European Schoolnet

Brussels, Belgium

European Schoolnet

Brussels, Belgium
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News Article | June 14, 2017

In an effort to create innovative instructional methods, European Schoolnet has teamed up with Triseum, its newest strategic industry partner for the Future Classroom Lab(FCL). FCL is an inspirational learning environment dedicated to finding cutting-edge pedagogies, technologies and learning designs. Through FCL's network, Triseum will collaborate with policy makers, industry leaders, teachers and other education stakeholders to explore ways to create a dynamic teaching and learning ecosystem, specifically through game-based learning programs and initiatives. "Triseum is the FCL’s first partner to have game-based learning as its core business, and along with its drive to improve student competencies and make learning fun and engaging, the company's creativity and aptitude will be a real asset to European Schoolnet’s Future Classroom Lab," said Marc Durando, Executive Director, European Schoolnet. "Triseum's game-based learning model engages learners in relatable and significant ways. We are excited to have Triseum’s team on board to help us explore and shape game-based learning for the benefit of our members." Celebrating its 20th anniversary, European Schoolnet works with 31 Ministries of Education members and FCL industry partners to visualize how conventional classrooms and other learning spaces can be reimagined to support teaching and learning for the 21st century. FCL's events, pilot projects and validation studies will allow Triseum to showcase its current games, ARTé: Mecenas™ and Variant: Limits™, as well as other game-based learning technology to support innovative pedagogical approaches. "Immersive game-based learning is emerging as a force that positively impacts learning outcomes, and we are grateful for the opportunity to further research and expand the use of serious games," said André Thomas, CEO of Triseum. "The FCL together with its industry partners has created some truly inspiring and notable teaching and learning innovations across Europe and beyond. Joining European Schoolnet’s FCL enables our team to work with a remarkable group of education innovators. We are honoured to be a partner of the FCL and contribute to helping students succeed." About European Schoolnet and the Future Classroom Lab European Schoolnet is the network of 31 European Ministries of Education, aiming at bringing innovation in teaching and learning to key stakeholders: Ministries of Education, schools, teachers, researchers, and industry partners. Created by European Schoolnet, the Future Classroom Lab (FCL) is an inspirational learning environment in Brussels, challenging visitors to rethink the role of pedagogy, technology and design in their classrooms. Through six learning zones, visitors can explore the essential elements in delivering 21st century learning: students' and teachers' skills and roles, learning styles, learning environment design, current and emerging technology, and societal trends affecting education. Since the opening of the Future Classroom Lab in January 2012, European Schoolnet and its 31 Ministries of Education members have worked closely with a growing number of ICT providers to ensure an independently-funded and sustainable platform. Policy-makers, industry partners, teachers and other education stakeholders regularly come together in face-to-face training workshops and strategic seminars to develop visions for the school of the future and strategies on how to realise these. For more information, please visit: and About Triseum Triseum grew out of the LIVE Lab in the Department of Visualization at Texas A&M University, which is why education will always remain at the heart of this gaming company. Since then, Triseum has partnered with industry leading experts in gaming and instructional design dedicated to building the highest quality educational video games. Creating world class digital experiences that profoundly impact students, Triseum's bold curiosity means pushing the boundaries of what educational games are all about. For more information, please visit

Vuorikari R.,European Schoolnet | Scimeca S.,European Schoolnet
IFIP Advances in Information and Communication Technology | Year: 2013

A growing interest in research focuses on teachers' large-scale socio-technical networks. Social learning approaches such as social constructivist theory is well established, however, the current challenges lie in creating reliable methods to gather evidence of how and under which conditions social learning takes place in such socio-technical networks and how does it support teachers' lifelong learning goals. The field of Learning Analytics (LA) addresses the issue of individual learners, whereas Social Learning Analytics (SLA) addresses that of groups' processes in knowledge construction. The eTwinning action is used as a case study for applying the concepts of Social Learning Analytics. Our interest is on teachers' co-operation behaviour and patterns within a socio-technical network and how that can support teachers' continuous professional development. The eTwinning platform currently hosts more than 160000 European teachers. We first introduce the underlying pedagogical and lifelong learning related assumptions regarding teachers' co-operation. To better understand the type of activities that teachers undertake in eTwinning, they are classified according to the OECD's indices for teachers' co-operation. This creates the core of the eTwinning Analytics framework, which operationalises activities and allows them to be better measured and monitored. A snapshot of data from the platform is used as a proof of concept. © IFIP International Federation for Information Processing 2013.

Kurilovas E.,Vilnius University | Kurilovas E.,Vilnius Gediminas Technical University | Serikoviene S.,Vilnius University | Serikoviene S.,Kaunas University of Technology | Vuorikari R.,European Schoolnet
Computers in Human Behavior | Year: 2014

The aim of the paper is to present and compare so-called bottom-up and top-down approaches for evaluating quality and reusability of learning objects (LOs). The paper proposes bottom-up methodology that outlines the central role of learners' individual and social behaviour while working with LOs. This includes social tagging and some parameters of interaction for measuring context to describe LOs usage, attention, and other aspects of the context as well as helps to exploit context data towards making LOs repositories more useful, and thus enhance the reuse. The paper also presents top-down methodology for the expert evaluation of LOs quality and reusability. This methodology consists of consecutive application of several scientific approaches, methods, and principles. The authors investigate how these two different, however complimentary approaches for evaluating LOs quality and reusability can be better applied for the aims of eQNet project in order to select reusable ("travel well") LOs for implementing in different educational contexts and countries. These approaches could be considered as suitable applications of information and communication technologies (ICT's) for development of human capital. The examples of practical application of these approaches for evaluating LOs quality and reusability in eQNet project are also presented in the paper. © 2013 Elsevier Ltd. All rights reserved.

Anido L.,University of Vigo | van Assche F.,Catholic University of Leuven | Colin J.-N.,University of Namur | Ellis W.,European Schoolnet | And 2 more authors.
Intelligent Systems Reference Library | Year: 2015

In the current panorama of education across Europe we find that technology is increasingly present in the classroom. On the one hand, we have government programs that provide classrooms with a technological infrastructure. On the other hand, students themselves, usually have mobile devices—such as smartphones and tablets—and carry them everywhere, including the classroom. In this context, it is born the Innovative Technologies for an Engaging Classroom (iTEC) project, which is the flagship FP7 project in the education area, financed by the European Commission with 12 million Euros. The iTEC tries to contribute to the conception of the classroom of the future, in which technology is complemented with the most innovative pedagogical approaches, which entail a major level of dynamism in the educational practice. Thus, the iTEC promotes an educational practice, in which students interact in small projects including a participation in events, speeches with experts, and all that seasoned with the use of technology. In the iTEC, The Eduteka is a toolkit of technologies for advanced learning activity design. The components of the Eduteka provide support for the iTEC pedagogical approach. Those are thoroughly presented in this chapter. © Springer International Publishing Switzerland 2015.

Vuorikari R.,European Schoolnet | Vuorikari R.,Open Box | Poldoja H.,Tallinn University | Poldoja H.,University of Helsinki | Koper R.,Open Box
International Journal of Technology Enhanced Learning | Year: 2010

Web-based tagging systems for educational resources allow users to associate free keywords with resources. This paper first studies similarities and differences of tagging systems that are an integrated part of learning platforms, and then introduces a case study on teachers' use of social tagging tools. Analysing more than 20,000 teacher-created tags from five platforms, it was found that even if the tagging system designs differ, more than 30% of the posts were shared through tags between two or more platforms. Thus, tags can create interplay not only between the users and their tools, but also between diverse learning platforms. Copyright © 2010 Inderscience Enterprises Ltd.

Clements K.,University of Jyväskylä | Gras-Velazquez A.,European Schoolnet | Pawlowski J.M.,University of Jyväskylä
CEUR Workshop Proceedings | Year: 2010

This paper reports on an exploratory study analyzing the Educational Resources' packaging standards SCORM and IMS Common Cartridge's (CC) regarding interoperability from the point of view of key users: teachers. The two specifications SCORM and CC to package Educational Resources have been developed to help the users to re-use Learning Objects from Learning Object Repositories (LORs) in Learning Management Systems (LMS) of schools. In our study, we found that teachers find packaging solutions highly useful, especially the interoperability between LORs and LMSs. Teachers also appreciated that they can modify packaged content after it has been uploaded to the LMS. The teachers also strongly appreciated the additional functionalities of CC packages while teaching courses online or giving home work/extra assignments to their students.

Law N.,University of Hong Kong | Miyake N.,University of Tokyo | Looi C.-K.,Nanyang Technological University | Vuorikari R.,European Schoolnet | And 2 more authors.
Computer-Supported Collaborative Learning Conference, CSCL | Year: 2013

Many scholars have contributed efforts to improve education in schools. A major motivation for learning scientists to develop design research as a methodology is to contribute to theory and educational practice through rigorous research without avoiding the complexities and messiness in authentic educational settings. There are many examples of successful implementation of collaborative, knowledge-construction oriented pedagogies using socio-cognitive and socio-metacognitive tools in formal and informal educational settings as well as in teacher professional development. However, there are many challenges to scaling up such innovations beyond small-scale implementation, including that of developing into "fatal mutations" (Brown, 1992). This symposium provides an opportunity for discussion and reflection on the impact that CSCL and Learning Sciences researchers have made on large-scale education reform and what, if any, may be done to extend this impact by bringing together a set of papers describing some large-scale education innovation initiatives in Asia and Europe. © ISLS.

Vuorikari R.,European Schoolnet | Gilleran A.,European Schoolnet | Scimeca S.,European Schoolnet
Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) | Year: 2011

We investigate how eTwinning, the community for schools in Europe that promotes teacher and school collaboration through the use of Information and Communication Technologies (ICT), has grown in its first five years. eTwinning currently attracts over 130'000 teachers in Europe who can be identified as "innovators" in using ICTs in cross-border school collaboration projects. Using the indicator called eTwinning reach, we find that on average, 2.64% of European teachers already participate in eTwinning. In this paper, we investigate the synergies between eTwinning and professional development. We argue that in order to grow beyond innovators and to attract early adopters in innovative use of ICTs in education, eTwinning should be given a more prominent and official status among national teachers' professional development activities. This, in turn, would greatly enhance both formal and informal teachers' professional development schemes in the countries that participate in the eTwinning action. © 2011 Springer-Verlag Berlin Heidelberg.

Le T.-D.,European Schoolnet | Shulman E.,European Schoolnet
CEUR Workshop Proceedings | Year: 2010

In a large federation of learning object repositories, learning object locations or learning object URLs in metadata can become out of date when learning objects are moved or deleted. Regular checking of learning object URLs is essential. However, fully checking across a large federation imposes an unsustainable burden on time and resources while negatively impacting networks and repositories. This paper describes a broken URL handling system with a heuristic model that can provide a sustainable solution for federation service managers while enhancing communication and collaboration among federation stakeholders.

Le T.-D.,European Schoolnet
International Journal of Metadata, Semantics and Ontologies | Year: 2013

In a large federation of learning resource repositories metadata can become out of date, especially when resources are moved or deleted, frustrating users and making it critical to assure the availability of resources in any learning environment. Regularly checking all of URLs in a federation with thousands of resources negatively impacts content providers causing poor system performance, heavy network traffic and impoliteness. This paper describes a solution that ensures a balance between the number of resources and the number of checking requests performed. It uses a heuristic algorithm to select a group of resources to verify. Depending on the results, the system either stops checking or continues with a new selection of links constructed from URLs that are similar to the broken links in the previous round. To reach the global optimisation, the selection process also randomly picks other resources with a small probability of error. Copyright © 2013 Inderscience Enterprises Ltd.

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