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Deliverable D2.3

Open Schooling Roadmap

This project has received funding from the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 741572

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WP/Task WP2 / T2.1 & T2.2

Title Open Schooling Roadmap

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This document is one of the three main reference documents (Open Schooling Model, OSOS Strategies, Open Schooling Roadmap) for the OSOS project which will be developed in the framework of WP2. The overall objective of these documents is to describe a framework that could facilitate the introduction of an Open Culture in schools and their progressive transformation to Open Schooling Hubs.

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D2.3 OSOS Open Schooling Roadmap 2

Executive summaryThis document is the initial version of guidelines to support the implementation of the Open Schooling model in Schools all over Europe to undertake changes in education. This version supports the schools that will be involved in the first phase of implementation.

The document follows the large-scale national and international implementations activities planned to take place during the life cycle of the OSOS project, serving as its guide of action for all stakeholders which support mechanisms are written down in WP 3, T 3.1.

The Roadmap gives a concrete overview of what is known so far about the implementation of open schooling approaches in general to incorporate these into the Open Schooling Model. The effort is analytically and systematically documented in the three versions of the road map

The implementation activities are presented in detail under a common framework highlighting in a structured and integrated manner the rationale, learning goals, actors’ roles and processes to be followed in each activity.


Table of contentsExecutive summary................................................................................................................................3

1 Introduction....................................................................................................................................3

2 Open schooling approaches and the OSOS open schooling model................................................3

2.1 Implementation of open schooling approaches.....................................................................3

2.1.1 What is an open school...................................................................................................3

2.2 Incorporation into the OSOS open schooling model..............................................................3

2.3 Support for schools from OSOS..............................................................................................3

3 The Role of all stakeholders introducing innovation into schools – What makes a school a productive learning vehicle....................................................................................................................3

3.1 The leadership and culture of the society..............................................................................3

3.1.1 Rolle of the leadership in an open schooling society......................................................3

3.1.2 The evolution of school culture......................................................................................3

3.1.3 The involvement of the community................................................................................3

3.1.4 Needs of educational institutions – leadership and policymakers..................................3

3.2 Harmonize the project implementation with the policies in place.........................................3

3.2.1 The role of policymakers in connection with teaching and professional learning..........3

3.2.2 Policy considerations about assessment and accountability..........................................3

3.3 Creating “space” in the curriculum for such projects.............................................................3

3.4 What can school leaders and teachers do?............................................................................3

3.5 Assessment and accountability..............................................................................................3

3.5.1 Assessment method examples.......................................................................................3

3.5.2 How to implement these methods.................................................................................3

3.5.3 Key questions of assessment strategy and content........................................................3

3.5.4 Are teachers and administrators suitable with assessment............................................3

3.5.5 Accountability systems...................................................................................................3

4 Bringing a project into the class – feeling to be a real member of the society...............................3

4.1 How to select and define project themes and activities.........................................................3

4.2 Enriching students projects with RRI concepts.......................................................................3

4.3 Disseminating and adding value to students projects............................................................3

4.4 Platform to share ideas...........................................................................................................3

5 How to become an open school reality – milestones.....................................................................3

5.1 Learning in an open school.....................................................................................................3

5.2 Leadership in an open school.................................................................................................3

5.3 Education in an open school...................................................................................................3


5.4 Assessment and accountability systems.................................................................................3

6 Adaption of the Open Schooling Model to the specific needs........................................................3

6.1 Connection between formal and informal learning................................................................3

6.2 How should be learned in an open school – connection to science.......................................3

6.3 Cross institutional collaboration.............................................................................................3

6.4 Open schooling support mechanisms in the project..............................................................3

6.5 Open schooling incubators.....................................................................................................3

7 Implementation activities and the OSOS project............................................................................3

7.1 Open Schooling Accelerators..................................................................................................3

7.1.1 Framework of the implementation findings...................................................................3

7.1.2 Open Schooling Hubs......................................................................................................3

7.2 Pilot activities in the OSOS project.........................................................................................3

8 Conclusion......................................................................................................................................3

9 Literaturverzeichnis........................................................................................................................3


Table of Figures

Es konnten keine Einträge für ein Abbildungsverzeichnis gefunden werden.


1 IntroductionThis deliverable follows the essential features of creativity in education and inquiry learning that are relevant to the European context. It is made up of a review of relevant literature, reports and relevant outcomes of EU projects. It also reports on a series of workshops with key stakeholders who ‘exchanged experiences’ to contribute to identifying the essential features. The deliverable culminates in a summary of the necessary features of creativity in education and inquiry learning, drawn from all of these different sources.


2 Open schooling approaches and the OSOS open schooling model 2.1 Implementation of open schooling approaches 2.1.1 What is an open school

Examples of open schooling activities given, known from the past In the framework of the OSOS project we will support the participating schools to set forward and innovation agenda that has the following characteristics.

Promotes the collaboration with non formal and informal education providers, enterprises and civil‐ society enhanced to ensure relevant and meaningful engagement of all societal actors with science and increase the uptake of science studies and science based careers, employability and competitiveness. The OSOS project brings together individual schools, the European school headmasters association, science centres and museums, industries, research institutes, universities, national school networks and teacher trainings associations in an innovative collaboration towards the introduction of open schooling approaches in numerous European schools through a bottom up‐ approach. With the focus on science learning in both primary and secondary education level the project proposes new and diverse models of collaborations between the above mentioned‐ stakeholders. By building on the best of current practice, the OSOS approach aims to take us beyond the constraints of present structures of schooling toward a shared vision of excellence. Such an innovation programme holds great potential. If we want a powerful and innovative and open culture in schools that is self sustaining we have to empower system aware practitioners to create it, whilst‐ ‐ avoiding simply creating interesting but isolated pockets of experimentation. We have to instill a design based approach of collaborative learning and inquiry between professional practitioners, thus creating a “pull” rather than “push” approach. To promote such an approach in the current schooling practices, an ecosystemic standpoint should be taken from the side of the remedying initiatives. More specifically, the latter should aim to capture the profiles, needs, contributions and relationships of all these school related actors and elements towards a sustainable innovation ecosystem that will‐ operate under a holistic framework of organizational learning and promotion of educational innovations.

Supports Schools to become an agent of community well being. OSOS aims to support the‐ introduction of an Open Culture in 1,000 European schools in order to develop projects that are proposing solutions to the needs of their local communities. To do so the OSOS approach will explore the notion of well being of the school’s students (including concepts of equity, gender inclusion and‐ empowerment). By creating a model of collaboration with local stakeholders and by using activities that require the involvement of different actors, the participating schools will be linked with their local communities in a much deeper level. The adaptation of the activities will entail linking their subjects to issues of national interest in connection with the grand challenges as set by the European Commission. Schools will thus aim to “act locally but think globally”, a motto developed already a few years now but still far from the reality of the majority of schools in Europe today. In this way, these schools will enrich the science capital of the local communities and will promote responsible citizenship.

Promotes partnerships that foster expertise, networking, sharing and applying science and technology research findings and that bringing real life projects to the classroom. The project‐ partners, both individually and in collaboration, have been developing, testing and promoting innovative educational applications and approaches for European schools (supported by relevant appliances and resources) for many years, which promote sharing and applying of frontier research findings in schools, supporting the developments of 21st century competences through creative problem solving, discovery, learning by doing, experiential learning, critical thinking and creativity, including projects and activities that simulate the real scientific work (e.g. nanotechnology


applications in different sectors, organic farming and healthy food, implementing project with aero‐space industry, analyse data from large research infrastructures like CERN or networks of robotic telescopes). The aim of the project is to analytically map the process for the effective usage scenarios of the afore mentioned applications in school environments as part of curriculum led learning‐ ‐ (integrating/embedding them in the everyday school practice) and or extracurricular activities (e.g. visits to museums, science centers, research centers, field trips), coupled with home and‐ community centered (informal) learning experiences. Each open schooling hub will bring together‐ representatives from industry and civil society associations who – in cooperation with school community – will scan the horizons, analyse the school and community needs and will cooperate to design common projects and to propose innovative solutions.

Focuses on Effective Parental Engagement. The Open Schooling Model builds on the notion of science capital of students’ families. As it has been recently discovered whilst science and technology are often seen as interesting to young adolescents, such interest is not reflected in students’ engagement with school science that fails to appeal to too many students. Girls, in particular, are less interested in school science and only a minority of girls pursues careers in physical science and engineering. The reasons for this state of affairs are complex but need to be addressed. (Osborne & Dillon, 2008, p. 15). The Aspires Project led by Louise Archer at King’s College London has attempted to tease out some of the complexity of these issues. Their study produced a series of findings that confirm that while interest in science is important, it is not the only issue. Many students who express high levels of interest in science may not choose science subjects because: a) they think that choosing science leads only to working in a laboratory; and, b) that science is for other people. These are issues of identity – of science and of the students themselves. The study suggested that the role of students’ families in their selection of future career has been much stronger than what previously expected. So, what can be done to modify this situation? The OSOS approach is suggesting four courses of action: effective parental engagement in the projects that will be developed by a) Planning: Parental engagement must be planned for and embedded in a whole school or service strategy. The planning cycle will include a comprehensive needs analysis; the establishment of mutual priorities; ongoing monitoring and evaluation of interventions; and a public awareness process to help parents and teachers understand and commit to the Open School Development plan. b) Leadership: Effective leadership of parental engagement is essential to the success of the OSOS Open Schooling Strategies. A parental engagement programme is often led by a senior leader, although leadership may also be distributed in the context of a programme or cluster of schools and services working to a clear strategic direction. c) Collaboration and engagement: Parental engagement requires active collaboration with parents and should be proactive rather than reactive. It should be sensitive to the circumstances of all families, recognize the contributions parents can make, and aim to empower parents. d) Sustained improvement: A parental engagement strategy should be the subject of ongoing support, monitoring and development. This will include strategic planning which embeds parental engagement in wholeschool development plans, sustained support, resourcing and training, community involvement at all levels of management, and a continuous system of evidence based development and review.

Teaching science for difference: Gender Issues. Instructional methods that foster students' understanding while decreasing competitiveness in science classes might contribute to girls' participation and performance in advanced science classes while also supporting the learning of many boys. The Open Schooling approach recommends replacing the competitive type classroom‐ environment by more a more girls friendly instructional approach in which enough time and conditions are given to think, inquire, and understand thoroughly. This could be accomplished by for example sharing ideas, arguing, asking questions and analyzing data in small groups of students who work in collaborative manner. This is an approach that clearly reduces the competitive nature of the whole classroom (teacher centred) approach. The OSOS educational activities and projects are based‐


on pedagogical approaches that produce the outcome of proportional participation of both genders. More specifically the proposed standardization process will:

- Adopt and integrate informal and formal educational experiences that intervene and reverse traditional patterns of low participation; encourage girls' interest, enthusiastic participation, and election of continued study in math and science; increase confidence; and give girls positive images of math and science learning and careers.

- Integrate awareness of gender bias in educational environments, and change organizational commitment, policy, and action to remedy under representation through student and faculty programs, for example, undergraduate departments in engineering, physical science, or computer science making a concentrated effort to increase recruitment and retention.

Adopt and integrate new courses and curriculum that are gender neutral or appeal particularly to‐ girls and women. For example, ways of teaching math that utilize girls' verbal skills, sequencing material in computer science to introduce real world applications of technology before intricacies of‐ programming languages, teaching young girls principles of engineering design and invention in everyday life. The consortium will identify the "model approaches" to be adopted, its theoretical basis and the research or evaluation basis for the "model," and address the benefits and issues bearing on integration in their educational setting. Using the expertise of partners as NEMO Science Museum and Bloomfield Science Museum and the findings of the Horizon2020 European funded project Hypatia (www.expecteverything.eu), OSOS will be addressing gender inclusion in different levels: cultural – country level, institutional – school level, interactional – student teacher and‐ studentstudent level and individual level towards each student). OSOS will look at gender from both the perspective that it is not a binary subject but also from the assumption that science is gendered and the way we communicate science is influencing a great deal the decisions of both boys and girlstowards their career paths. The assumption that girls and boys belong to distinct, internally homogeneous groups based on their biological sex creates a stereotype of girls and boys that fits no one in particular (Brickhouse, Lowery, & Schultz, 2000). The OSOS project will keep away from making this assumption creating activities that acknowledge gender should be studied as something individuals do rather than something they possess. Following the approach supported by Achiam and Holmegaard in the Hypatia project, science cannot produce culture free, genderneutral knowledge‐ (Brickhouse, 2001). In fact, much of STEM is constructed in terms of the rational, intellectual, and independent; characteristics that are often symbolically connected with masculinity (Due, 2014; Faulkner, 2000; Phipps, 2007). This means that for individuals (boys or girls) who do not identify with such characteristics, a position within STEM is not available to them on the same terms as for individuals who do identify with such characteristics (Due, 2014). OSOS will aim to address this issue and propose an approach that aims to overcome the above mentioned identified barriers that hold back a great number of students in Europe from following science related careers.

2.2 Incorporation into the OSOS open schooling model


Experience made in the past and incorporation into the OSOS open schooling model connection to D 2.2

3 different strategies different steps in Del 2.2

2.3 Support for schools from OSOSAn open school opens up for its community and tries to make its education more meaningful for its learners. Within this project participants, primary and secondary schools, form a network that wants to enrich the education they offer. Contents will be collected and shared, but new contents will also be developed. Participating schools are supported by a large database, but network meetings will be organized too. The following support will be possible in the next three years of the project:

- Defining open school values and principles for action around curriculum, pedagogy and assessment.

- Offering guidelines and advice on issues such as human resource management, redesigning timetables, and partnerships with relevant people (local industries, businesses, research organizations, parents and policy makers).

- Suggesting a range of possible implementation models from small-scale prototypes through to setting up an “open school within a school” or even designing a new school. WP 4

More detailed information from WP 4


3 The Role of all stakeholders introducing innovation into schools – What makes a school a productive learning vehicle

3.1 The leadership and culture of the society 3.1.1 Rolle of the leadership in an open schooling society

To create and promote an open school in an open society leadership must be present and available at all levels of the education system. Every organization which is successful depends on efficient leaders in the background. This means district leaders, principals, teachers, and strong support systems alongside are necessary to be thriving especially in local business and the school community (Schleicher 2012). A leader of an open schooling system encourages scholars to take leadership roles in working with technology and teachers to feel comfortable using technology and efforts them to integrate technology into instruction. A good headmaster also visits classrooms regularly to control the changes happening the pedagogical framework when technology is used (Henke 2007). Leaders are able to provide changes in kind of an open schooling framework. The aims are to close skill gaps, work together with the business to create curricula that promotes skills and academic subjects to foster a lifelong learning. Also it aims to support and maintain opportunities of professional development. The work of leaders includes also to create individual learning plans for students and boost collaboration with the business.

3.1.2 The evolution of school culture

School culture will be evolved through interactions of staff members, students, and members of the community. So it will be a behavioral guide for all participants of the school: pupils, parents, educators, and supervisors so a school cultures. School culture, as an idea, contains of the following bricks: philosophy, principals, rites, ideals, and common norms including task innovation, social relationship, and task support norms (Connor, P. E., & Lake, L. K. 1988; Rousseau 1990).

3.1.3 The involvement of the community

Leaders are also crucial when it comes to connect the community to the school. It is necessary to keep the support of parents who feel “out of the loop” or are separated from the modifications within the school (Hargreaves 1997). This might be difficult by working with parents whose own educational journey was less than successful. It is crucial for headmasters to incorporate the whole school community in the process of changing schools and to implement innovation. Keep in mind that this component of the model - perhaps more than any other - affects each of the other four components. Without an active and effective leadership and a supportive culture, changes in any part of teaching at schools will be problematic, if not impossible, to realize.

It is important that leadership is distributed this includes the idea that everybody in school is part of the leadership and responsible for establishing culture and skills for an open society in school. This targets that all stakeholders, teachers, students, parents and community feel responsible for the revolution in school and are able to include their ideas in progress. This supposes that the leadership is open and tolerant. A good leadership needs to be visionary and focuses on the future. This means that leadership try to include the real word in school education to prepare students for their future in the world they will live in. Another job of leadership is to take care of educators and scholars to make sure that they will get what they need to prepare them for their future.

3.1.4 Needs of educational institutions – leadership and policymakers

The following list presents areas in which educational institutions typically confront policies related to learning. It is important to consider how these policies affect your plans to transform learning.

Structure of the school day and year; classroom structure and space


Teacher planning practices and policies Student voice and agency Graduation requirements and credit structure Incentives for professional learning and capacity building Teacher and leader licensure and evaluation; technology director credentialing Student assessment and accountability practices Community engagement policies Funding and purchasing policies Responsible Use Policies/Data Privacy Policies (Creating-Your-Roadmap-to-21st-Century-

Learning-Environments1, p. 24)

3.2 Harmonize the project implementation with the policies in placeAs you think about teaching and professional learning, it is crucial to reflect the impact of existing policies on present and imagined, future practice. So let´s have a look on encountered policies that may influence teaching and professional learning in schools.

The next queries are proposed to prompt thinking and discussion about your organization’s leadership and culture. Note that there are no “right” responses; what you mention reflects your existing practices, local needs and skills, and the leadership. It helps to identify goals that you will set for the future.

Think about if there is a common vision for the school or the community among all stakeholders. Think about parent communities, business and higher education could be involved with the school family. Explain the way how the school or the district focus on scholars, and how they create an environment that supports risk taking and innovation and being accountable. In what ways might the skills Communication, Collaboration, Critical Thinking and Creativity embedded into learning? Make clear what the common vision is and plan for implementing the initiative for the school and the district. Than think about which key policies and practices need to change to make an open school true and what tools and resources are needed to transform learning. Even it is necessary to build educator capacity to implement learning pedagogy and practices in an open school.

3.2.1 The role of policymakers in connection with teaching and professional learning

At first it is important if you decide to create an open school to think about student´s data safety and security, this problem is solved with building a platform for collecting data which is password saved. Even it is necessary that policies should be changed, added or deleted to ensure learning is anywhere, anytime and mobile. There has to be necessary to talk about useful solutions that contain useful, targeted and new knowledge to found in collaboration with society, teachers and policymakers. It is necessary to know how schools address the competing requirements to cover the needed content while making sure that it is connected with a purpose.

The school and the district have to develop a comprehensive plan that is informed by data and addresses the needs of all members of the community the policymakers have to support this collaboration in any way it is needed. Also it is important to create a collaborative environment for planning and implementing professional learning opportunities.

3.2.2 Policy considerations about assessment and accountability

In the following are of often-encountered policies that may influence assessment and accountability in your organization listed.

Federal and provincial mandates may require certain assessments at specific times and require a defined responsibility system for schools and / or teachers. It is also important to take care of every scholar in the school system, so that nobody is lost in measurement of skills.


Many states have adopted college and career ready standards and/or next generation assessments, in Germany they are called EPA´s to have a common standard all over the county. These standards set clear goals for raising student achievement and close gaps. It is necessary to find clear policy wording to create standards all over the state but also giving districts and schools the ability to create their own ideas to make students career ready in their home range. Sometimes policy wording could provide flexibility in building their own system of assessments and accountability, or adjusting and adapting state systems to match local needs.

Responsibility systems should initiate action through sensible positive and negative incentives to meet, exceed or not meet expectations. The motivations should be distinguished by the characteristics of the school / district and the way the school / district is successful or failing.

It is necessary to point out what the different measures of assessment and accountability systems try to tell us and especially what they are not supposed to do. Please note that standardized tests e.g. are not deliberated to deliver evidence of student growth or teacher´s efficiency. In Europe there were some examples of single assessments constructed and implemented in defined grades in school. The PISA test (Program for International Student Assessment) and TIMMS (Trends in International Mathematics and Sciences Study) are very common and accepted. They provide information on what students are learning and are useful in determining how a school or system is doing. Also these tests deliver useful trend data and enable comparisons between different schools, districts or states. A sample of a lot of data offers the option of a much richer and more detailed set of measures that can be used to better identify problems and target interventions, if laws and policies about accountability are appropriately structured.

If a school or district is considering to take part in such a project they have to think about three questions:

(1) What policies get in the way?

(2) Which policy considerations should be cancelled?

(3) What kind of decisions need to be added to create a more desirable environment?

The structure of the day or requirements for classes need to be flexible to work efficient on a project. Also it is important to have an evaluation of education system and teachers and the accountability systems. Even it is necessary to have graduation or curricular requirements.

3.3 Creating “space” in the curriculum for such projectsHow is it possible to create space in a structured curriculum of a school term e.g. free learning time or other examples

3.4 What can school leaders and teachers do? Schools must provide learning opportunities not just for students, but also for the teachers who educate them. Definitely, any significant modification to the way instruction is delivered requires watchful change management. Professional teaching should be seen as a continuing, integrated part of teachers’ instructional careers. Current practiced development requires “careful planning, job-embedded and hands-on activities directly linked to the curriculum, plenty of follow-up, built-in evaluation using several assessment techniques, adequate time, sustained funding, and the willingness of educators to take on new and expanded roles” (Rodriguez 2000). Educational leaders and teachers have to invest time and resources to create a successful implementation and professional development.

Ferguson 2006 outlined five challenges that educational leaders should consider when planning and implementing professional learning for their teachers:


Selecting and introducing ideas in ways that foster trust and interest; Balancing administrator leadership and control versus teacher autonomy and independence; Planning, initiating, and monitoring implementation of training that inspires ambition as opposed

to ambivalence; Ongoing support of industrious implementation, even in the face of challenges or setbacks; and Recognizing, celebrating, and rewarding accomplishments in ways that sustain positive change.

These actualities highlight the continuing need to change teaching practices in modern schools. This modification only could be created through professional learning opportunities that confirm currency with pedagogical methods, including developing technologies. The guidance in the following is developed to help to consider your school´s current and forthcoming work toward college- and career-ready alumnae. Please note the important interaction that occurs between all stakeholders. We inspire you to reflect your work in that part at first, but make sure that all areas will interact together and need to be reflected.

Teaching has to be focused on students that means that the student is in the center of any learning experience, and frames the content and pedagogy accordingly. Also teaching is going to be easier but this means that teachers should move away from the familiar content-delivery role and start to create learning experiences and provide individualized support for students’ learning. This means that any given approach to education may not be effective for every scholar and the instructor uses multiple ways to reach mastery of any given learning outcome, what means teaching has to be flexible. Teaching means also to be fair, the instructor seeks to offer effective learning experiences and learning conclusions for all apprentices, nevertheless of the point at which they entered the learning experience. Teaching is based on regular peer collaboration, discussion and development seems to be the best method for teaching. Teaching is empowered by continuous professional learning—it delivers teachers with occasions to learn, exercise and reflect in ways that support the individual needs and align with pupil learning aims.

For fertile teaching it is important for teachers use a variety of instructional strategies and to create positive and engaging learning environments for all students. For motivation it is also useful to integrate digital learning tools as appropriate in order to help students to become good digital citizens, by using digital tools carefully, successfully and ethically? It is crucial to have a look how do students enlist with their coach and the other way round. It is important to be sure that teachers are well prepared and instructed to launch and maintain digital learning environments and to go on with these innovations. Are the educators able to implement content during professional learning and is the quality of professional learning opportunities assessed?

3.5 Assessment and accountability Assessments in schools have usually concentrated on discipline-specific knowledge. Teaching in the OSOS project means designing environments challenge educators to go beyond the assessment of discipline-based knowledge, and assess the ability to apply knowledge to different situations and to find solutions for complex problems. It is necessary to measure higher-order learning, such as the skills to analyze, synthesize, compare, connect, critique, and explain their ideas with the help of technology.

Investigators and academic frontrunners detect that moving from measurement of isolated knowledge, to measuring students’ abilities to think critically, gather information, and make well-versed, rational conclusions with that knowledge is critical to student success in college and careers (Greenhill 2007). To incorporate the needed skills of learners taking part in the OSOS project while maintaining reliability and relevance, it is important to reference applicable quality indicators.


So it is crucial to measure student´s work e.g. point like the relevance and reliability of information which is used. The significance of new information or understandings communicated throughout the process and in the last product also should be counted. Other imported skills to measure are creativity, initiative, and effectiveness demonstrated in solving problems, in combination with efficiency and effectiveness of the student’s process. The aspects of pupil’s permitted and moral processes and activities. (National Council of Teachers of English 2013)

3.5.1 Assessment method examples

Old-style forms of “selected-response” valuation like multiple-choice, true/false, and fill in the blank test questions highlight recall and memorization skills, which classically require lower levels of cognitive power from pupils ( (Dikili 2003); (Shepard, L. A., Flexer, R. J., Hiebert, E. H., Mario, S. F., Mayfield, V., & Weston, T. J. 1995)). Essays, require the scholar to generate a solution and emphasize problem solving and critical thinking this are examples for “Constructed response” questions. Price, J. K., Pierson, E., & Light, D. 2011 outline the assessment strategies in the following that align with the attributes today’s students.

Performance-based assessments (PBA) and learner portfolios rely on multiple sources of proof and accommodate various measures of achievement, which moves pupil appraisal beyond the most common standardized studies used for academic accountability ((Shepard, L. A., Flexer, R. J., Hiebert, E. H., Mario, S. F., Mayfield, V., & Weston, T. J. 1995) (Wood, G. H., Darling-Hammond, L., Neill, M., & Roschewski, P. 2007)).Examples of scholars engaging in self- and peer-assessment comprise: thinking about on enhancements they or their peers could make; commenting on drafts of articles and jobs; group discussion before collectively supplying feedback; and proposals for their own grades accompanied by supporting rationale (Ebbott 2008).

Getting student feedback directly from the classroom student response systems (SRS) also called “clickers,” were used as technology-based assessment tools (Price, J. K., Pierson, E., & Light, D. 2011).

Rubrics are used to allow educators to evaluate various dimensions of learning, rather than just content knowledge, and also deliver more detailed assessments of individual student’s skills, as opposed to just a percent correct (Price, J. K., Pierson, E., & Light, D. 2011).

3.5.2 How to implement these methods

It is essential to recognize that challenges has to be done to implement these clearer assessment methods. This means increased planning and grading time so educators may get a more complete, formative feedback. It is also necessary to find a solution to “calibrate” teacher judgments about learner’s performance this is called “inter-rater reliability”. It is also important to deliver assessments which also require attention to logistics. These means being supported by the necessary information-technology capabilities. Support should be available to educators at any time, including relevant professional development and access to high quality resources for assessing students and interpreting results.

The challenge to reform assessment in schools can be overcome with directed attention, collaboration, and work from educational leaders, policymakers and educators but note assessment is only one part of transformation and it is crucial that didactic systems invest in the necessary technologies infrastructure, and accessibility for administrators, educators, and scholars anyway.

How is it possible to support your organization in deigning assessment and accountability practices? Note that assessment and accountability is linked to education and professional learning, as well as leadership and culture, so it is necessary to keep this interconnections in mind.

Assessments need to be personalized and adaptive. Technology in classrooms and digital curricula enable us to deliver differentiated assessment options. This options need to be personalized and designed to make sure that exact information is provided for students across the performance


spectrum. Assessments contain multiple measures complied over a school year. The learning outcomes are evaluated over the period of one schoolyear even though they are embedded in the curriculum. The target of assessments is to promote student growth. Information of the past, current and near future skills and knowledge are provided. Student learning and achievement is supported and analyzed by assessments. They recognize and reinforce growth more than being punishment in opposite to a single test. Assessments need to be authentic and contextual and are targeted to knowledge and higher order thinking skills. Outcomes being assessed include content knowledge, habits of mind (i.e., persistence), and do so in ways that align with how the content was taught and learned.

3.5.3 Key questions of assessment strategy and content

There are some important things you have to think about. Match our tests to the standards we are educating and are they useful for the needs which they are designed or implemented? For which aim is the assessment given for - growth, compliance with a legal or bureaucratic mandate? Belongs the assessment to teaching and learning, or is it necessary to stop teaching to the assessment? Measure the assessments higher order thinking skills? How are metacognitive skills measured and thought? How do we teach and measure desired attitudes and dispositions such as persistence? How could learning taking place outside of schools e.g. family background, life experiences, etc. be measured? Do we know of anything that can be culturally, economically, geographically or socially biased? Are the assessment items sufficiently accurate to measure whether a student is adequately prepared for college or career?

3.5.4 Are teachers and administrators suitable with assessment

Educators and administrators should be trained to interpret, to create, to select tasks from item banks or Open Educational Resources and to work with data from assessments. Are our assessment instruments combinable with other data systems? If we want to evaluate who learns what, where, how and under what conditions could we use the data from our assessments to analyze these points of interest? We can use the data from the assessments to find out which parts of the curriculum, teaching materials and teaching methods help the children to learn and master content and skills. Is it possible to prevent misuse from our data? Is it possible to be aware from misinterpretation of results and to prevent wrong policy decisions based on misunderstanding of results?

3.5.5 Accountability systems

The goals of accountability systems need to be clearly articulated, measurable, ambitious but attainable. The goals are closely linked to the state’s college and career ready standards. They provide a framework that allows schools and districts to create strategies for progress and enable to evaluate what is crucial.

Accountability promotes growth and improvement the aim of accountability is to foster growth and improvement, not to chastise. Collaboration and discussions in which all stakeholders are taking part are supported by rich data, diagnostic tools. This provides a continuous improvement and innovation.

Accountability includes various measures. Student test scores are essential data points and are saved as one component of a range of indicators. Different and various taken measures taken over one school year provide a better picture of strengths and weaknesses. Flexibility and innovation is also provided form accountability, the systems of accountability build or improve school capacity, diagnose locations or approaches that are seeing unusually high growth rates, and enable thoughtful risk taking. They enable school leaders to innovate, replicate, experiment and solve problems. Accountability needs to be translucent this means that the system provides timely, informal, easy to understand and actionable data to teachers, parents and policymakers. Accountability systems


should provide a regular stream of clear, useful and actionable information to stakeholders that can be used for continuous improvement.

3.5.5.1 Key questions in accountability

How do we measure what schools and educators are accountable for? It is important to avoid negative impact on student learning in the consequence of measurements

of accountability. How should we explain all the things happening outside or inside of a classroom like the year-to-

year variability of students and teachers in the class? How should a changing curriculum, textbooks, or testing be measured or the differences in scholar populations between schools and districts?

Is the accountability system able to foster continuous improvement in all schools? How is it possible to collect data from all stakeholders without being in a hurry? How should federal, state, and local demands be coordinated? How is it possible to motivate students to do their best in tests? How is it possible to explain parents, press, policymakers and others about what the

accountability measures mean and what they are targeted about?


4 Bringing a project into the class – feeling to be a real member of the society

4.1 How to select and define project themes and activities The KiiCS project which was supported by the European commission involved nine steps to select and define project themes that can be transferred to the schools that take part in the OSOS project. It is crucial to decide if the aim of activity is to produce an economic, educational, social or cultural innovation. Teachers need to be a kind of mentor which could be asked for help during any kind of activities. At first a theme and topic hast to be decided. Input for ideas could be found in museums industries in your home range also scientists or other experts should be asked about their thinking and experience.

Themes in the OSOS project should include local challenges, problems or concerns. The convenience is that this themes are contributed to the motivation, everyday world and interest of the pupils. Here the teacher’s role is to bring pupils and experts together and empower each other. Even though it is important to pick a topic which is well sophisticated otherwise later in process there will occur problems because it is not easy to focus the basics of the project. Never the less to specific themes could be felt as constraint by the taking part members.

The next step is to create a team with the required skills to coordinate and facilitate activities. The teacher´s role is to support the students in this process and help to find and recruit external experts or policymakers from the region.

KiiCs gives a typical example for a fertile team:

A typical KiiCS team assembled to run a Bio-Hacking themed activity could consist of the following members:Coordinator: To lead team, organise the mentors, location, equipment and evaluate activityExpert Mentors: To lead activityCommunication Officer: To help connect with the target audience and disseminate learnings.Designer: For web and content designActivity Co-Facilitator: A team member who is familiar with the space, the target audience and workshop facilitation who can help assist the mentors in running the activity (KiiCS_Toolkit.indd)

Furthermore you have to find a location that is provided for your activities it must be a platform for a successful incubation. It should be thought about the needs e.g. tables, chairs, flip chart, projectors or other visualizer. The next step creating a project with students is to identify and connect with the target onlookers. Also it is important that the audience is splinted into different groups that you have diversity in the project to get more perspectives. The teacher acts as a kind of host and supports if needed. Following you need a strategies’ of Communication and marketing to involve other people in the community how are not strictly in your project. It helps to create a clear massage which is communicated. In the OSOS Platform there is an internet platform where information, solutions or manufacturing order could be shared. Even thou you could create sub teams in the project (WP 3 more information in chapter …) Now it is important to carry out the activities of incubation. It means students, experts and policymakers work together. It is important to minute learning steps and activities ant to include all learners in the process to have a heterogenic learner´s group to benefit from different thoughts. On this point it is necessary to take care of relationships with external experts because this might endanger the success of the project. So it´s a good advance having written down a contract. This persons act mentors who provide and give feedback. Participants pitch their ideas to each other and


to an internet platform, where feedback could be written down and shared. The next step is to evaluate the activities careful to make sure that the positive results are captured and it could be learned from mistakes here also minutes will help. In the last step it is important to try to ensure that activity will continue to inspire innovation for life time learning. That will work if there is a conceptual change of thinking in the minds of all members of the project critically reflecting the output and the benefit of the project. To have a benefit from the project a final discussion where the changing process is discussed would be useful.

4.2 Enriching students projects with RRI conceptsExamples how to enrich projects with RRI eg. Thinkings from the workshop?

4.3 Disseminating and adding value to students projects

4.4 Platform to share ideasWorking with a platform to share ideas, to dos, information …


5 How to become an open school reality – milestonesThe process of transformation should start with a clear defined vision for the open schooling project in the well-defined context and vision of the schools district. Such vision-building is best done after a school researches other technology models, as well as current global and economic trends in technology and infrastructure.

The following questions may be helpful to make goals and expectations clear.

- The learners of an open school get skills in communication, analytic learning, and doing creative experimenters.

- What are the measures of success in achieving such learning outcomes?- Most educational benefits could be reached students can focus on hands-on learning and

take part in team-based approaches: thus, to what extent does the school’s infrastructure contribute to these goals?

These approaches must be cherished in a sustainable initiative that all participants understand and support, and in which teachers at all levels are not only eager to participate in, but also have the support they need to assist in achieving the initiative’s goals (21 Steps to 21st Century Learning). Such strategies should take into account infrastructure related to change management, funding, communication, and professional learning and development.

5.1 Learning in an open school P 21-23

5.2 Leadership in an open schoolP59-61

5.3 Education in an open schoolTeachers are early adopters, new to the profession, content, grade level or school, are implementing some digital learning opportunities which is an essential part of the curriculum. They are able to lead others, provide professional development and are risk takers who can measure results. Also the educators understand the content and includes some technology parts of the enrichment activities, he gives less direct instructions and encourages the independent use of technology tools and integrates digital tools into the curriculum as aligned to the standards. The teacher also focus on the curriculum for individual learning and applies teaching and learning practices what include a variety of teaching models and alternatives to effort students in an individual way. The learning environment is designed for individual learning and direct instruction and looks positive for the special needs. Also some digital learning tools could be used in this context even learning outside of school should be possible for example in a green classroom. So students can learn in their own pace and are allowed to participate in feedback loops. So learning is encouraged outside and inside school.

In the curriculum the teacher focuses on obtaining new strategies and entrenches them to the class. Teaching is planned on data outcomes and meets the needs of students in planning and using strategies. In this context he develops links between student and educator learning. It is learned in a collaborative culture which is supported ongoing for high quality and professional learning. Results based on collaborative culture is promoted. In this context the teacher gives opportunities professional learning

5.4 Assessment and accountability systems For the planning phase, assessments are inventoried and reviewed to determine the alignment with standards, curriculum and teaching, an accuracy of content, inclusion of higher order thinking skills,


and usefulness results. The staff knowledge and skills are assessed to determine levels of ability specific to interpreting assessment results, using assessment results to improve instruction and learning as well as creating and selecting effective assessments in a formative, interim and summative manner. The purpose and beliefs are the prevailing attitudes for students, teachers, partners, policymakers and the community. Plan and implementation are taken place in a planning group with diverse memberships to develop a comprehensive plan with guiding principles of successful assessment and accountability. It is crucial to compliance the existing assessment and accountability practices to relevant policies, laws and regulations to determine current levels of compliance.

For the building phase, unneeded or outdated assessments are dropped out. Existing and/or new assessments are mapped to the curriculum to ensure they measure desired outcomes, and are part of a balanced system of formal and informal, formative, interim and summative assessments. The staff knowledge and readiness should be trained to understand and interpret the assessment data regularly, in addition the should create or select the appropriate items from test banks and open education resources again and again, they should ensure that students will use the same technologies and procedures when learning the material as they will when being assessed. The purpose and beliefs is that outreach for example help students, staff, parents, community members and policymakers to understand and support the new assessment systems. For planning and implementation the assessment and accountability plan should be adapted regularly, based on findings, and are made as necessary. Compliance should be cooperated with the federal, state and local requirements. Unneeded or outdated accountability structures are removed. Where possible, assessments and accountability systems are aligned with curriculum and instruction.

To transform the assessment and accountability is a balanced system of formal and informal, formative, interim and summative assessments is in place important. All assessments are confirmed to reflect the principles described above. The assessment system is continuously evaluated to ensure it is aligned to the curriculum, and delivers timely, useful and actionable data. Staff leverages skills and knowledge through collaborative working groups and coaching is provided to help staff implement and enhance current assessment efforts. Purpose and beliefs is, that parents, policymakers and the press are educated about the reasons for and advantages of the new assessment system, as well as what assessment data means—and doesn’t mean. Successes are celebrated for the planning and implementation phase. Areas and individuals needing improvement are promptly addressed with supports, expertise, resources and training. Plans are in place to reevaluate assessment systems at regular intervals to ensure they remain useful and reflect current assessment practice. Finally it should be a balance and functioning system of accountability of all requirements to compliance.


6 Adaption of the Open Schooling Model to the specific needs 6.1 Connection between formal and informal learning To make learning everyday life, day-long and lasting schools must embrace twenty-first century learning environments and transform their vision of teaching and learning to incorporate new skills, dispositions and literacies.

The life and work environments today require far more than thinking skills and content knowledge. The ability to navigate the complex life and work environments in the globally competitive information age requires students to pay rigorous attention to developing adequate life and career skills, such as: flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity and accountability, leadership and responsibility. Responding to the shift in societal expectations and requirements for education it is crucial to identify and promote the most necessary, critical skills for students. This is what the open schooling model is enable to do.

The OSOS project even though should confirm the “four C” skills: critical thinking, communication, collaboration, and creativity. These skills are based on core subject knowledge and were supported from skills which include learning and innovation skills; information, media, and technology skills; and life and career skills (Partnership for 21st Century Skills (2011)).

Figure 1: 21st Century Student Outcomes and Support Systems (Partnership for 21st Century Skills (2011))

It is important to teach students to how develop technological proficiencies and fluency. Even skills in management, analysis, synthesis of information and collaborative problem solving should be learned. But how is this possible? The open schooling model will offer some suggestions one is project based learning which the pivot point of the project is!

6.2 How should be learned in an open school – connection to scienceThe Hewlett Foundation’s Deeper Learning Initiative offers an approach that is currently being piloted and researched in schools. The foundation describes “deeper learning” as students “using their knowledge and skills in a way that prepares them for real life.” Further, “they are mastering


core academic content, like reading, writing, math, and science, while learning how to think critically, collaborate, communicate effectively, direct their own learning, and believe in themselves” (Hewlett foundation 2012).

Figure 2: Deeper learning Logic model (Hewlett foundation 2012)

Student-centered learning approaches provide the evolution from more traditional, teacher-driven learning methods to inquiry-based, technology-rich classrooms. The message of the Aspen Report is well defined: “Students should be at the center of any networked learning environment” (Aspen Institute Task Force on Learning and the Internet 2014). The construction of Student-centered learning environments helps to evolve a personal meaning by conjoining new knowledge to existing understandings, and technology promotes access to funds and tools that foster these relations (Hannafin, M., & Land, S. 1997).

Authentic learning could be labeled as “a learning environment focused on real-world, complex problems and solutions, which uses role-play exercises, problem-based activities, case studies, and participation in virtual communities of practice” (Educause 2007). It means that the best and effective way to learn something is by doing it. Media like the Internet and an ever-increasing number of broadband-enabled educational technologies allow pupils to create authentic learning experiences. Now there a real opportunity to create a successful authentic learning environment. Teachers should ensure that the needed technological support is available.

Educause 2007 mentions that it is the job of the supervisor to ensure high-speed internet connectivity for multimedia purposes, synchronous, asynchronous, and social networking tools, virtual, digital feedback software that captures student performances and provides them with guidance for future situations, mobile devices for accessing and inputting data during field-based exploration.

The advantage of project-based learning is that you are able to create a puzzle of a student centered and authentic learning.

The appropriate infrastructure is necessary, for as Krajcik, J. S., Blumenfeld, P. C., Marx, R. W., & Soloway, E. 1994 state “Using technology in project-based [learning] makes the environment more authentic to students, because the computer provides access to data and information, expands interaction and collaboration with others via networks and promotes investigation” (p. 488-489).

This is what the OSOS project tries to create. Teachers need to control themselves by planning their education. Is the lesson personalized? - To reach every student in the heterogenic class to be able to create sophisticated learning situations. Learning has to be sustainable —students create their own defined learning situation with high expectations, while supporting each other. Students need to be ready for college, career, and life. Multiple methods of assessment reinforce learning and build self-awareness. Learning hast to be flexible and adaptable students should be able to transfer knowledge


into different situations. It is important to note that learning is open-ended and inquiry-based—it requires pupils to be active learners by exploring questions, solving problems, they have ample opportunities to make choices and exercise control over appropriate aspects of their learning experiences. Student learning connects to the local, national or global community, and might incorporate work experiences, such as job shadowing and interning. Learning is ongoing—it involves students engaging outside the traditional classroom as much as they do within the four walls of the classroom. They make connections in the real world and benefit from the content and connectedness technology provides (Creating-Your-Roadmap-to-21st-Century-Learning-Environments1).

The following questions evolved by (Creating-Your-Roadmap-to-21st-Century-Learning-Environments1 p. 24) are intended to prompt thinking and discussion about learning experiences with, and for, the students you serve. There are no “right” answers; your responses and decisions will reflect your current practices, local needs and aptitudes, and any learning-specific goals you set for the future.

How can students be involved in their own learning? How can student voice be incorporated into the school? What is needed to ensure technology access is ubiquitous and is used for learning? What resources and technological infrastructure are needed? How can community leaders be engaged in connecting learning to the real world? What training do teachers need to leverage information from assessments to benefit

learning? What strategies can be employed to incorporate content knowledge, skills and global literacy

into learning? What policies should be changed, added or deleted to ensure learning is anywhere/anytime

and mobile? How are we preparing the next generation of teachers and leaders at various levels? How are we thinking beyond the school day and year? What does school and district leadership for the next generation look like?

6.3 Cross institutional collaboration How could the cross institutional collaboration become true? It is essential to involve students, teachers and the community in the development of learning experiences. Techers need to structure the learning transformation work such that it includes, and relies upon, student voice. Techers need to support their pupils in seeking the advice of experts, respected leaders and others who have do well—from within and outside the institute. Go ahead steadily and deliberately, but it is necessary to assess and reflect upon the results, and essential adjustments. In the Team of teachers, external experts, headmasters, students, and e.g. policymakers it’s important to listen, communicate… and so on! Keep students at the center of the work. Regularly question progress and plans in terms of the benefits for students. (Creating-Your-Roadmap-to-21st-Century-Learning-Environments1)

6.4 Open schooling support mechanisms in the project (WP 3, T 3.1) ????????

6.5 Open schooling incubators(WP 3, T 3.2) ??????


7 Implementation activities and the OSOS project 7.1 Open Schooling Accelerators (WP 4, T4.1; UD)

The OSOS Accelerator will help innovative schools to proceed more and develop their innovative ideas to new localised projects. Taking from the different stage of school of beginner, advanced or well-advanced schools, OSOS will accelerate 50 ‘Best Practices’ in the previous phase before the Initial Piloting (April, 2018).This examples could provide new solutions for the school and its community, for bringing the gap between formal and informal learning settings and creating new opportunities for personalisation at different levels (student, teacher, school).

7.1.1 Framework of the implementation findings

The OSOS accelerator will be collected from all national coordinators by the end of November 2017. Evaluating 50 ‘Best Practices’ will presented on an online platform of each schooling hub separate to share within a hub (D 4.1).

7.1.2 Open Schooling Hubs

An open schooling hub is an open, questioning, welcoming and democratic environment that supports the development of innovative and creative projects and educational activities. The environment facilitates the process for envisioning the change in school settings by providing a simple and flexible framework. In addition for school leaders and teachers it is an opportunity for new innovation, shares a culture that imports external ideas that challenge internal views and beliefs and, in turn, exports its students – and their assets – to the community it serves.

7.2 Pilot activities in the OSOS project (Examples WP 4 UD)


8 Conclusion


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Ebbott, Kate (2008): Self and peer assessment. In: RMIT university. Online verfügbar unter http://mams.rmit.edu.au/71ra0k9io8yzz.pdf, zuletzt geprüft am 17.10.2017.

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Greenhill, Valerie (2007): 21st Century Skills Assessment. A Partnership for 21st Century Skills e-paper, zuletzt geprüft am 16.10.2017.

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KiiCS_Toolkit.indd, zuletzt geprüft am 10.10.2017.

Krajcik, J. S., Blumenfeld, P. C., Marx, R. W., & Soloway, E. (1994): collaborative model for helping middle-grade science teachers learn project-based instruction. In: The Elementary School Journal, S. 483–497.

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Wood, G. H., Darling-Hammond, L., Neill, M., & Roschewski, P. (2007): Refocusing accountability: Using local performance assessments to enhance teaching and learning for higher order skills. FairTest. Online verfügbar unter http://www.fairtest.org/refocusing-accountability-using-local-performance-.


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