5516c5b5d2533.pdfhttp://iejee.com/files/1/articles/article_5511d308a5981/IEJEE_5511d308a5981_last_article_5516c5b5d2533.pdfhttp://www.naace.co.uk/publications/longfieldipadresearchhttp://www.naace.co.uk/publications/longfieldipadresearchhttp://www.tabletsforschools.org.uk/wp-content/uploads/2014/04/T4S-Literature-Review-9-4-14.pdfhttp://www.tabletsforschools.org.uk/wp-content/uploads/2014/04/T4S-Literature-Review-9-4-14.pdfhttp://www.tabletsforschools.org.uk/wp-content/uploads/2014/04/T4S-Literature-Review-9-4-14.pdfhttp://oupeltglobalblog.com/2014/01/22/white-paper-on-tablets-and-apps-in-school/http://oupeltglobalblog.com/2014/01/22/white-paper-on-tablets-and-apps-in-school/http://files.eun.org/netbooks/TabletPilot_Evaluation_Report.pdfhttp://files.eun.org/netbooks/TabletPilot_Evaluation_Report.pdfhttp://files.eun.org/netbooks/TabletPilot_Evaluation_Report.pdfhttp://oupeltglobalblog.com/2014/01/22/white-paper-on-tablets-and-apps-in-school/http://www.tabletsforschools.org.uk/wp-content/uploads/2014/04/T4S-Literature-Review-9-4-14.pdfhttp://www.naace.co.uk/publications/longfieldipadresearchhttp://iejee.com/files/1/articles/article_5511d308a5981/IEJEE_5511d308a5981_last_article_5516c5b5d2533.pdfhttp://link.springer.com/article/10.1007%2Fs11528-014-0787-9http://creative.eun.org/resources/-/blogs/l-impact-de-l-ipad-sur-l-apprentissage-des-eleves?_33_redirect=%2Fresourceshttps://ec.europa.eu/jrc/sites/default/files/2014-nmc-horizon-report-eu-en_online.pdfhttp://www.geo.de/GEO/heftreihen/geo_magazin/lernen-mit-neuen-medien-digital-macht-schlau-79266.htmlhttp://www.bbc.com/news/education-30216408http://www.pearsoned.com/research/prek-12-research/http://www.kajeet.com/4u/education/MLM-form.htmlhttp://www.kajeet.com/4u/education/MLM-form.htmlhttps://vimeo.com/89384509https://youtu.be/6zUDwoZUBWghttps://youtu.be/hnay6b0Xh4Ahttps://youtu.be/cTrgMIOG2j0https://youtu.be/ZktKcG6KdrIhttp://ccl.emokymasis.com/klaip279dos-simono-dacho-progimnazija/ccl_2-projekto-kas-atsitinka-cukrui-arbatos-stiklineje-ataskaitahttp://www.europeanschoolnetacademy.eu/documents/760551/0/Inspiratiegids+Tablets+in+het+secundair+onderwijs.epub/47c6135f-cb87-44ec-911a-b192a30fcb61http://www.europeanschoolnetacademy.eu/documents/760551/0/Inspiratiegids+Tablets+in+het+lager+onderwijs.epub/d13d3a55-90ee-42df-8fe6-2f4295eda4b9http://www.appsakee.be/https://www.youtube.com/watch?v=newkTiMxlDc&feature=youtu.behttp://creative.eun.org/c/document_library/get_file?uuid=08500ae1-3706-4002-a387-c4b7b7bff850&groupId=96459https://www.youtube.com/watch?v=t1Rhi5-nLQU&feature=youtu.behttp://creative.eun.org/c/document_library/get_file?uuid=b89c7615-1151-48de-b21b-de6aa8ddc2f8&groupId=96459https://www.youtube.com/watch?v=cyY8zfrGkug&feature=youtu.behttp://creative.eun.org/c/document_library/get_file?uuid=d24aa256-cb00-4d96-b7a0-72a3c8ac7143&groupId=96459https://www.youtube.com/watch?v=hSuM-2tC78k&feature=youtu.behttp://creative.eun.org/


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Activities Course Participant collect key ideas and resources on their Learning Diary. In the first module, course

participants:

create their Learning Diary, using a tool like Padlet, Dipity, Google Docs or Glogster

start their learning diary with introducing themselves and their classroom

answer the 3 main questions of the module in their diary (each question should make them

reflect on their own situation and the use of tablets):

1. What is your main reason for using or wanting to use tablets in your classroom?

2.

What whole-school challenges do I already face or do I anticipate facing when using tablets?

3. What classroom challenges do I already face or do I anticipate facing when using tablets?

Are encouraged to add other resources, comments, ideas to the diary

Assessment Short quiz covering the content from the videos (5-10 questions).

MODULE 2:USING TABLETS FOR CONTENT CREATION

Short

overview of

module

After teachers got introduced to general issues around the use of tablets in the classroom, as a next

step they will get acquainted with using tablets to create content. Content creation with the tablet

is a basic skill that plays a role both in traditional teaching and new teaching approaches to be

presented in Modules 3 and 4. Of the content presented in the MOOC, it is the skill that teachers

can put in practice most easily. In this module, two key questions/ tasks are addressed:

Identify at least one idea for content you could produce together with your students that has a

wider purpose and meaning than just the classroom activity

Create some content with a tablet (can be your personal tablet) to use as an example when

doing a content creation project in your class

Learning

objectives of

module

At the end of this module, the course participants should have:

Knowledge of a process of developing innovative "learning scenarios"

Understanding of what content creation with tablets refers to and how to implement this

pedagogically effective in the classroom

Knowledge of a range of apps that can be used for content creation projects in the classroom

Develop a piece of content with a tablet that can be used as an example in a content creation

project

Module Outline

Module

content

(videos,

scripts)

2.1 An introduction to Learning Scenarios

This module starts with a comprehensive overview of a process that was used to design innovative

pedagogical scenarios for using tablets in the classroom. Such a process is essential for ensuring that

any innovation happening due to technology integration in the classroom is effective and long-

lasting. In the context of this course it is important for teachers to understand what Learning

Scenarios are and what they include as there is quite a bit of material on the course which makes

reference to the scenarios developed as part of the CCL project. Katja Engelhardt from European

Schoolnet provides an introduction to the concept. Katja Engelhardt has supported every aspect of

the Creative Classrooms Lab during the project duration. In particular, she was in close contact with


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the 45 CCL teachers experimenting with tablets in their classroom on the basis of the Learning

Scenarios.

For more information, see also here:http://creative.eun.org/scenarios

Learning Scenarios,7:58 min (Script)

2.2 Introduction to Content CreationIn all upcoming modules, a new Learning Scenario will be introduced. In this module, the focus is on

content creation. In the introduction video, Katja Engelhardt from European Schoolnet provides an

overview of why content creation is an interesting pedagogical scenario, then looks at the roles of

the teacher and student in such a scenario and finally explores the role of the tablet in this scenario

in more detail. In the second video, teachers, pedagogical advisors and policy makers involved in

the CCL project provide insights and practical tips about using tablets for content creation.

Introduction to Content Creation,5:48 min (Script)

Creating Creative Content with Tablets,5:40 min (Script)

2.3 Apps for Content Creation

There are a lot of apps and websites out there that teachers can use with tablets for content creationwith their students. An increasing number is available across all available platforms (IOS, Windows,

Android). This section provides a limited choice of apps to provide teachers with a flavor of the types

of apps available. The videos were created by the CCL teacher Phil Spoors from Cramlington Learning

Village in the UK and the CCL teacher Kurt Klynen, ICT Atelier, Belgium Flanders.

Phil Spoors, teacher, Cramlington Learning Village, UK

Storytime,1:45 min

Talking Tom,1:47 min

Using QR codes with mobile devices,3:15 min

Postcard Creator,2:45 min

Kurt Klynen,ICT Atelier, Belgium Flanders

Book Creator,2:47 min

2.4 Additional Resources

Favourite apps of the CCL teachers

CCL Learning Story on Content Creation

CCL guide: Learning Story Content Creation+checklist

The Guardian: Tablets in schools: coding, creativity and the importance of teachers

Creating Content with your Tablet (2014) (not free)

Activities Every module activity is about adding reflections and resources to the Learning Diary, in particular,

teacher are asked in this module to add:

An idea for a piece of content to produce with their class that has a purpose beyound the

classroom activity

An actual piece of content that the teacher can use as an example for content creation

project in their classroom

For inspiration, teachers can watch again sections 2.2 and 2.3.

http://creative.eun.org/http://creative.eun.org/http://creative.eun.org/scenarioshttp://creative.eun.org/scenarioshttp://creative.eun.org/scenarioshttps://www.youtube.com/watch?v=96kHYhjAW4g&feature=youtu.behttps://www.youtube.com/watch?v=96kHYhjAW4g&feature=youtu.behttp://creative.eun.org/c/document_library/get_file?uuid=9fffca21-3938-460c-becc-ddf7fc59d287&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=9fffca21-3938-460c-becc-ddf7fc59d287&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=9fffca21-3938-460c-becc-ddf7fc59d287&groupId=96459https://youtu.be/G2a-p8V5USohttps://youtu.be/G2a-p8V5USohttp://creative.eun.org/c/document_library/get_file?uuid=6119c8e0-f2cd-4acf-be56-316d69047ded&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=6119c8e0-f2cd-4acf-be56-316d69047ded&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=6119c8e0-f2cd-4acf-be56-316d69047ded&groupId=96459https://www.youtube.com/watch?v=C6gGiyJ4brs&feature=youtu.behttps://www.youtube.com/watch?v=C6gGiyJ4brs&feature=youtu.behttp://creative.eun.org/c/document_library/get_file?uuid=65fc38e6-a7e8-4745-bb2f-b0f793ed87d3&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=65fc38e6-a7e8-4745-bb2f-b0f793ed87d3&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=65fc38e6-a7e8-4745-bb2f-b0f793ed87d3&groupId=96459https://www.youtube.com/watch?v=zWqac8wtBvE&index=4&list=PL65qZVknfxekZBmicFYsze7oFUyqrfe1Ihttps://www.youtube.com/watch?v=zWqac8wtBvE&index=4&list=PL65qZVknfxekZBmicFYsze7oFUyqrfe1Ihttps://www.youtube.com/watch?v=1vYKQWsHrO8&list=PL65qZVknfxekZBmicFYsze7oFUyqrfe1I&index=3https://www.youtube.com/watch?v=1vYKQWsHrO8&list=PL65qZVknfxekZBmicFYsze7oFUyqrfe1I&index=3https://www.youtube.com/watch?v=KrXx8GZNXsk&list=PL65qZVknfxekZBmicFYsze7oFUyqrfe1I&index=17https://www.youtube.com/watch?v=KrXx8GZNXsk&list=PL65qZVknfxekZBmicFYsze7oFUyqrfe1I&index=17https://youtu.be/-bhENaUgYoE?list=PL65qZVknfxekZBmicFYsze7oFUyqrfe1Ihttps://youtu.be/-bhENaUgYoE?list=PL65qZVknfxekZBmicFYsze7oFUyqrfe1Ihttps://youtu.be/m6QaoBejXKohttps://youtu.be/m6QaoBejXKohttp://www.europeanschoolnetacademy.eu/documents/760551/0/CCL+teachers%27%20favourite+apps.pdf/dcb8e24a-d2f8-44d1-9e2c-0055f33b397ahttp://www.europeanschoolnetacademy.eu/documents/760551/0/CCL+teachers%27%20favourite+apps.pdf/dcb8e24a-d2f8-44d1-9e2c-0055f33b397ahttp://creative.eun.org/c/document_library/get_file?uuid=82b21700-92c7-4a28-8d67-ebd81422a599&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=82b21700-92c7-4a28-8d67-ebd81422a599&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=c98f7705-f465-48a6-a835-f8cfa7ef207d&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=c98f7705-f465-48a6-a835-f8cfa7ef207d&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=c55fb995-b39e-4b44-8be8-a25ee4fcfb22&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=c55fb995-b39e-4b44-8be8-a25ee4fcfb22&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=c55fb995-b39e-4b44-8be8-a25ee4fcfb22&groupId=96459http://www.theguardian.com/technology/2014/jan/27/tablets-schools-coding-kids-education-ipadhttp://www.theguardian.com/technology/2014/jan/27/tablets-schools-coding-kids-education-ipadhttp://www.sagepub.com/books/Book240314http://www.sagepub.com/books/Book240314http://www.sagepub.com/books/Book240314http://www.theguardian.com/technology/2014/jan/27/tablets-schools-coding-kids-education-ipadhttp://creative.eun.org/c/document_library/get_file?uuid=c55fb995-b39e-4b44-8be8-a25ee4fcfb22&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=c98f7705-f465-48a6-a835-f8cfa7ef207d&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=82b21700-92c7-4a28-8d67-ebd81422a599&groupId=96459http://www.europeanschoolnetacademy.eu/documents/760551/0/CCL+teachers%27%20favourite+apps.pdf/dcb8e24a-d2f8-44d1-9e2c-0055f33b397ahttps://youtu.be/m6QaoBejXKohttps://youtu.be/-bhENaUgYoE?list=PL65qZVknfxekZBmicFYsze7oFUyqrfe1Ihttps://www.youtube.com/watch?v=KrXx8GZNXsk&list=PL65qZVknfxekZBmicFYsze7oFUyqrfe1I&index=17https://www.youtube.com/watch?v=1vYKQWsHrO8&list=PL65qZVknfxekZBmicFYsze7oFUyqrfe1I&index=3https://www.youtube.com/watch?v=zWqac8wtBvE&index=4&list=PL65qZVknfxekZBmicFYsze7oFUyqrfe1Ihttp://creative.eun.org/c/document_library/get_file?uuid=65fc38e6-a7e8-4745-bb2f-b0f793ed87d3&groupId=96459https://www.youtube.com/watch?v=C6gGiyJ4brs&feature=youtu.behttp://creative.eun.org/c/document_library/get_file?uuid=6119c8e0-f2cd-4acf-be56-316d69047ded&groupId=96459https://youtu.be/G2a-p8V5USohttp://creative.eun.org/c/document_library/get_file?uuid=9fffca21-3938-460c-becc-ddf7fc59d287&groupId=96459https://www.youtube.com/watch?v=96kHYhjAW4g&feature=youtu.behttp://creative.eun.org/scenarioshttp://creative.eun.org/


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MODULE 3:USING TABLETS FOR COLLABORATIVE LEARNING

Short

overview of

module

While the previous module focused on how to create content using tablets, Module 3 presents the

next step introducing course participants to collaborative learning tasks.

As concepts become more challenging throughout the course, this approach implies changingclassroom practices and possibly also involves others beyond the classroom (teacher colleagues,

parents, head teacher). This approach is in particular challenging for the students.

How to foster collaboration among students with tablets?

How to foster school-to school collaboration with tablets?

How to assess group work and the contribution of each student?

Learning

objectives of

module

At the end of this module you should have achieved the following learning objectives:

Understanding of the concept of collaborative learning and how tablets can support this

Reflected on strategies to develop effective group work Knowledge of at least a small number of apps that can be used for collaborative learning

Identified some approaches for effectively assessing group work

Module Outline

Module

content

(videos,

scripts)

3.1 Introduction to collaborative LearningCollaboration is one of the key 21st Century Skills and essential to modern life. But true collaboration

is more than just a simple group work simple group work and in fact quite difficult to achieve. The

introduction video by Katja Engelhardt, European Schoolnet, gives a sense of what collaboration in

the classroom is all about and what role tablets can play in this. In the second video, students from

the Colgio Monte Flor in Portugal explain why they enjoy group work.

After watching the video, teachers are asked to reflect about the process of forming groups, a

seemingly simple task that is very important to a successful collaborative learning project, in their

Learning Diary.

Introduction to collaborative Learning,7:11 min (Script)

Why students enjoy group work,2:00 min

3.2Student collaboration with tablets

In the last section different possibilities of how to form groups were discussed. This section looks at

an example of effective group work happening at an Austrian school during the CCL project. It makes

real effective use of the tablets by utilizing their mobility as well as features such as the camera, GPS

and a variety of apps. After having watched the video, teachers are asked to reflect about the

challenges and pitfalls when organizing this type of collaborative project.

Creative Classrooms LabTablets in schools,Austria, 4:04 min (Script)

3.3School-to-school collaboration with tabletsSchool-to-school collaboration was another scenario of the CCL project and successfully

implemented in some of the CCL schools. The two videos below outline how two schools integrated

tablets in their teaching and learning by developing a school-to-school collaboration project. Note

that not all part of the videos focus on the school-to-school collaboration project but provide a small

backdrop for the situation of the schools. The relevant section for the first video starts at 2:00 min

and for the second one at 2:30 min.
http://creative.eun.org/http://creative.eun.org/https://youtu.be/rFyBztWE4JUhttps://youtu.be/rFyBztWE4JUhttp://creative.eun.org/c/document_library/get_file?uuid=b47ddb96-5c30-4971-be41-52ae4e13126e&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=b47ddb96-5c30-4971-be41-52ae4e13126e&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=b47ddb96-5c30-4971-be41-52ae4e13126e&groupId=96459https://youtu.be/-0yp5uR0e1Ihttps://youtu.be/-0yp5uR0e1Ihttps://youtu.be/9w2bPawszrshttps://youtu.be/9w2bPawszrshttps://youtu.be/9w2bPawszrshttps://youtu.be/9w2bPawszrshttp://creative.eun.org/c/document_library/get_file?uuid=36597e9d-3103-4c4d-a671-e30f60d6d254&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=36597e9d-3103-4c4d-a671-e30f60d6d254&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=36597e9d-3103-4c4d-a671-e30f60d6d254&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=36597e9d-3103-4c4d-a671-e30f60d6d254&groupId=96459https://youtu.be/9w2bPawszrshttps://youtu.be/-0yp5uR0e1Ihttp://creative.eun.org/c/document_library/get_file?uuid=b47ddb96-5c30-4971-be41-52ae4e13126e&groupId=96459https://youtu.be/rFyBztWE4JUhttp://creative.eun.org/


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Both schools made use of the fantastic eTwinning project which is a great platform to organize

school-to-school collaboration projects in Europe. For teachers that do not know the eTwinning

platform yet, it will be interesting to take a look at the third video which highlights last years winning

project. For information on how to join the eTwinning communitysee here.

Petra Bohackova, teacher, Z Dr. E. Benee, Czech Republic

Tablets in schoolsCzech Republic, 6:23 min (Script)Relevant section starts at 2:00 min

CCL teachers Belgium Flanders

CCL Flanders Showcase video,5:01 min (Script)

eTwinning Schools Greece, Italy, Poland, Romania

eTwinning 2014 winner project:LYPS (Let Your Passion Shine), 3:25 min

3.4Case Study Assessment of group work with tabletsThis section focuses on a very important topic that is often seen as a key stumbling block to changing

pedagogical practices: assessment. Collaborative work and in particular collaborative skills are much

more difficult to assess in comparison to simple knowledge acquisition. Many teachers have

probably experienced students complaining about their group mates and blaming them for a lowgrade after doing some group work. But with some careful planning effective assessment of group

work can be achieved. And tablets can be a valuable tool for students and teachers in such an

assessment process. After reading the short Case Study on the work of Austrian teachers on

collaboration and assessment, teachers are asked to reflect on their own strategies to assess group

work.

Case Study reporton Collaboration and assessment, 3 pages

3.5Apps for collaborative learning

In this modules app section two interesting tools are presented. The first video introduces teachers

to a very interesting tool called TeamUp that is easy to use and can help with forming groups for

collaborative learning. The second video provides an overview of a range of technology tools thatcan help teachers to develop collaborative learning.

Tool for teaching:Team-up,5:15 min

Educational technologies and collaboration in the classroom,6:50 min

3.6Additional resources

CCL Learning Story on collaboration

CCL guide:Learning Guide on collaboration +checklist

CCL Learning Story on collaboration & assessment

CCL guide: Learning Story Collaboration & assessment+checklist

CCL Learning Story on school-to-school collaboration

CCL guide: Learning Story school-to-school collaboration+checklist iPad orchestra:https://www.youtube.com/watch?v=TS9WSB2HLjY

video: Assessment example (Dutch)

Video:Ondrej Jerabek and Robert Conings to present their project CCL/eTwinning

project on 3D printing with tablets

Video:CZ lead teacher Petra on school collaboration between 2 CZ schools (one with

students with special needs)

Video:Italian teacher, 1:05min

More information about the 21st Century Learning Design Rubrics which can be used to

evaluate the effectiveness of activities designed to develop 21st Century Skills:21CLD

Learning Activity Rubrics: collaboration
http://creative.eun.org/http://creative.eun.org/http://www.etwinning.net/en/pub/connect/join_the_etwinning_community.htmhttp://www.etwinning.net/en/pub/connect/join_the_etwinning_community.htmhttp://www.etwinning.net/en/pub/connect/join_the_etwinning_community.htmhttps://youtu.be/x-55Z6ubhOMhttps://youtu.be/x-55Z6ubhOMhttps://youtu.be/x-55Z6ubhOMhttps://youtu.be/x-55Z6ubhOMhttp://creative.eun.org/c/document_library/get_file?uuid=a886287e-549f-476a-a709-cac09219647e&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=a886287e-549f-476a-a709-cac09219647e&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=a886287e-549f-476a-a709-cac09219647e&groupId=96459https://youtu.be/NsE4FHTmnBchttps://youtu.be/NsE4FHTmnBchttp://creative.eun.org/c/document_library/get_file?uuid=45bd1e3f-7647-4868-a7bb-ac8d579db8c8&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=45bd1e3f-7647-4868-a7bb-ac8d579db8c8&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=45bd1e3f-7647-4868-a7bb-ac8d579db8c8&groupId=96459https://youtu.be/o673QpF38rEhttps://youtu.be/o673QpF38rEhttp://creative.eun.org/c/document_library/get_file?uuid=6027aaa7-2bfc-4d9d-ba7d-1e61154abf4b&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=6027aaa7-2bfc-4d9d-ba7d-1e61154abf4b&groupId=96459https://youtu.be/qIqxZJf-6I8https://youtu.be/qIqxZJf-6I8https://youtu.be/qIqxZJf-6I8https://youtu.be/TgsdxWAh_Z0https://youtu.be/TgsdxWAh_Z0http://creative.eun.org/c/document_library/get_file?uuid=7d09448e-a79e-4817-b611-8fb9e0762f0a&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=7d09448e-a79e-4817-b611-8fb9e0762f0a&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=003c8898-ba62-456f-9fda-249da083c397&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=003c8898-ba62-456f-9fda-249da083c397&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=256f1ec1-cd27-45aa-8b51-83e67ffb31d5&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=256f1ec1-cd27-45aa-8b51-83e67ffb31d5&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=256f1ec1-cd27-45aa-8b51-83e67ffb31d5&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=8d79aca2-3162-42dd-acf2-cd438b486963&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=8d79aca2-3162-42dd-acf2-cd438b486963&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=cc91c707-e3ec-40a3-8e8c-99b971020250&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=cc91c707-e3ec-40a3-8e8c-99b971020250&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=884a67d5-8ed6-440b-af10-0f57eb05ac8e&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=884a67d5-8ed6-440b-af10-0f57eb05ac8e&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=884a67d5-8ed6-440b-af10-0f57eb05ac8e&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=d02fccc9-db0b-473c-b7be-35f2fdc578f7&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=d02fccc9-db0b-473c-b7be-35f2fdc578f7&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=d02fccc9-db0b-473c-b7be-35f2fdc578f7&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=3773b6b6-9f7f-4ccb-bd30-ec0412d44590&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=3773b6b6-9f7f-4ccb-bd30-ec0412d44590&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=d3d85382-7c5d-4f6c-b25d-0507827d39a8&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=d3d85382-7c5d-4f6c-b25d-0507827d39a8&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=d3d85382-7c5d-4f6c-b25d-0507827d39a8&groupId=96459https://www.youtube.com/watch?v=TS9WSB2HLjYhttps://www.youtube.com/watch?v=TS9WSB2HLjYhttps://www.youtube.com/watch?v=TS9WSB2HLjYhttp://www.educanon.com/public/5434/16973http://www.educanon.com/public/5434/16973https://www.youtube.com/watch?v=QzhTaN3W-CQhttps://www.youtube.com/watch?v=QzhTaN3W-CQhttps://www.youtube.com/watch?v=cR7jEUWJIb4https://www.youtube.com/watch?v=cR7jEUWJIb4https://drive.google.com/file/d/0B6NHdZWLmg-IS3d4M3NCQ3FOdnM/edithttps://drive.google.com/file/d/0B6NHdZWLmg-IS3d4M3NCQ3FOdnM/edithttps://collaborativeimpact.app.box.com/s/kb6mx2ty42sz34nmiulchttps://collaborativeimpact.app.box.com/s/kb6mx2ty42sz34nmiulchttps://collaborativeimpact.app.box.com/s/kb6mx2ty42sz34nmiulchttps://collaborativeimpact.app.box.com/s/kb6mx2ty42sz34nmiulchttps://collaborativeimpact.app.box.com/s/kb6mx2ty42sz34nmiulchttps://collaborativeimpact.app.box.com/s/kb6mx2ty42sz34nmiulchttps://drive.google.com/file/d/0B6NHdZWLmg-IS3d4M3NCQ3FOdnM/edithttps://www.youtube.com/watch?v=cR7jEUWJIb4https://www.youtube.com/watch?v=QzhTaN3W-CQhttp://www.educanon.com/public/5434/16973http://www.educanon.com/public/5434/16973https://www.youtube.com/watch?v=TS9WSB2HLjYh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Activities Course participants are asked to reflect in their Learning Diary on the following questions:

How do you form groups of students for group work and why do you take this approach?

Based on your experience what strategies of forming groups work and which do not work?

Why?

How do you keep your students focused and on track during collaborative projects? How doyou ensure all students contribute to the task?

What strategies have you used to assess group work? What are the main challenges for you

when it comes to assessing group work?

Assessment Short quiz covering the content from the videos (5-10 questions)

MODULE 4: USING TABLETS FOR PERSONALIZED LEARNING & FLIPPING THE

CLASSROOM

Short

overview of

module

After Module 3 has presented collaborative learning, elements of which most teachers can

implement in their classroom without too much difficulty, Module 4 presents the two new teaching

approaches personalized learning and Flipped Classroom. Both concepts have the same goal to

personalize the learning experience. Both approaches are rather challenging for the teacher, as they

require substantial changes to his/her teaching practice and a 1:1 access to tablets is necessary. The

module focuses on:

How to use tablets to personalise tasks (& support individual learning needs)?

How to use the tablet outside the classroom/ flip the classroom?

Learning

objectives of

module

At the end of this module you should have achieved the following Learning Objectives:

Developed a clear understanding of the concepts of personalized learning and the flipped

classroom

Understood how to use a number of apps to personalize or flip the classroom

Reflected on an example of how teaching is personalized

Reflected on your own teaching practices as regards personalized and flipped learning and

flipped learning

Designed a lesson plan that incorporates ideas, strategies, tools introduced on the course

Reflected on the effectiveness of other people's lesson plans

Developed an understanding of how tablets can support children with special educational

needs

Module Outline


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Module

content

(videos,

scripts)

4.1 Introduction to personalized Learning

Many teachers already personalize their students learning in some way. Katja Engelhardt, European

Schoolnet, explains the concept and how tablets can support personalized learning. In the second

video, the students from Colgio Monte Flor, Portugal explain how they like to learn.

Introduction to Personalized Learning,6:47 min (Script)

Types of Learners,2:17 min

4.2 Personalised Learning with tablets

That technology and in particular tablets can be a valuable tool to personalize learning becomes

evident from the experience of UK schools involved in the CCL project. The first video below provides

an overview of the experience of the Skinners Kent Academy and their attempt at personalizing

learning using tablets. It addresses many of the areas highlighted in the introduction video in section

4.1 such as the role of the students and teachers.

CCL teachers UK

Creative Classrooms LabTablets in SchoolsUK,4:57 min (Script)

Use of TabletsPersonalisation by Lisa Cowell,4:51 min (Script)

4.3 Introduction to the Flipped Classroom

The Flipped Classroom has been one of the big educational trends over the last few years. It is a very

simple but effective idea that is worth exploring for very teacher and links directly with the previous

topic personalization. However, effective implementation in the classroom is not so straight-forward

and does require quite a bit of adaption on how to approach the lesson planning and preparation.

The two videos below explain the concept and its impact on teachers and students;

Introduction to the Flipped Classroom Model,4:52 min (Script)

MediaCore Flipping the Classroom: Explained,1:48 min

4.4 Flipping the classroom with tablets

Flipping the classroom does require quite a new approach to lesson planning and preparation from

teachers and can therefore be quite daunting. But while the first steeps might seem steep, once

there is a good set-up, the approach becomes increasingly straight-forward. Monica Storgard, a

teacher from Sweden set herself up so she can prepare her own instructional videos for the students.

In the video below she provides a step-by-step explanation of her preparation for the flipped

classroom. The second video features (from 2:00 minutes into the video) descriptions of CCL

teachers about their experience of flipping the classroom and how they overcame their initial

scepticism. The two videos should inspire teachers to reflect on key challenges to implementing the

model with tablets in classrooms.

Monica Storgard, teacher, Sweden

Flipping the Classroom,4:11 min (Script)

CCL teachers

Creative Classrooms Lab: themes,4:13 min (Script)
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4.5 Apps for personalized learning and flipping the classroom

In this section, apps and tools that feature in the previous sections video and that can help to

personalize learning and flip the classroom are presented.

Getting started with Showbie for teachers,6:27 min

When I use Khan Academyan educators perspective,4:38 min

Tool for teaching: Socrative,3:31 min

Tool for teaching: Aurasma,4:30 min

4.6 Additional resources

Additional videos

CCL teacher Luc Viatour,Institut Saint-Joseph(in French)

Official CCL videoPortual

OfficialCCL video Lithuania (1)

OfficialCCL video Lithuania (2)

Italian teacher Rosa Palmizio

Tablet use outside,Virginija Birenien,teacher, Klaipeda Simono Dacho pro-

gymnasium

Course library

CCL Learning Story on Flipped Classroom

CCL guide: Learning Story Flipped Classroom+checklist

CCL Learning Story on Personalisation

CCL guide:Learning Story Personalisation+checklist

CCL Learning Story on Liberating Learners (independent learners)

CCL guide: Learning StoryLiberating Learners+checklist

http://flippedlearning.org/FLN

Flipped Classroom Infographic

8 videos about the Flipped Classroom

http://www.edutopia.org/blogs/tag/flipped-classroom

http://mathinverses.weebly.com(French)

Activities For the final activity, course participants submit their Learning Diary, together with a Lesson Plan,

and review two other Learning Diaries according to the following criteria.

Criteria for a good Learning Diary

The Learning Diary includes answers to the questions raised in each module.

The Learning Diary shows that the author has reflected about the questions and topics raised

on the course in the context of his/her own situation: for example when identifying challenges

to using tablets (Module 1), the author explains that at her school the internet is not reliable

which limits the use of tablets.

The Learning Diary includes a lesson plan that follows all the criteria identified below.

The Learning Diary includes resources, posts, ideas etc. directly from the course, from other

course participants or from anywhere on the web that are relevant to the topics discussed.
http://creative.eun.org/http://creative.eun.org/https://youtu.be/2MJRgHZwN8Uhttps://youtu.be/2MJRgHZwN8Uhttps://youtu.be/1SseqbIzXjghttps://youtu.be/1SseqbIzXjghttps://youtu.be/1SseqbIzXjghttps://youtu.be/1SseqbIzXjghttps://youtu.be/a0vLucRJuNghttps://youtu.be/a0vLucRJuNghttps://youtu.be/kiGoU6ziw8Ihttps://youtu.be/kiGoU6ziw8Ihttp://matele.be/a-ciney-des-eleves-de-saint-joseph-apprennent-les-maths-a-l-envers#.UwHKSXa898Ehttp://matele.be/a-ciney-des-eleves-de-saint-joseph-apprennent-les-maths-a-l-envers#.UwHKSXa898Ehttps://youtu.be/Ux1Y0yTf5ckhttps://youtu.be/Ux1Y0yTf5ckhttps://youtu.be/Fpo3zTsFN_0https://youtu.be/Fpo3zTsFN_0https://youtu.be/Fpo3zTsFN_0https://youtu.be/zB_4U--Izbohttps://youtu.be/zB_4U--Izbohttps://youtu.be/zB_4U--Izbohttps://www.youtube.com/watch?v=ZK6QMSgIg0Ehttps://www.youtube.com/watch?v=ZK6QMSgIg0Ehttps://www.youtube.com/watch?v=Np_48_uhUUY#t=31https://www.youtube.com/watch?v=Np_48_uhUUY#t=31https://www.youtube.com/channel/UC1MBq1_V6duyytWXvTdDZvghttps://www.youtube.com/channel/UC1MBq1_V6duyytWXvTdDZvghttps://www.youtube.com/channel/UC1MBq1_V6duyytWXvTdDZvghttp://creative.eun.org/c/document_library/get_file?uuid=42357fbe-1cc1-4d6e-bc13-0077ab251a02&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=42357fbe-1cc1-4d6e-bc13-0077ab251a02&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=b0845def-9c31-476d-a3be-52a04c1e23a0&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=b0845def-9c31-476d-a3be-52a04c1e23a0&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=dcf40b2a-f7ea-4f52-b06a-122bda8d56f9&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=dcf40b2a-f7ea-4f52-b06a-122bda8d56f9&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=dcf40b2a-f7ea-4f52-b06a-122bda8d56f9&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=0fc53c14-601b-42a7-b2c5-959aa523e967&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=0fc53c14-601b-42a7-b2c5-959aa523e967&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=416b3a84-843b-4fc2-ba3b-a4372eb5e9d9&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=416b3a84-843b-4fc2-ba3b-a4372eb5e9d9&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=416b3a84-843b-4fc2-ba3b-a4372eb5e9d9&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=a66de970-4558-45f6-be2e-b2991e5ba66d&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=a66de970-4558-45f6-be2e-b2991e5ba66d&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=a66de970-4558-45f6-be2e-b2991e5ba66d&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=614fb7f1-c17e-4d37-8005-c3a3b8e75cba&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=614fb7f1-c17e-4d37-8005-c3a3b8e75cba&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=cdc3e818-eed8-4357-a397-c33e4777b696&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=cdc3e818-eed8-4357-a397-c33e4777b696&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=cdc3e818-eed8-4357-a397-c33e4777b696&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=770ddf22-0c56-44e7-a5a9-8608b31f402c&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=770ddf22-0c56-44e7-a5a9-8608b31f402c&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=770ddf22-0c56-44e7-a5a9-8608b31f402c&groupId=96459http://flippedlearning.org/FLNhttp://flippedlearning.org/FLNhttp://elearninginfographics.com/what-is-a-flipped-classroom-infographic-plus-the-educator-guide-to-flipped-classroom/http://elearninginfographics.com/what-is-a-flipped-classroom-infographic-plus-the-educator-guide-to-flipped-classroom/http://www.emergingedtech.com/2013/06/8-great-flipped-class-videos/http://www.emergingedtech.com/2013/06/8-great-flipped-class-videos/http://www.edutopia.org/blogs/tag/flipped-classroomhttp://www.edutopia.org/blogs/tag/flipped-classroomhttp://mathinverses.weebly.com/http://mathinverses.weebly.com/http://mathinverses.weebly.com/http://www.edutopia.org/blogs/tag/flipped-classroomhttp://www.emergingedtech.com/2013/06/8-great-flipped-class-videos/http://elearninginfographics.com/what-is-a-flipped-classroom-infographic-plus-the-educator-guide-to-flipped-classroom/http://flippedlearning.org/FLNhttp://creative.eun.org/c/document_library/get_file?uuid=770ddf22-0c56-44e7-a5a9-8608b31f402c&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=cdc3e818-eed8-4357-a397-c33e4777b696&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=614fb7f1-c17e-4d37-8005-c3a3b8e75cba&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=a66de970-4558-45f6-be2e-b2991e5ba66d&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=416b3a84-843b-4fc2-ba3b-a4372eb5e9d9&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=0fc53c14-601b-42a7-b2c5-959aa523e967&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=dcf40b2a-f7ea-4f52-b06a-122bda8d56f9&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=b0845def-9c31-476d-a3be-52a04c1e23a0&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=42357fbe-1cc1-4d6e-bc13-0077ab251a02&groupId=96459https://www.youtube.com/channel/UC1MBq1_V6duyytWXvTdDZvghttps://www.youtube.com/watch?v=Np_48_uhUUY#t=31https://www.youtube.com/watch?v=ZK6QMSgIg0Ehttps://youtu.be/zB_4U--Izbohttps://youtu.be/Fpo3zTsFN_0https://youtu.be/Ux1Y0yTf5ckhttp://matele.be/a-ciney-des-eleves-de-saint-joseph-apprennent-les-maths-a-l-envers#.UwHKSXa898Ehttps://youtu.be/kiGoU6ziw8Ihttps://youtu.be/a0vLucRJuNghttps://youtu.be/1SseqbIzXjghttps://youtu.be/2MJRgHZwN8Uhttp://creative.eun.org/


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17


Creative Classrooms Lab project |http://creative.eun.org

Creating a Lesson Plan

As part of the final activity, course participants create a lesson plan. The idea is to make them reflect

on everything they have learned during the course and integrate this into a final course product that

can be added to the Learning Diary and that is directly useful to the teachers work in the classroom.

A useful tool to create the Lesson Plan is theLearning Designerwhich was developed by the London

Institute for Education.

For an introduction on how to use the Learning Designer teachers can watch the introduction video

below. Then they can follow the steps below:

(1) Register for the Learning Designer toolhere,click the activation link in the email you receive

(check your Spam folder, if you do not receive an email), and then log-in using your credentials.

(2) Prepare your Lesson Plan taking into account the following points:

a.

The Lesson Plan should focus on one of the scenarios introduced in the course

i.

Content creation, collaboration, personalization, flipped classroom

b. The Lesson Plan should incorporate the use of tablets in the classroom.

i. If you do not use tablets in the classroom, imagine you do and see this as a

preparation for when you will have tablets available

c. In the Lesson Plan the tablets should be used in direct connection to the scenario that

is the focus of the lesson plan

i.

For example if you focus on content creation, the tablets should be used for

creating content, or if you focus on personalization the tablets should be used

to provide different learning approaches to the students or for you to gather

information about the learning styles of your studentsd.

Activities and assessments should be clearly linked to the aims identified at the top of

the Learning Designer.

e.

The Lesson Plan should be balanced with a good mix of activities and none of the

different types of activities taking up more than 35% of the time (see the Learning pie

chart for this).

(3) Once you have completed your lesson plan, click the share button on the Learning Designer and

copy the short URL which is created into your Learning Designer. Clearly identify on your

Learning Diary that this is your Lesson Plan.

Introduction video: Lesson Plans:2:11 min (Script)

Introduction: Creating a Lesson Plan with the Learning Designer,4:55 min


The work presented on this document is supported by the European CommissionsLifelong Learning Programme project Creative Classrooms Lab (Grant agreement 20125124/005-001). The content of this document is the sole responsibility of the consortiummembers and it does not represent the opinion of the European Commission and theCommission is not responsible for any use that might be made of information containedherein.
http://creative.eun.org/http://creative.eun.org/http://learningdesigner.org/http://learningdesigner.org/http://learningdesigner.org/http://learningdesigner.org/register.phphttp://learningdesigner.org/register.phphttp://learningdesigner.org/register.phphttps://youtu.be/HyfBdV3_Bwkhttps://youtu.be/HyfBdV3_Bwkhttp://creative.eun.org/c/document_library/get_file?uuid=5b8ee8d8-fc7d-4ef9-91f7-e74ea96fa7a9&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=5b8ee8d8-fc7d-4ef9-91f7-e74ea96fa7a9&groupId=96459http://creative.eun.org/c/document_library/get_file?uuid=5b8ee8d8-fc7d-4ef9-91f7-e74ea96fa7a9&groupId=96459https://youtu.be/nkxLkSaTdckhttps://youtu.be/nkxLkSaTdckhttps://youtu.be/nkxLkSaTdckhttp://creative.eun.org/c/document_library/get_file?uuid=5b8ee8d8-fc7d-4ef9-91f7-e74ea96fa7a9&groupId=96459https://youtu.be/HyfBdV3_Bwkhttp://learningdesigner.org/register.phphttp://learningdesigner.org/http://creative.eun.org/

Documents

CCL Course Manual 'Creative Use of Tablets