Research Question 3: Key Trends Accelerating Technology Adoption in Nordic Schools

What trends do you expect to have a significant impact on the ways in which Nordic schools approach our core missions of teaching, learning, and creative inquiry?

INSTRUCTIONS: Enter your responses to the questions below. This is most easily done by moving your cursor to the end of the last item and pressing RETURN to create a new bullet point. Please include URLs whenever you can (full URLs will automatically be turned into hyperlinks; please type them out rather than using the linking tools in the toolbar).

NOTE: The Key Trends are sorted into three categories: short-term, mid-term, and long-term.

Short-Term Trends
These are trends that are driving edtech adoption now, but will likely remain important for only next one to two years. Virtual Worlds was an example of a fast trend that swept up attention in 2007-8.

Mid-Term Trends
These trends will be important in decision-making for a longer term, and will likely continue to be a factor in decision-making for the next three to five years.

Long-Term Trends
These are trends that will continue to have impact on our decisions for a very long time. Many of them have been important for years, and continue to be so. These are the trends -- like mobile or social media -- that continue to develop in capability year over year.

As you review what others have written, please add your thoughts and comments as well.

Please "sign" your contributions by marking with the code of 4 tildes (~) in a row so that we can follow up with you if we need additional information or leads to examples- this produces a signature when the page is updated, like this: - Sam Sam May 2, 2016

Compose your entries like this:

Trend Name
Add your ideas here with a few complete sentences of description including full URLs for references (e.g. And do not forget to sign your contribution with 4 ~ (tilde) characters!

Advancing Cultures of Innovation
Many thought leaders have long believed that schools can play a major role in the growth of national economies. In order to breed innovation and adapt to economic needs, schools must be structured in ways that allow for flexibility, and spur creativity and entrepreneurial thinking. There is a growing consensus among many thought leaders that school leadership and curricula could benefit from agile startup models. Educators are working to develop new approaches and programs based on these models that stimulate top-down change and can be implemented across a broad range of institutional settings. In the business realm, the Lean Startup movement uses technology as a catalyst for promoting a culture of innovation in a more widespread, cost-effective manner, and provides compelling models for school leaders to consider.

Blended Learning Designs
Over the past several years, perceptions of online learning have been shifting in its favor as more learners and educators see it as a viable alternative to some forms of face-to-face learning. Drawing from best practices in online and face-to-face methods, blended learning is on the rise at universities and colleges. The affordances of blended learning offers are now well understood, and its flexibility, ease of access, and the integration of sophisticated multimedia and technologies are high among the list of appeals. One notable form of blended learning is the flipped classroom, a model that rearranges how students spend their time. Rather than the instructor using class time for lectures, students access learning materials online at home, freeing up class time to allow student-teacher interactions that foster more active learning. Conversely, the recent rapid rise and burnout of other online offerings, such as massive open online courses (MOOCs), has led to skepticism in the field. However, progress in learning analytics; adaptive learning; and a combination of cutting-edge asynchronous and synchronous tools will continue to advance the state of blended learning and keep it compelling, though many of these methods are still the subjects of experiments and research by online learning providers and institutions. - jakob.harder jakob.harder Nov 16, 2016 The availability of MOOC technology (Canvas, Coursera etc) in younger education will be essential to developing Blended learning in education. Teachers struggle with facilitating blended learning without great tools for putting their pedagogical content online and guiding students thru it, whether in or out of class. Teachers starting to do blended learning is a big indicator of a school or organisation that has come along way in terms of digitization. The next natural step for such an organisation is to start leveraging the opportunities given by not being constricted by the lesson to reorganize they way the they run their school. That will affect schedules, classrooms (furniture and layouts), staffing and basically any part of a school. - lars.lingman lars.lingman Nov 17, 2016 - ingrid.melve ingrid.melve Nov 21, 2016
Blended learning in middle and high school needs to be a combination of attendance and working at home. The reason why there is scepticism towards MOOCs is the low completion number they get. Students need feedback and incentive to participated and complete courses. They need the teacher coaching and encouraging. That will not change in my opinion. But with the use of technology testing should be easier and when the student is ready, not the teacher. - Ann.Sorum.Michaelsen Ann.Sorum.Michaelsen Nov 18, 2016

Changes in the Methods of Assessment
The emphasis of assessment changes from assessing what has been learned to assessing learning (process). That means continuous assessment based on dialogue (rather than summative tests and exams) complemented with self- and peer assessment. The goal of this type of assessment is to help students find their strengths instead of pointing out their mistakes, failures and weaknesses. The ultimate objective is to raise self-regulated learners who can set learning goals for themselves and work towards them independently. New technologies are developed to support and document online dialogue and self-assessment. - tiinsari tiinsari Oct 19, 2016 - stefan.reppe stefan.reppe Nov 12, 2016- LREM LREM Nov 15, 2016 - ingrid.melve ingrid.melve Nov 21, 2016- morten.soby morten.soby Nov 30, 2016
People are talking a lot about it but I'm not sure it will happen. It's still an easier ride for a teacher to be mainly summative than continously formative. That goes for managers and principals too... - martin.claesson martin.claesson Nov 17, 2016

Coding as a Literacy
Coding refers to a set of rules that computers understand and can take the form of numerous languages, such as HTML, JavaScript, and PHP. Many educators perceive coding as a way to stimulate computational thinking: the skills required to learn coding combine deep computer science knowledge with creativity and problem-solving. recently projected that by 2020, there will be 1.4 million computing jobs but only 400,000 computer science students to fill them. To better prepare learners from a young age, an increasing number of school leaders and technologists are making the case for embedding coding into primary and secondary education curricula. Schools across Nordic countries are developing coding programs in which students collaboratively design websites, develop educational games and apps, and design solutions to challenges by modeling and prototyping new products. Additionally, the advent of user-friendly tools including Raspberry PI, Scratch, and LegoNXT is making it easier than ever for students to begin learning to code.- helle.mathiasen helle.mathiasen Nov 13, 2016- morten.soby morten.soby Nov 30, 2016
I think one of the challenges working in schools with Coding as a Literacy is, that even though there might be a market for more skilled programmers in the future, I don't think that all students should learn to code at such a high level that they'll end up being programmers. I quite agree with the point that students should have an idea of what coding is, the impact is has on our society etc., and they should be able to work with coding in practice such as coding a drone, a robot, Lego etc. To me the goal is not to create a specific mandatory coding topic og subject at primary school for all students, but to introduce them to coding in an educational context which makes sense. That to me is part of Coding as a Literacy. jette.risgaard- jette.risgaard jette.risgaard Nov 14, 2016 - LREM LREM Nov 15, 2016- helena.kvarnsell helena.kvarnsell Nov 15, 2016- morten.soby morten.soby Nov 30, 2016
Coding will in 5 years be close to "real" language like danish or english - intelligent and adaptable ways to program for your needs. iOS SIRI, Google Now, MS Cortana is just the beginning.Should everyone learn to code?- LREM LREM Nov 15, 2016
Another challenge is the need for teachers who can actually teach coding. We cannot rely on getting help from the private sector/ICT companies. It might be a good marketing gig with the occasional show up in schools with experts/technicians from private ICT companies, but not something you can count on for all classes every year. I'm sure that no company will make their expert available for schools at all times when needed without schools having to pay. SO: Are we looking into a massive in-service training for teachers (and will that be a succes?) and/or are we looking at a new subject at Teacher Training Colleges and when will they be ready to teach coding at schools?- jette.risgaard jette.risgaard Nov 14, 2016 Coding as a literacy may be importent for some students but the trend in Denmark is to look at technology understanding in a larger perspective. - jakob.harder jakob.harder Nov 16, 2016 I agree, it should be more about computational thinking, understanding and creating algorithms, problem solving. I'm sure, in a few years there'll be computers that can produce the code for whatever purpose we need. - tiinsari tiinsari Nov 16, 2016 Computational thinking and learning will pave the way to a better interest in STEM subject per se, which will be an immense advantage as the need for STEM graduates is only accelerating over the next decade - Kirsten.Panton Kirsten.Panton Nov 17, 2016 I agree that codint should be introduced in school, and I think that it could be a choice next to foreign languages. The important part here is that everyone should not have to do the same. Coding can be a robot, a computer or a Sphero. Coding should be fun and challenging, that way more students will be interested in what is behind the computer, and the apps we use. - Ann.Sorum.Michaelsen Ann.Sorum.Michaelsen Nov 18, 2016- morten.soby morten.soby Nov 30, 2016

Collaborative Learning
Collaborative learning, which refers to students or teachers working together in peer-to-peer or group activities, is based on the perspective that learning is a social construct. The approach involves activities that are generally focused around four principles: placing the learner at the center, emphasizing interaction, working in groups, and developing solutions to real problems. Collaborative learning models are proving successful in improving student engagement and achievement, especially for disadvantaged students. Educators also benefit through peer groups as they participate in professional development and interdisciplinary teaching. An added dimension to this trend is an increasing focus on global online collaboration where digital tools are used to support interactions around curricular objectives and promote intercultural understanding. For example, students and teachers are using platforms such as WhatsApp to establish an online partnership to bring forth a greater understanding and perspective of the importance of each culture to one another. Johnson and Johnson (2004) have established five conditions that should be in place to make collaborative learning superior to individual or competetive learning. 1) Positive interdependence, where everyone share the same goals, 2) Personal responsibility where everyone is in charge of oneself, 3) Promote interaction, mainly face to face interaction, 4) Small group and interpersonal skills. Here, everyone works effeciently and function both as a part of the group, as well as with each other, and 5) A regular and frequent process of improving the groups function to improve its effectiveness in the future. - ingrid.vinje ingrid.vinje Nov 4, 2016 - stefan.reppe stefan.reppe Nov 12, 2016- LREM LREM Nov 15, 2016 - stefan stefan Nov 16, 2016 - ingrid.melve ingrid.melve Nov 21, 2016 - martin.claesson martin.claesson Nov 17, 2016 Cooperative learning is certainly not a new pedagogical approach but combined with the use of technology the possibilities are endless. The collaborative global aspect is valuable. - Ann.Sorum.Michaelsen Ann.Sorum.Michaelsen Nov 18, 2016 - morten.soby morten.soby Nov 30, 2016- stefan stefan Nov 20, 2016 Online collaborative learning platforms can enable much better real-time assessment methods and hence improved and flexible teaching. - lars.persen lars.persen Nov 19, 2016
Following up from the section on collaborative learning, I believe that CSCL also deserves to be mentioned. Within the CSCL research community, the main focus is on how people learn in the context of collaborative activity. Students collaborating today, use to a large extent technology to facilitate their collaboration. The potential technology have to connect people in original ways is understood as a stimulus for CSCL. As research on CSCL is developing, it is becoming evident that the whole concept of learning requires a transformaion. We are seeing significant changes in being a student, as learning has moved from being a merely individually programmed endeavor, into learning with and in groups in a problem-based or inquiry-based situation. Research shows that students integrated into CSCL appear to participate more in the learning process (Fjermestad, 2004), report higher levels of learning and to make better decisions (Hertz-Lazarowitz & Bar-Natan, 2002) than when working alone (Järvela et al. 2015). Knowledge about CSCL is important as the design of collaborative learning environments must ensure that collaborative learning takes place. If not, we might risk forcing students to use technology they have no use for. - ingrid.vinje ingrid.vinje Nov 4, 2016

Deeper Learning Approaches
There is a growing emphasis in primary and secondary education on deeper learning approaches, defined by the William and Flora Hewlett Foundation as the mastery of content that engages students in critical thinking, problem-solving, collaboration, and self-directed learning. In order to remain motivated, students need to be able to grasp how new knowledge and skills will impact the world around them. Pedagogical approaches that shift the dynamic from passive to active learning allow students to develop ideas themselves from new information and take control of how they engage with a subject. These approaches include problem-based learning, project-based learning, challenge-based learning, and inquiry-based learning, which encourage creative problem-solving and actively implementing solutions. As the enabling role of technologies in learning crystalizes, educators are leveraging these tools to connect the curriculum with real-life applications. - ellen.k.fossvoll ellen.k.fossvoll Nov 15, 2016- LREM LREM Nov 15, 2016 [[user:stefan|1479332318]- morten.soby morten.soby Nov 17, 2016 - stefan stefan Nov 20, 2016- morten.soby morten.soby Nov 30, 2016
At least I hope so even if can see few signs of it from my daughter's school... - martin.claesson martin.claesson Nov 17, 2016 - Kirsten.Panton Kirsten.Panton Nov 17, 2016
Deep learning and enquiry based learning as defined by Fullan is also very concerned about the evaluation of the deep learning. To implement deep learning Fullan's NPDL project has developed a series of concepts, capacity building resources, frameworks, learning labs, a digital platform and a new measurement system - as no existing assessment instruments that could adequately measure or provide clarity on student progress or performance in the Deep Learning Competencies. This more that anything proves that when the focus shifts to the pedagogy and the learning process existing assessment is NOT adequate. To asses deep learning it is important to be able improve the system conditions required for deep learning and the pedagogical practices needed to bring deep learning to life as well as being able to asses and track deep learning competencies in students. - Kirsten.Panton Kirsten.Panton Nov 17, 2016 Yes assessment is important here. A simple rote memorization multiple choice test will not suffice when measuring deep learning. A start is to organize the school day accordingly. The move away from subject like they are doing in Finland is probably where we want to go. The block scheduling we have at my school is still a good start. It givest time to concentrate and work on topics the whole day. Relfecting on the learning on blogs, like my students do and then sharing their thoughts with students in other countries is a way to approach deeper learing. - Ann.Sorum.Michaelsen Ann.Sorum.Michaelsen Nov 18, 2016- morten.soby morten.soby Nov 30, 2016
Rethink undervising and develop guidance platforms, so a teacher synchronously can give verbal instructions based on students' synchronously written work. For example, the 10 students individually work with a math assignment, a translation job or an essay assignment in each of their cambre separé. The teacher can follow the individual student's work process and both orally and in writing intervene. And also invitetere the students, the teacher believes can have a common instruction into common shared space and provide a common indstruks before students return to their virtual individual workspaces.
Åbn i Google Oversæt


Expansion of Digital Tests
As teachers and schools are increasingly making learning activities available online, it is a natural next step for more formal assessments to be digitised. In Denmark and Norway, national summative exams are now taking place online and the government has plans to expand these efforts to other types of tests. The Norwegian Directorate for Education and Training provides the virtual testing environment in Norway, but the use of learning management systems for other types of assessment varies. Sweden is not as far along yet, but there are currently two groups investigating how to digitise national tests in Sweden — the Ministry of Education and the National Agency for Education. - helena.kvarnsell helena.kvarnsell Nov 15, 2016 Finland is creating a system (Abitti) for digitizing the high school examination tests with a tailored OS (DigabiOS) based on the Linux distribution Debian. The implementation began in September, starting with the subjects German and Philosophy. - stefan stefan Nov 16, 2016- morten.soby morten.soby Nov 30, 2016
In Norway 2013 a national test for assessing digital skills for all students in the fourth grade were introduced. Students are tested in digital judgment, digital production, digital communication and the use of standard software. A national test for the eighth grade 2015 started in 2015. Both tests: a formative assessment of the students ICT-skills. Both of these tests are voluntary, still 41 340 out of a total of 60991 fourth grade students participated in 2015. Next generation digital test should measure collaboration, problem solving, creativity.- morten.soby morten.soby Nov 17, 2016
Must happen, anything less is a waste of cheap computing. - martin.claesson martin.claesson Nov 17, 2016 - lars.lingman lars.lingman Nov 17, 2016
This time last year I was invited to participate in a dialogue meeting with the minister of education. After asking our opinion on using the internet during exams, where all who participated encouraged it, he decided to close down the trial period. Now we only have access to certain pre-approved websites like Wikipedia and other online dictionaries are allowed. This in my opinion is a step backwards in Norway unfortunately. We should allow open acess, because that is how we work after school! - Ann.Sorum.Michaelsen Ann.Sorum.Michaelsen Nov 18, 2016
Higher education in Norway, Denmark and Sweden are rapidly moving towards digital assessment. In primary and secondary schools the exams have been centralized nationally, whereas in higher education each teacher/professor is making her own exam questions. The technology developments are expected to have a trickle-down effect from higher to lower education, which may give a wider variety of test methods than the current emphasis on multiple choice and text hand-ins for formative assessment available in the learning environments. - ingrid.melve ingrid.melve Nov 21, 2016

Growing Focus on Measuring Learning
The growing focus on measuring learning describes a renewed interest in assessment and the wide variety of methods and tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students. As societal and economic factors redefine what skills are necessary in today’s workforce, educational institutions must rethink how to define, measure, and demonstrate mastery of subjects, skills, and competencies. The proliferation of data mining software and developments within online learning, mobile learning, and learning management systems are coalescing toward learning environments that leverage analytics and visualization software to portray learning data in a multidimensional and portable manner. In online and blended courses, data can reveal how student actions contribute to progress and learning gains. A recent development in measuring learning is learning analytics, which aims to track students interactions with online environments and learning materials to instructors with an accurate snapshot of learner progress and challenges. This continuous data collection and analysis empowers students to take an active part in their learning, targets at-risk student populations, and assesses factors affecting completion and student success. - stefan.reppe stefan.reppe Nov 12, 2016- LREM LREM Nov 15, 2016- jette.risgaard jette.risgaard Nov 15, 2016 Norway has a national center for learning analytics, SLATE - ingrid.melve ingrid.melve Nov 21, 2016
Yes, but not Always a good thing. Evaluation and measuring can have negative effects as well. There is an obvious risk that we simplify learning and reduce it so simple numbers (we already did by grades). We could measure teacher effect more intricately but I'm not sure it would be to the expected and potential effects either. - martin.claesson martin.claesson Nov 17, 2016
Technologies able to test 21st Century skills
How can we test 21st Century Skills and computational thinking? By which criteria should we evaluate these? These questions will soon be answered and therefore test technology is an important topic. OECD is already working with this theme: - jakob.harder jakob.harder Nov 17, 2016
[Editor's Note: Added here from RQ2.]
Local Data
Big Data is one of the topics but micro data/local data is missing. The most important development in data and learning is to move the use of data as close as possible to the teacher and the student. That'll include using both big data (finding trends) and micro data for following progression with each student. - jakob.harder jakob.harder Nov 17, 2016 - stefan stefan Nov 20, 2016 - ingrid.melve ingrid.melve Nov 21, 2016
[Editor's Note: Added here from RQ2.]

Increasing Cross-School/Class Collaboration
Collective action among schools and districts is growing in importance for the future of higher education. More and more, institutions are joining consortia — associations of two or more organizations — to combine resources or to align themselves strategically with innovation in primary and secondary education. Today’s global environment is allowing universities to unite across international borders and work toward common goals concerning technology, research, or shared values. Support behind technology-enabled learning in classrooms has reenforced the trend toward open communities and university consortia, as educators and administrators recognize collective action as a sustainable method of supporting upgrades in technological infrastructure and IT services. - stefan.reppe stefan.reppe Nov 12, 2016
- helle.mathiasen helle.mathiasen Nov 13, 2016 - helena.kvarnsell helena.kvarnsell Nov 15, 2016
This viewpoint is more about Cross-Class Collaboration: Especially when it comes to working with and exploring possibilities in new digital technologies I find that in groups of students of all ages (from Primary school onwards) you are more likely to find first-movers than you are among teachers. Anyway these students will most probably spend more time 'playing' with these new technologies than their teacher. This opens for news possibilities in using students as instructors for other students - not only within their own class or age group but also across the school as cross-age-tutoring. The teacher will of course still be in charge of the curriculum, but students can help take the 'pressure' of the teachers shoulder when it comes to introducing new technology, and at the same time these students learn from helping others. You'll find it in many Danish schools under names like 'Mediepatruljen' - ex: - jette.risgaard jette.risgaard Nov 15, 2016
Expanding International Networks of Schools, Teachers, and Students
As globalization increases the need to develop intercultural competencies, schools, teachers and students get globally networked. There are different online networks for teachers and students with different interests like sustainable development, coding and robotics, stem, civics etc. Besides knowledge internet provides access to professional development and collaborative learning networks supporting the development of 21st century skills. (In Finland the new core curriculum for basic education obliges teachers and students join global networks and co-operate internationally.) - tiinsari tiinsari Oct 19, 2016 I agree. Expanding the networks of schools, teachers and students is critical in the 21st century. I think we can see a link to collaborative learning as a trend, here. We are good at emphasizing the students need of collaboration, but it is just as important for the teachers and the schools. And, while sharing best practices is important, I think sharing of failures is just as valuable. - ingrid.vinje ingrid.vinje Nov 4, 2016 - helena.kvarnsell helena.kvarnsell Nov 15, 2016 - stefan stefan Nov 16, 2016 - Ann.Sorum.Michaelsen Ann.Sorum.Michaelsen Nov 18, 2016

New Professions Entering Schools
Now that Nordic schools are more focused on integrating technologies and online learning into curriculum design, they are calling upon IT and business experts to help design and implement effective virtual environments and technology infrastructure. Furthermore, the expanded use of digital tools in schools has fostered more real-world and entrepreneurial experiences for students, and bringing in experts from industry can help better prepare them for university and work settings. In Norway, the Lektor 2 program allows teachers to cooperate with professionals from the world of work to bring authentic learning opportunities into the classroom.
So this will be harder than it looks, the teacher culture in school is hard to penetrate. I'm convinced that more collaboration between different professions is beneficial for our schools and the learning environment. That takes teachers and principals who are ready to accept a new professional role where they contribute to a system (the school) and not just directly to the students. - martin.claesson martin.claesson Nov 17, 2016 - stefan stefan Nov 20, 2016
Sounds like a splendid idea especially if you not only bring experts into the school but also manage to get students out of the classroom and into 'the real world'. As many teachers have actually never left the classroom (apart from the odd job while studying) it could also be a good experience for teachers if they could have an internship for a period of time in a private business. This could also prepare teachers for a better understanding of how their students can work together with experts from the private sector. - jette.risgaard jette.risgaard Nov 15, 2016

Prioritizing the User Experience
User experience (UX) refers to the quality of a person’s interactions with a company’s services and products. The term is commonly applied to assess computer-based exchanges with mobile devices, operating systems, and websites. Superior user experience has been largely attributed to the success of companies. Easy navigation, digestible content, and practical features — among other components — are encompassed in effective website and database designs. The interface itself, however, is just one dimension of UX. Companies such as Amazon and Google are identifying patterns in users’ online behaviors to better tailor search results at the individual level, and direct feedback from users in the form of ratings on websites including NetFlix and TripAdvisor help companies customize content and adjust user interface design. The result is a more efficient and personal experience for users. For institutions, which serve up countless online environments and e-publications, user experience is a relatively new area. In the post-Information Age, there has been so much focus on data management that only recently have education professionals shifted their attention to designing a high-quality experience with the aim of helping researchers and students navigate massive amounts of data.
I added this on RQ2, maybe it should go here instead. - martin.claesson martin.claesson Nov 17, 2016 - lars.lingman lars.lingman Nov 17, 2016
User experience
- martin.claesson martin.claesson Nov 17, 2016 So this is nothing new but still many times overlooked when it comes to design of many services and technology. Of course the capacitive screen on smart phones was a major breakthrough facilitating a whole new use of digital technology for the broader public. There is still a lot to do in this area to support engagement and learning processes. I would consider NUI being part of this domain that covers use of technology from a human perspective. - ingrid.melve ingrid.melve Nov 21, 2016
Agreed. And this brings me over to interaction design which is closely linked to user experience. A central concern in this approach is to develop usable and interactive products. The aim of interaction design is to develop products that are effective to use, easy to learn, and to provide a satisfying user experience. The design of interactive products require a consideration of the people who are going to use the product, how it will be used, and where it is going to be used. Another point of interest is understanding what kind of activities the users are doing while they are interacting with the product.
A key question should be how one can optimize the user's interactions with an environment, system or product, so that they can extend and support the user's activities in useful, usable and effective ways. - ingrid.vinje ingrid.vinje Nov 18, 2016 [Editor's Note: Added here from RQ2.]

Proliferation of Open Educational Resources
Defined by the Hewlett Foundation in 2002, open educational resources (OER) are “teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others.” Momentum behind OER got a major boost when MIT founded the OpenCourseWare (OCW) initiative in 2001, making MIT instruction materials for over 2,200 of its courses available online, free of charge. Soon after, prestigious universities including Carnegie Mellon University and Harvard University pushed forward their own open learning initiatives. Understanding that the term “open” is a multifaceted concept is essential to following this trend in higher education; often mistaken to simply mean “free of charge,” advocates of openness have worked towards a common vision that defines it more broadly — not just free in economic terms, but also in terms of ownership and usage rights. Open licensing software can be thought of as the catalyst for OER; open-source code is designed to be a blueprint that allows users to modify any design to custom fit their needs.
- helle.mathiasen helle.mathiasen Nov 13, 2016 - stefan stefan Nov 20, 2016
One aspect to this is students creating their own learning materials and sharing them with each other. See, students as creators below. - tiinsari tiinsari Nov 16, 2016 - ingrid.melve ingrid.melve Nov 21, 2016
Open Learning
- martin.claesson martin.claesson Nov 17, 2016 Open data is getting around more and more, which is sometimes great is understood and used well. Open learning could be the concept where students are allowed to more openly through technology assess their own learning and results. Not just for themselves and their teacher but also in a healthy environment of constructive peer feedback. We have also seen how students are more deeply engaged in school work when the goal is to produce something that will be published on the web (for example - stefan stefan Nov 20, 2016
[Editor's Note: Added here from RQ2.]

Redesigning Learning Spaces
As conventional teaching models evolve and emerging technologies gain a solid foothold in classrooms worldwide, formal learning environments require an upgrade to reflect the 21st century practices taking place in them. Education has traditionally relied on teacher-centric approaches where lectures were the main source for knowledge transference. Today, student-centric pedagogies are being embraced to better prepare learners for the future workforce, and new approaches to classroom design are supporting this shift. Additionally, innovative thinking in architecture and space planning is influencing the sustainable design and construction of new school infrastructures that have the potential to significantly impact classroom practices and student learning.- stefan.reppe stefan.reppe Nov 12, 2016 - stefan stefan Nov 20, 2016- morten.soby morten.soby Nov 30, 2016
Danish designand Future Classroom Lab- LREM LREM Nov 15, 2016- jette.risgaard jette.risgaard Nov 15, 2016
This is one for the future too. At the moment school is still as much about preventing kids to end up badly as it is providing them with knowledge. We don't want them running around just anywhere where they could get harmed or in some cases harm others. That's so far easier done by having them in the same confined space. I hope we can see something else in the future. It might even be cheaper than building schools that can fit every kid in the country. - martin.claesson martin.claesson Nov 17, 2016 - Ann.Sorum.Michaelsen Ann.Sorum.Michaelsen Nov 18, 2016 - ingrid.melve ingrid.melve Nov 21, 2016- morten.soby morten.soby Nov 30, 2016

Rethinking How Schools Work
There is a focused movement to reinvent the traditional classroom paradigm and rearrange the entire school experience — a trend that is largely being driven by the influence of innovative learning approaches. Methods such as project-, competency-, and challenge-based learning call for school structures that enable students to move from one learning activity to another more organically, removing the limitations of bell schedules. The multidisciplinary nature of these contemporary approaches has popularized creative applications of technology and fostered innovative school models that link subject matter to the real world. As learning becomes more fluid and student-centered, primary and secondary leaders believe that schedules should be more flexible, allowing opportunities for authentic learning and ample room for independent study. Also driving this trend is the notion that public, private, and charter schools are no longer the sole options; unconventional models including open, virtual, and project-based learning schools are expanding possibilities for formal education. - stefan.reppe stefan.reppe Nov 12, 2016 - stefan stefan Nov 20, 2016 Sure, this is happening slowly and experiments carried out in Finland, as well. In our regional ICT strategy for next three years, we expect schools to try telecommuting: the students stay home and learning takes place in VLEs. - tiinsari tiinsari Nov 16, 2016
There has to be a political will for this happen. As for now regulations, evaluations and inspections prevent schools from moving to far away from the traditional model. Something I believe is crucial for providing a new kind of school experience. - martin.claesson martin.claesson Nov 17, 2016 - Ann.Sorum.Michaelsen Ann.Sorum.Michaelsen Nov 18, 2016 - ingrid.vinje ingrid.vinje Nov 21, 2016

Rise of New Forms of Interdisciplinary Studies
According to the Melbourne Sustainable Society Institute, multidisciplinary research refers to concurrent exploration and activities in seemingly disparate fields. Digital humanities and computational social science research approaches are opening up pioneering areas of multidisciplinary research at libraries and innovative forms of scholarship and publication. Researchers, along with academic technologists and developers, are breaking new ground with data structures, visualization, geospatial applications, and innovative uses of open-source tools. At the same time, they are pioneering new forms of scholarly publication that combine traditional static print style scholarship with dynamic and interactive tools, which enables real-time manipulation of research data. Applying quantitative methods to traditionally qualitative disciplines has led to new research categories such as Distant Reading and Macroanalysis — the study of large corpuses of texts as opposed to close reading of a few texts. These emerging areas could lead to exciting new developments in education, but effective organizational structures will need to be in place to support this collaboration.

Rise of STEAM Learning
In recent years, there has been a growing emphasis on developing stronger science, technology, engineering, and mathematics (STEM) curriculum and programs, as these disciplines are widely viewed as the means to boost innovation and bolster national economies. As a response to the focus on STEM learning at institutions, some education leaders believe there is the need for a more balanced curriculum that integrates disciplines such as the arts, design, and humanities into the sciences. This notion has fostered the STEAM learning movement, in which the A stands for “art+.” The company STEAM Education expands this definition to a fundamental philosophy that all disciplines can and should relate to each other to provide students with the big picture of how a wide variety of knowledge and skill sets tie into each other in the real world. In other words, technology use does not exclusively relate to advancing science and engineering; STEAM education is about engaging students in a multi and interdisciplinary learning context that values the humanities and artistic activities, while breaking down barriers that have traditionally existed between different classes and subjects.- helle.mathiasen helle.mathiasen Nov 13, 2016 - jakob.harder jakob.harder Nov 16, 2016 - Kirsten.Panton Kirsten.Panton Nov 17, 2016 - stefan stefan Nov 20, 2016

Students as Creators
A shift is taking place in schools all over the world as learners are exploring subject matter through the act of creation rather than the consumption of content. A vast array of digital tools is available to support this transformation in primary and secondary education; indeed, the growing accessibility of mobile technologies is giving rise to an increasing level of comfort with producing media and prototypes. This may be due in part to the popularity of social media apps such as Instagram and SnapChat through which people share informal stories with photographs and short-form videos. Many educators believe that honing these kinds of creative skills in learners can lead to deeply engaging learning experiences in which students become the authorities on subjects through investigation, storytelling, and production. Other aspects of this trend include game development, making, and programming that nurtures learners as inventors and entrepreneurs. As students become more active producers and publishers of educational resources, it is essential that schools address the topic of fair use. - stefan.reppe stefan.reppe Nov 12, 2016- helle.mathiasen helle.mathiasen Nov 13, 2016 - helena.kvarnsell helena.kvarnsell Nov 15, 2016- jette.risgaard jette.risgaard Nov 15, 2016 - jakob.harder jakob.harder Nov 16, 2016 - stefan stefan Nov 20, 2016
Students have always been creators, they just didn't get the credit for it. - martin.claesson martin.claesson Nov 17, 2016- Ann.Sorum.Michaelsen Ann.Sorum.Michaelsen Nov 18, 2016

Combined with Existing Developments in Technology in RQ1

Makerspaces across physical and virtual environments
One important trend is the development of makerspaces both inside and outside of schools, and both as physical spaces, like in museums, and virtual, like Minecraft. These create new understandings of learning across time and space dimensions. This trend could have huge impact on the way we conceive learning as a process, ways of formative assessment using technologies, and ways of interactions between students and teachers when working of different tasks across subject domains.~~~~ - stefan stefan Nov 20, 2016
[Editor's Note: Makerspaces is an RQ1 topic, therefore this discussion will be added there.]

Combined with Existing Challenges in RQ4

Teachers as consultants
I believe we've had an increasing trend of teachers becoming lecturers, consultants and marketers for different kinds of commercial initiatives over the last couple of years. Tech companies want to have credible sales people when they enter the still fairly new market of education and schools. This is drawing attention to the use of digitial tools from the perspective of sales and profit rather than pedagogical development I would argue. Although this doesn't have to be a bad thing I believe we need better knowledge in schools and municipalities when it comes to choosing which IT-tools to use. The process of bringing digital tools to school, or rather bringing schools into a digital context, is a delicate process that can easily be hampered by bad purchasing decisions. We've seen that all to well in Stockholm. Added to that the high demand for certain teachers will probably open up for consultant agencies to offer teachers to schools in a fashion we haven't seen before. I'm surprised this hasn't happed yet to be honest. - martin.claesson martin.claesson Nov 20, 2016
[Editor's Note: This fits in with existing RQ4 Challenge "Rethinking the Roles of Educators" and will be added there accordingly.]

Computer Science for All initiativefgarmen