Future Classroom Scenario Toolkit – Quick Guide Using the FCS Toolkit Involving key stakeholders Innovation Maturity Modelling Writing a Future Classroom.

Future Classroom Scenario Toolkit – Quick Guide Using the FCS Toolkit Involving key stakeholders Innovation Maturity Modelling Writing a Future Classroom Scenario Identifying trends Scenario design and selection criteria Adapting existing Scenarios Research Prototype.

Future Classroom Scenario Toolkit – Quick Guide Using the FCS Toolkit Main Menu Next Page The following pages of the toolkit provide: An introduction to the toolkit Two recommended pathways through the toolkit

Future Classroom Scenario Toolkit – Quick Guide This document describes a set of tried and tested guidelines, tools and techniques designed to ensure that decision making in the purchasing, deployment and use of technology in support of education is informed by a reliable vision of the future classroom. These resources are packaged as the Future Classroom Scenarios (FCS) Toolkit, which has been derived from the European Commission funded iTEC project. The Toolkit does the following: Provides a clear, easy to adopt and flexible approach for creating a vision for the deployment and use of technology in an educational setting. Brings together the key stakeholders, decision makers and those with influence over what can be achieved, and what is desirable in schools. Combines the expertise and experience of the teaching community, with needs as perceived at policy level, and the capability of technology. This results in the production of Future Classroom Scenarios describing innovation in pedagogy and effective use of technology, based on educational requirements and needs in relation to policy and strategy. Using the FCS Toolkit The Toolkit is intended for use by the following stakeholders through the education system to bring about incremental but sustainable change : School leaders - for example, when a school is considering investment in technology, or when a school is making changes to the curriculum or school layout for example Advisors at regional or national level – as a change management tool to support policy change, particularly involving deployment of technology. Technology providers, consultants and other stakeholders – to provide support and guidance to schools they are working with to support self improvement. In each case the Toolkit can be adapted to the local needs and context, but the fundamental principles of creating a shared and reliable vision of the future education situation is consistent. Each of the tools, activities, and resources can be used independently, and on their own. The following pages provided recommended “pathways” for using the tools and activities, but it is important that the user decides which tool are most appropriate and how to use them. Main Menu Next Page Last Page

Involving key stakeholders Innovation Maturity Modelling Writing a Future Classroom Scenario Identifying trends Scenario design and selection criteria Innovation Maturity Modelling Identifying trends Recommended sequence of activities (Pathway 1) The toolkit is structured into three stages. The first stage (stage 1) involves preparation for a stakeholder workshop. It is advisable to start this stage at least one month before the workshop. 1.3 Identify local stakeholders 1.4 Tapping into existing Communities 1.5 Innovation maturity model self assessment by stakeholders 1.6 Selecting relevant trends 1.7 How to Analyse the TIQ 1.8 Ranking identified Trends – consultation with stakeholders Stage 2 involves workshop that brings together stakeholders to produce a Future Classroom Scenario. The workshop should take place of one day, or two half days. 2.4 Scenario development - implications of trends 2.2 Likelihood and impact of trends 2.3 Selecting trends 2.1 Innovation maturity model self assessment by core group 2.5 Scenario development – write narrative 2.6 Review scenario(s) 2.7 Review scenarios with mapping tool 3.1 Creating an action plan Main Menu Next Page Last Page A full Facilitator Guide for pathway 1 can be found here

Involving key stakeholders Innovation Maturity Modelling Writing a Future Classroom Scenario Scenario design and selection criteria Innovation Maturity Modelling Recommended sequence of activities (Pathway 2) Pre-workshop1.3 Identify local stakeholders 1.4 Tapping into existing Communities 1.5 Innovation maturity model self assessment by stakeholders Workshop 2.4 Scenario development - implications of trends 2.1 Innovation maturity model self assessment by core group 2.5 Scenario development – write narrative 2.6 Review scenario(s) 2.7 Review scenarios with mapping tool 3.1 Creating an action plan Main Menu Last Page 1.6 Scenario Familiarisation 1.7 Ranking of scenarios Adapting existing scenarios 2.3 Adapting and existing scenario 2.2 Scenario Selection Pathway 2 is an alternative approach to using the FCS Toolkit. It is quicker and shorter than Pathway 1. Pathway 1 involves creating a new scenario, whereas pathway 2 involves adapting an existing scenario to meet local needs. Next Page A full Facilitator Guide for pathway 2 can be found here

Detailed overview of the FCS Toolkit (page 1 of 1) Introduction Scenarios are defined as: “Narrative descriptions of preferable learning contexts that take into account issues, trends and challenges relating to that context” They contain stories describing the use and context, including: he description of resources and the functionalities required the interactions, the tasks performed and the aims of their activities. The scenarios created are at the classroom level, which is different from a national policy – although trends can apply at either level. They should provide flexible frameworks to enable technology-enhanced learning activities that engage both teachers and learners. Pre-workshop core activity Background to the toolkit – the iTEC project This toolkit is an output of the iTEC project http://itec.eun.org http://itec.eun.org The iTEC project explores the question of how technology can be used effectively and successfully by both learners and teachers and is seeking to define the nature of the future classroom. The project brings together education policy makers from 14 education ministries across Europe together with some of the key learning technology providers and experts from leading research organisations and universities. Their diverse knowledge and experience is used to design and take to scale 21st century scenarios for learning in the future classroom. Innovation Innovation is a crucial element of the FCS Toolkit and is understood as being context specific, i.e. a learning scenario that is considered an innovation in one local context is not necessarily considered to be so in another. The Innovation Maturity Model which is a key part of the scenario development process, evolved as a means of ensuring that the future learning scenarios produced and the use of technology within them are both innovative and appropriate to context. Participants use the Innovation Maturity model when creating learning scenarios so that the output of the toolkit will be a scenario that not only responds to local trends and challenges but also moves the participants’ institution on in terms of innovation maturity. The Innovation Maturity Model is explained in further detail in Activities 1.5 and 2.1 What are trends? A trend is a shift which can be documented and observed now, in the present, and is expected to continue. Examples include an economic development, a shared belief, a change in social practices, a grassroots movement, a behavioural pattern emerging as the result of the introduction of new technologies, an actively pursued policy or strategy. Or they can be the result of a shift in the structure of the institution, for example, the impact of buying tablets, or having an extra class start. Trends form key building blocks on which scenarios are built and the toolkit includes activities that support educators to identify and consider the impact of trends in their local context. Main Menu Last Page

Future Classroom Scenario Toolkit – Quick Guide Involving key stakeholders The following pages of the toolkit provide: Guidance on the individuals and organisations that should be involved in creating scenarios, and their roles (Activity 1.3) Guidance on how to identify and contact wider stakeholders who can help you develop your scenarios (Activity 1.4) Main Menu Next Page

Activity 1.3 – Identify local stakeholders (page 1 of 2) Purpose and overview The toolkit requires a lead person (or people) who will take the role of facilitator. A core group of 1st degree stakeholders will work closely with the facilitator and support the wider engagement of 2 nd degree stakeholder groups as well as attending the workshop. Stakeholder groups are those that have expert knowledge in the area or are involved in or affected by the local education system. Pre-workshop core activity Instructions: It is recommended that you first identify 1st degree stakeholders in your own school e.g. colleagues and students who have a strong interest in supporting innovation. Set up a “stakeholder database” (a simple spreadsheet will do) to help you identify and contact ten stakeholders in the local community. The database should give you a concise representation of the most important people or organisations in your local community. For second degree stakeholders, use your own contacts and networks to get in touch. It may be impractical to contact 2nd degree stakeholders face-to-face. Set up an online collaborative space using one of the many available free solutions including Google groups or Facebook Groups. Use the collaborative space to communicate updates, share files, etc. Use Activity 1.2 Detailed overview of the FCS Toolkit, from the full toolkit, to tell your stakeholders what the process is about. In particular, explain why the process is important to the school and why you feel they should be involved. Also explain what contribution they will make. Roles within the toolkit: Facilitator role: The facilitator is the person who drives the whole scenario development process, from the pre-workshop identification and mapping of stakeholders and identification of trends through to the organisation of the face-to-face workshop in which the scenarios are developed. The facilitator will need to recruit and work with the core group. All the activities in the toolkit are written as a set of instructions for the facilitator. Core group: The core group should comprise of approximately 6-8 forward-thinking practitioners, ideally drawn from a number of different backgrounds. For example a secondary school using the toolkit as part of its work around future curriculum development could have a core group composed of: members of staff from different departments, support staff, a school governor, a parent and a member of the local community/representative of local industry. The core group is key in engaging your organisation’s stakeholders in the initial pre-workshop phase of the toolkit, for example through discussions around trends or analysing surveys around trends and reporting back. The core group should also attend the face-to-face workshop. Wider communities/stakeholders: These might include students, other education practitioners, local employers, members of other institutions (e.g. the local university), representatives of associations (e.g. parents associations, faith groups, the local scouts, etc.). These stakeholders will be contacted by the core group and invited to be involved in activities that draw on their knowledge and experience and elicit their opinions Main Menu Next Page Last Page

Pre-workshop core activity Facilitator hint and tips a)Use the school’s website or intranet to advertise that you are looking for volunteers for an exciting new initiative. b)Identify key allies in the schools who already have an interest and are likely to give a valuable contribution. For instance, teachers with a reputation of being innovative or key decision makers, such as subject specialists or even members of the leadership team if possible (including the head teacher or assistant head teachers). c)Keep a record of who you are involving, their contact details and other relevant information; for instance days they are available to take part in activities or in the workshop. d)Try to make first contact face-to-face, and then follow up with emails to provide additional information or to forward materials. e)Recruit one or two students by making public announcements in a number of classrooms and emphasising the opportunities for personal development that the project provides. f)Once you have a group of six stakeholders, make a public announcement using the channels available to you, including school assemblies and the already mentioned school website and/or intranet. This will create “buzz” around the process and raise the profile of the scenario development process. Materials recommended (links): Table: 1.3 Identify local stakeholders template (resource).1.3 Identify local stakeholders template (resource). Optionally use http://batchgeo.com/http://batchgeo.com/ Facilitator hints and tips for setting up online groups. Choose a platform that suits you. For example Google groups or Facebook groups, but there are others. There may be providers in your country which offer similar functionalities. Familiarise with the user interface and the functionalities offered. The first thing to do is to set up a forum or collaborative discussion. Other options like calendars and the ability to create mailing lists are also useful. Mailing lists are useful to send the same message to a group of recipients, instead of sending lots of individual emails. Create separate sections or discussions within the forum. It’s usually common practice to keep a distinction between “casual chat” and more serious discussions where you want to achieve specific objectives. Most collaborative spaces need to be “kick-started” and nurtured at the very beginning. People might need some encouragement to take part in the discussions. Make sure you ask interesting and thought-provoking questions and follow them up regularly. You might have to individually chase your stakeholders, politely “nudging” them to be more active for the good of the project. Your primary stakeholders may be more willing to help you. They are your allies, ask them to respond to your questions and express their own opinions in the forum. Remember these spaces have a lifespan. Lifespans can be short or long, but inevitably people will stop participating. If your space is reaching the end if its lifecycle before you have achieved your goal, you can make attempts to revive it. One possible strategy is to identify a group of members who were active, and who made great contributions, but no longer visit. You could contact them individually and explain that you want to get the community back to a good place, and ask them why they left. Activity 1.3 – Identify local stakeholders (page 2 of 2) Main Menu Next Page Last Page

Activity 1.4 – Tapping into existing communities (page 1 of 1) Purpose and overview This activity should be done in parallel with 1.2 Identify local stakeholders. Its purpose is to gather additional inputs and opinions that will allow you to identify innovative trends in teaching and learning and emerging classroom technologies. This activity gives you guidance to consult people and organisations that are already part of existing networks of innovators, researchers and technology companies. These can be national but also international. By drawing on such a diverse range of inputs, you will find out about some of the most exciting and transformative innovations in education. Pre-workshop core activity Instructions: 1. Use the network’s own communication channels to make contact – e.g. posting a message on a forum or send an email to a news-letter. You might have to make more than one attempt and follow up with a direct message to get attention. 2. It might be easier to look first for individuals from your own country, as it will make communication easier. It might also help if the expert you are consulting is already familiar with your national or regional school system, and with the factors that are enabling or slowing down innovation in your national context. 3. Use the same approach as with the other stakeholders when you contact people from existing networks to introduce yourself and your school, your project etc. 4. Ask how much time they can give to the project to do some simple tasks (for instance answering a questionnaire) and if they can attend a workshop at the school – this might be a remote possibility as these individuals may be far away, but it’s worth a try! Materials recommended and links: If you have developed an online collaborative space as part of the activity in 1.2 Identify local stakeholders you can also use it in this activity. The iTEC People and Events database (under development) will provide a simple interface to connect with a number of communities and networks. Below is a list of existing networks and online communities of practice. If you are not already a member, you might need to register to get in touch with individuals and sub-groups. You might also be aware of additional networks and communities which operate in your own country and in your own language. TELeurope http://www.teleurope.eu/http://www.teleurope.eu/ TEL Europe is a large European network of researchers in technology- enhanced learning. Its members are involved in several European research projects that explore how technologies and innovative pedagogies can transform teaching and learning across Europe. Promethean planet http://www.prometheanplanet.com/en-gb/http://www.prometheanplanet.com/en-gb/ Promethean Planet is an international community of teachers who use technologies and innovative pedagogies to enhance teaching and learning. It is sponsored by Promethean, a company that produces a variety of classroom technologies. SMART Exchange http://exchange.smarttech.com/forum.htmlhttp://exchange.smarttech.com/forum.html SMART Exchange is an excellent way to get in touch with educators and educational technologist who can provide you with valuable insights for your scenario development process. E-twinning http://www.etwinning.net/en/pub/index.htmhttp://www.etwinning.net/en/pub/index.htm E-twinning is a large and very successful network of European teachers. Thousands of teachers use it to share ideas and innovations. You can use E-twinning to identify individuals willing to share their experiences about innovation in education. Main Menu Last Page

Future Classroom Scenario Toolkit – Quick Guide Innovation Maturity Modelling The following pages of the toolkit provide: An explanation of the Innovation Maturity Modelling process used as a self assessment process in scenarios development (Activity 1.5) A guide to using the Innovation Maturity Modelling process in a scenario development workshop. Main Menu Next Page

Activity 1.5 – Innovation maturity model – Self assessment by stakeholders (page 1 of 2) Purpose and overview This optional activity introduces the Innovation Maturity Model and supports participants to decide what their current, local capacity for innovation is and what their organisation’s next priorities are around innovative practice. The stakeholders can consider the level of innovation at the classroom, institution or system level. The Innovation Maturity Model provides a way of ensuring that scenarios produced using the FCS would be both innovative and appropriate to context. The model shows a number of progressive stages of innovation maturity. As educational institutions move from one stage to the next in the direction of the arrow, the innovation maturity of the institution progresses, e.g. the implementation of a scenario that moves an institution from the ‘Exchange’ stage of the model to the ‘Enrich’ stage would be defined as innovative in that institution’s context. In this self-assessment activity an organisation’s/institution’s stakeholders identify their organisation’s current position on the maturity model. This is a key starting point for the scenario development process. Subsequent activities ask participants to create scenarios that respond to local trends/future challenges in a way that moves their institution on to the next stage in terms of innovation maturity. The maturity model should be introduced prior to the workshop to allow participants to reflect on their practice and institution, and for other stakeholders to contribute their opinion. Note that you will return to the maturity model in the workshop, but this activity will be shorter if this optional activity is completed. Pre-workshop optional activity Instructions: This activity should be carried out at least 2 weeks before the workshop, to engage previously identified stakeholders in this self- assessment. This can be achieved by: Adding the Innovation Maturity Model and the Maturity Model - Dimensions of innovation to your shared, online community space or by setting up an online shared document using a provider such as GoogleDocs. Ask stakeholders to highlight the cells in the Maturity Model - Dimensions of innovation that best match the institution or local education system practice and annotate the sheet with specific examples in order to stimulate an online discussion. Alternatively email stakeholders (both 1st and 2nd degree) the Maturity Model - Dimensions of innovation. Again ask them to highlight and annotate with examples the cells that best match the institution or local education system – specifying which they are defining, and send them back or if possible arrange to discuss their opinion with them face-to-face if not core stakeholders. Asking all stakeholders to hold small face-to-face focus groups, possibly with students, going through the Maturity Model - Dimensions of innovation together and agreeing as a group the various cells that best match the institution or local education system. Then emailing the responses back or publishing it to the shared space. In all cases summarise the outcome, i.e., state where the institution or local education system is for each dimension and rationale for this as an input for the workshop. You could also set aside half an hour in the workshop. Main Menu Next Page Last Page

Materials recommended (links): Copy of the Innovation Maturity Model: 1.5 Innovation maturity model (resource)1.5 Innovation maturity model (resource) Copy of the Innovation Maturity Model matrix: 1.5 Maturity model - Dimensions of innovation (resource)1.5 Maturity model - Dimensions of innovation (resource) Copies of the Innovation Maturity Model matrix: 1.5 Innovation maturity model matrix (resource)1.5 Innovation maturity model matrix (resource) Online tools for engaging stakeholder Facilitator hints and tips: The Innovation Maturity Model given is one model through which innovation can be explored. If participants have already used a different but similar model to explore innovation in your local context, please feel free to substitute your local model for this one. If you are working with practitioners from different institutions, you might find it useful to use the Innovation Maturity Model Matrix - 1.5 Innovation maturity model matrix (resource). Each practitioner could suggest where they think their classroom and institution are on the model and come to a consensus about where they consider the local/national education system to be. Encourage and proactively get input from everyone. Activity 1.5 – Innovation maturity model – Self assessment by stakeholders (page 2 of 2) Pre-workshop optional activity Main Menu Next Page Last Page

Activity 2.1 – Innovation maturity model - self-assessment activity by core group (page 1 of 2) Purpose and overview This activity uses the Innovation Maturity Model to help participants decide what their current, local capacity for innovation is and what their organisation’s next priorities are around innovative practice. The stakeholders can consider the level of innovation at the classroom, institution or system level. The Innovation Maturity Model provides a way of ensuring that scenarios produced using the FCS would be both innovative and appropriate to context. The model shows a number of progressive stages of innovation maturity. As educational institutions move from one stage to the next in the direction of the arrow, the innovation maturity of the institution progresses, e.g. the implementation of a scenario that moves an institution from the ‘Exchange’ stage of the model to the ‘Enrich’ stage would be defined as innovative in that institution’s context. In this self-assessment activity an organisation’s/institution’s stakeholders identify their organisation’s current position on the maturity model. This is a key starting point for the scenario development process. Subsequent activities ask participants to create scenarios that respond to local trends/future challenges in a way that moves their institution on to the next stage in terms of innovation maturity. The maturity model should be introduced prior to the workshop to allow participants to reflect on their practice and institution, and for other stakeholders to contribute their opinion. The self assessment activity is undertaken at the start of the workshop with your core group of practitioners. Workshop core activity Instructions: This takes approx 1 hour (less time if optional activity 1.5 was carried out). Groups larger than 8 people will need to split for the discussion. If this is the first time all the participants have seen the matrix do all the steps below. If the innovation model was used prior to the workshop do step 4 onwards: 1. Show the participants the model (1.5 Innovation maturity model (resource)) and explain that is one way of considering innovation maturity, that is, how technology has been integrated into practice. 2. Given them a copy of 1.5 Maturity model - Dimensions of innovation (resource). Ask them to read through the model carefully. 3. Start a discussion about what stage participants think their institution is at on the Maturity Model using questions drawn from information on the model, such as: To what extent do a) teachers and b) students lead learning in the classroom at your school? What is the role of technology in the learning? To what extent are your students a) consumers b) users c) producers of digital media? 4. Share with participants the results of the stakeholder consultation exercise undertaken before the workshop (Activity 1.5 if carried out) 5. Come to a consensus about which stage of the model your institution or local education system is currently at, and highlight the cells. 6. Display the enlarged copy of the Innovation Maturity Model, clearly showing the highlighted cells. 7. Ask participants to make a note of what features are required in the next level which need to be incorporated into the scenario. This will ensure that the scenario not only responds to local trends and challenges but also one which moves their institution on in terms of its position on the Innovation Maturity Model. Main Menu Next Page Last Page

Activity 2.1 – Innovation maturity model - self-assessment activity by core group (page 2 of 2) Workshop core activity Facilitator hints and tips: A final optional step can be included: 8. If the stakeholders come from different institutions or are from a ministry level it may be useful to complete the optional Innovation Maturity Model Matrix. By filling in the drivers, for example, listing in each box what is instigating the change – for example, a policy to provide high speed internet access to all schools, at all levels common drivers can be identified (system level can refer to the local or national education system) and the position of the individual classroom, to that of the institution and system compared. The Innovation Maturity Model is one model through which innovation can be explored. If participants have already used a different but similar model to explore innovation in your local context, please feel free to substitute your local model for this one. If you are working with practitioners from different institutions, you might find it useful to use the Innovation Maturity Model Matrix. Each practitioner could suggest where they think their classroom and institution are on the model and come to a consensus about where they consider the local/national education system to be. Encourage and proactively get input from everyone. Main Menu Last Page Materials recommended (links): Copy of the Innovation Maturity Model: 1.5 Innovation maturity model (resource)1.5 Innovation maturity model (resource) Copy of the Innovation Maturity Model matrix: 1.5 Maturity model - Dimensions of innovation (resource)1.5 Maturity model - Dimensions of innovation (resource) Copies of the Innovation Maturity Model matrix: 1.5 Innovation maturity model matrix (resource)1.5 Innovation maturity model matrix (resource)

Future Classroom Scenario Toolkit – Quick Guide Identifying trends The following pages of the toolkit provide: Techniques for identifying relevant trends in education and wider society, that will drive or influence innovation in the classroom. These techniques include: Trends research sources including stakeholder surveys (Activity 1.6) Approaches to prioritising trends (Activityes 1.7 and 1.8) Identifying the most important trends to use in a scenario development workshop (Activities 2.2 and 2.3) Main Menu Next Page

Activity 1.6 – Selecting relevant trends in education and Technology (page 1 of 1) Purpose and overview This activity is used to help your stakeholders’ shortlist the relevant trends in technology and education relevant to their context. It is up to you whether to give your stakeholders the list in the toolkit, or to ask them to identify their own original trends. In both cases, you should use the Trends Identification Questionnaire (TIQ) included in the toolkit. Developing scenarios is just a way to create a “snapshot” of what change might look like. This snapshot will then drive your own plans to introduce and scale up innovations in your school. In order to ground scenarios in reality, it is important to pay attention to the trends in technology, teaching and learning that can be observed across Europe (and more globally!). To help your stakeholders identify relevant trends, we have identified some emerging areas and technologies. You can use this list alongside the Trends Identification Questionnaire (TIQ), asking them to use it as background to identify the trends that seem more relevant to your local context. Pre-workshop core activity Instructions: This activity should be carried out no loner than 2 weeks before the workshop so that the responses are available in time. Once you have identified your stakeholders and introduced the project to them, send them the list, of trends along with the questionnaire and the accompanying letter. You can either send them as attachments to an email, or you can post them, asking stakeholders to return the completed questionnaires whichever way suits them (email or post). Append the list of student concerns found in 1.6 Student views (resource) if felt appropriate. Send the list to all first and second degree stakeholders identified with the TIQ and the letter adapted from 1.6 TIQ_Trends Identification Questionnaire (resource) Materials recommended (links): The list of emerging areas and technologies found in 1.6 Selecting relevant trends (resource)1.6 Selecting relevant trends (resource) The TIQ (Trends Identification Questionnaire) found in 1.6 TIQ Trends Identification Questionnaire (resource)1.6 TIQ Trends Identification Questionnaire (resource) Optional: The list of student views in 1.6 Student views (resource), which provide a list of aspects important to young people if not time to research in your context 1.6 Student views (resource), Optional: List of trends gathered in the iTEC project: Example Trends (resource). Example Trends (resource). The definition of a trend: A trend is a shift which can be documented and observed now, in the present, and is expected to continue. Examples include an economic development, a shared belief, a change in social practices, a grassroots movement, a behavioural pattern emerging as the result of the introduction of new technologies, an actively pursued policy or strategy. Or they can be the result of a shift in the structure of the institution, for example, the impact of buying tablets, or having an extra class start. Trends form key building blocks on which scenarios are built and the toolkit includes activities that support educators to identify and consider the impact of trends in their local context. Main Menu Next Page Last Page

Activity 1.7 – How to analyse the trends identification questionnaire Results (page 1 of 1) Purpose and overview This activity will give you guidance to quickly analyse the results from the TIQs, which you will have received from your stakeholders. The main output of this quick analysis is a selection of trends which you will further discuss in the workshop – it must be done prior to the workshop. Once you have received your completed TIQs, use the template provided to capture all relevant information. There is a degree of synthesis and interpretation involved, but you need not worry because this is not actual research, but just a way to quickly gauge views and opinions. Pre-workshop core activity Instructions: The analysis of the TIQs shouldn’t take more than a few hours. Set aside between two and three hours, plus (optional) an additional half an hour to prepare some Power Point slides to present your findings at the workshop. 1. What technologies will have an impact on teaching and learning in the next five years? Read the answers and create categories in the spread sheet. To create a category, look for common responses and rename cells in the spread sheet accordingly. For instance, if five stakeholders said that touchscreens will have an impact on teaching and learning, then rename the cell “touch-screen technology” and put “5” in the corresponding cell below. 2. What are the challenges that will have an impact on teachers in the next five years? Materials recommended (links): The TIQ Analysis spreadsheet: 1.7 TIQ Analysis spreadsheet (resource)1.7 TIQ Analysis spreadsheet (resource) A notebook to record your thoughts and comments about the results Technology TrendsNumber of responses Touchscreens Augmented reallity Video games When you present the findings you could use some of the explanations provided by stakeholders in the TIQs as quotes to illustrate better the categories of trends that you have created. Main Menu Next Page Last Page 3. What are the challenges that will have an impact on students in the next five years? Once the spread sheet has been filled with all the data from the TIQs, it will be a simple matter of presenting the results. You could make a simple table, presenting each trend category. This may look like the table below.

Activity 1.8 – Ranking identified trends – Consultation with stakeholders (page 1 of 1) Purpose and overview The results of the Trends Identification Questionnaire (TIQ) should have provided you with a broad overview of relevant trends according to your main group of stakeholders. This optional activity is useful if there are a large number of trends and there is time to consult the wider group of stakeholders, including students, other school staff, and members of the local community. It suggests a number of ways in which the facilitator and core group of participants might consult these groups in order to gauge their opinion on which of the identified trends are most likely to have an impact on the local education landscape. Pre-workshop optional activity The following two examples use free, online surveying tools: Survey Monkey: www.surveymonkey.comwww.surveymonkey.com This tool allows you to create online questionnaires to send to participants. It is relatively simple to use and will collect data from completed questionnaires. It can also randomise the order in which questions are presented to participants. You could design a survey in which the questionnaire participants are asked to read each trend and decide on a 0-5 Likert scale based on their knowledge, expertise and experience, how much of an impact (low level to high level) they think the trend will make on their local communities and education system, for example: In addition or instead, you might, in a similar way, survey stakeholders opinions on how likely, based on their knowledge, expertise and experience, they think the trend is to have an impact on their local communities and education system. PowerLeague: www.powerleague.org.ukwww.powerleague.org.uk This is a free tool that allows you to rank a number of different items. Once you have loaded your set of items, which in this case would be your trends, into the system, the tool will allow you to send a link to participants. The software repeatedly presents randomised pairs of items to them and asks them to choose between the two items based upon a question, for example you might ask: Which of these trends will have a more of an impact on our local education system? Or alternatively: Which of these trends is more likely to impact on our local education system? PowerLeague ranks them accordingly, with the most preferred/chosen item in response to that question at the top and the least preferred/chosen item at the bottom. Instructions: In order to consult a wide ranging group of stakeholders, for example, students, academics, teaching staff, parents, policy makers (those identified in the activity 1.3 Identify local stakeholders) and to obtain data that ranks the trends according to perceived potential impact and/or likelihood, it is suggested that you use online survey tools. Once a number of trends have been identified the facilitator or core group should create a questionnaire and send it out to the stakeholders. Main Menu Next Page Last Page

Activity 2.2 – Likelihood of impact of Trends (page 1 of 1) Purpose and overview This activity involves participants examining trends and discussing their local likelihood and impact in order to categorise them and decide which trends they will use as the basis for creating a scenario in the next set of activities. Workshop core activity Instructions: This activity should take 1 hour. If possible send the trends to participants before the workshop. Participants should be in groups of 2-6 people. 1. Introduce the concept of trends and the process via which the trends you will be using in this workshop have been identified. 2. Demonstrate the process by asking the whole group to consider one particular trend and to discuss: a)how likely, based on their knowledge, expertise and experience, they think the trend is continue and have an impact on their local communities and education system. b)based on their knowledge, expertise and experience, how much of an impact (low level to high level) they think the trend will make on their local communities and education system. 3. As an outcome of these discussions, decide together where on Likelihood and Impact of Trends worksheet graph, this particular trend should be plotted. If using post-its move around until agreement is reached. 4. Next, working in smaller groups if necessary, participants should repeat this process with all the identified trends. If working in several smaller groups and with a large number of trends, the trends can be divided between the groups. 5. If all the groups have been working with all the trends, combine all the graphs (this may involve reaching some consensus around the plotting of certain trends if groups have plotted certain trends in a different way). Trends that participants have decided are in the high-likelihood and high-impact section of the graph will be the ones that are taken forward into the next activity. If no trends are felt to have a high likelihood and high impact then ask the participants to go through the initial list and adapt as required in order to provide one or more trends that can form the basis of the scenario. If only one to three trends have been identified as high-likelihood and high-impact, continue to Scenario Development activities. If more than three trends have been identified as high-likelihood and high-impact, continue to the trends consensus activity (2.3 Selecting trends to focus on if many options). Materials recommended (links): List of top trends identified through Activity 1.7, or if you have undertaken the optional Activity, 1.8 Ranking identified trends – consultation with stakeholders, and it was successful i.e. you had a significant number of stakeholder take part, you should use the top 10- 15 ranked trend, written on post-its – one trend per sheet. An enlarged copy of the Likelihood and Impact of Trends worksheet (2.2 Likelihood and impact of trends template (resource)) for each group of participants and one for demonstration purposes. You might also wish to copy this to a presentation slide. (2.2 Likelihood and impact of trends template (resource)) Main Menu Next Page Last Page

Activity 2.3 – Selecting trends to focus on if many options (page 1 of 1) Purpose and overview This activity is only required if many trends have been identified as high-likelihood and high-impact in Activity 2.2. If used, this activity will make workshop participants rank the trends to give one, two or three most relevant to be taken forward. Participants read all the high-likelihood high-impact trends and assign ‘scores’ to them depending on how important they judge them to be for their locality and how much of a priority they believe they are to address. These scores are totalled, and those scoring highest are taken forward to the scenario development Activity 2.4 Scenario Development: Implication of trends. Workshop optional activity Instructions: This activity can be undertaken by each individual in the group or in small groups, taking 30 minutes to 1 hour. 1. Give the list of trends and a pen to each participant/pair/group and ask them to read through the list. Each participant/pair/group is assigned 20 points to distribute amongst the trends on the list. They must assign 0 (minimum), 1, 2 or 3 points (maximum) to each trend, depending on how important they believe it is to address. They must use all their points. If wished they can use one column of 2.3 Selecting trends to focus on (resource) to record their scores. 2. Gather the lists from each participant and add the scores – using the template in 2.3 Selecting trends to focus on (resource). 3. The scores determine the group's prioritisation of the trends, with the highest scoring item being most important. Discuss the results and adjust as the group feels necessary. The total number of points could be adjusted to a lower amount, e.g. 15 points, if you are prioritising a short list of trends. Materials recommended (links): List of the trends to be prioritised, with trends numbered – one copy for each individual/pair/group and pens An overall scoring sheet amended to the number of groups – see 2.3 Selecting trends to focus on (resource).2.3 Selecting trends to focus on (resource). Main Menu Last Page

Future Classroom Scenario Toolkit – Quick Guide Writing a Future Classroom Scenario The following pages of the toolkit provide: A guide to using trends as a foundation for educational Scenario Development (Activity 2.4) Instructions on writing an Future Classroom Scenario, that responds to key trends in a way that brings innovation to learning and teaching (Activity 2.5) Main Menu Next Page

Activity 2.4 – Scenario Development: Implication of trends (page 1 of 2) Purpose and overview To begin to develop the final output of the toolkit: an innovative classroom scenario that responds to the trends identified and selected via activities in the previous stages of the toolkit. The scenario will be produced in two parts. In this activity participants consider the local implications of the identified trends on a number of different areas/themes related to education. This builds a description of what the future local education landscape might be. In the next activity participants will develop their preferable and innovative response to this landscape and any challenges that it presents. Workshop core activity Instructions: This activity can be carried out in 1 hour as a whole group or with participants working in smaller groups either on different scenarios or on different parts of the same activity. The two or three trends identified as priorities from the previous activity will be used as the stimulus for the first scenario. 1. Enter the chosen trend/s into the box at the top of the Scenario Development Template (2.4 Scenario development - implication of trends template (resource)) 2. As a preparatory exercise, ask participants to consider the question: If this/these trend/s continue, what are the implications for local communities and education systems over the next five years? What changes might be seen? Discuss initial answers/thoughts. 3. Ask participants to work through the Scenario Development Template, posing the same question as step 2 above for each of the themes given in the boxes on the template. Participants should record answers/thoughts/ideas in the relevant boxes. Participants responses should be objective descriptions of what participants think might happen – some of the implications of the trends might be perceived as negative, positive, or neutral. For now, they are just building a description of a future, local education landscape. In the next activity, participants will develop their preferable and innovative response to this landscape and any challenges that it presents. For example, if the trend selected is “User generated content will lead the way” in the box for the role of the teacher the participants may want to write that the teacher has to reassess how they teach - supporting students to identify what they need to create rather than a more didactic approach. In the box around professional development they may put that teachers will need training in order to be able to teach students how to create blogs, podcasts, websites etc. Such software may impact the budget if it has to be purchased and servers bought to store the material etc. For worked examples please look at the nine included in the toolkit. It is possible that not all of the categories will be applicable to the local situation or there might not be enough time to consider them all – focus on the aspects of the trends or the categories the group, think are more relevant or important. There are also three blank boxes at the end in which participants can add further categories in order to customise the scenario development process. More can be added if necessary. Main Menu Next Page Last Page

Activity 2.4 – Scenario Development: Implication of trends (page 2 of 2) Workshop core activity Materials recommended (links): One Scenario Development Template (2.4 Scenario development - implication of trends template (resource) ) for each scenario you wish to develop. These could be printed or electronic copies. If required print the headings on different pieces of paper to allow participants to write as much, or little, as they like.(2.4 Scenario development - implication of trends template (resource) ) List of the top two or three trends that will impact the organisation, such as the change in intake or purchase of new kit, identified as priorities from. Example scenarios from the iTEC project Facilitator hints and tips: If participants find it too difficult to develop a scenario based on all the two or three trends identified from the previous activities, you may wish to consider asking them to choose one trend or two complementing trends to work from. You could also create more than one scenario, with each scenario responding to one trend. Main Menu Next Page Last Page

Activity 2.5 – Scenario Development: Write narrative (page 1 of 3) Purpose and overview To develop the second and final part of the innovative future classroom scenario that responds to the trends and possible the future local education landscape identified and described in previous activities. In this second part of the scenario development process participants develop their preferable and innovative response to the future local education landscape that they developed in 2.4 Scenario Development: Implication of trends. This response will take the form of a descriptive narrative or story (of about 500 words or one side of A4) which will not only detail a preferable response to the future education landscape and any challenges it presents but will also be specifically designed so that when implemented it will move the institution on in terms of innovation maturity. Workshop core activity Instructions: This activity may take up to 2 hours. Participants should continue working in the same group arrangement/s that they worked in during 2.4 Scenario Development: Implication of trends. If you have two or more groups each developing a scenario, then each group should follow the instructions below. Step 1: Re-visiting the Innovation Maturity Model 1. Remind participants of the Innovation Maturity Model Self-Assessment exercise from Activity 2.1. and that the objective is to move their school/institution on one stage in the iTEC Innovation Maturity Model. Moving one stage along ensures progression terms of innovation maturity whilst also ensuring that the changes are grounded in reality and that the organisation has the capacity to make the changes. Alternatively, a deliberately radical scenario could be designed, in which case the scenario elements should match the descriptions in the ‘Empower’ stage. Main Menu Next Page Last Page

Activity 2.5 – Scenario Development: Write narrative Workshop core activity Instructions (continued): 2. Ask participants to look at 2.5 Scenario Selection Criteria (resource), if possible pin on wall and leave copies on desks. Remind participants that these prompts will be considered when reviewing scenarios so it makes sense to think about them during the design phase. 3. If participants used the iTEC Innovation Maturity Matrix (see below) to plot the innovation maturity stages at differing local levels then they should choose one level to work with for the next part of the scenario developing process. The scenario narrative that they will develop will most likely be at a classroom or institution level, unless you are working with participants from Ministries of Education in which case you may be developing a scenario narrative at system level. If participants choose to develop a scenario narrative at classroom level then it is the classroom stage of innovation maturity which they should focus on moving on. For example, if they decided that at a classroom level their institution was at the ‘Extend’ stage on the model then they will focus on developing a narrative that moves classroom practice to the ‘Empower’ stage. Step 2: Deciding which parts of the possible future, local education landscape to respond to 4. Next, ask participants to re-read through the Scenario Development Template that they developed and which describes some of the local implications they think the identified trends will have. This is their description of a possible future, local education landscape. In the next steps of this activity, participants will develop their preferable and innovative response to this landscape and any challenges that it presents. 5. As a group go through the Scenario Development template and for each of the boxes you have filled in with implications, decide whether as an institution you should either: Make changes to Adapt to that future Make changes that Embrace that future Cope with that future when it arrives (you may feel you are already prepared for it) For the time being, Ignore that future (you may not be convinced it will impact on you, or for now you may feel that your organisation simply doesn’t have the power or the resources to respond to the challenges the future presents) Mark each box on the Scenario Development Template with either: Adapt, Embrace, Cope, Ignore – or you may for example wish to identify certain aspects of what you have described in a particular box that you would like Adapt to, despite marking the rest of the box as Ignore. Activity 2.5 – Scenario Development: Write narrative (page 2 of 3) Main Menu Next Page Last Page

Activity 2.5 – Scenario Development: Write narrative Workshop core activity Instructions (continued): Step 3: Creating the scenario narrative 6. Ask participants to focus on the elements of the scenario template that they have chosen to Adapt or Embrace and for each element to consider the questions: What challenges does this possible future present us with? How would we like to respond to this possible future? What is our preferred response to this possible future? How should we adapt to or embrace this possible future? (you may wish to display these questions on a slide) Encourage participants to discuss their responses. 7. Participants should now begin to plan a scenario that details their preferred responses to the possible future situations they have decided to adapt to or embrace. The Scenario Narrative Planning Template guides participants through the process of making notes which will then support them to write an innovative, future classroom/school narrative. Before beginning the process, it is important to remind participants that the future- classroom/future-school scenario they create must move their practice or institution along one stage on the iTEC Innovation Maturity Model. Remind them to refer back to the stage they are aiming for. Also remind participants to refer to the Scenario Selection Criteria. Facilitator hints and tips: Remind the participants to refer back to their research around emerging technologies and practices from 1.6 Selecting relevant trends in technology and education, so that they can incorporate their findings Use the questions in 2.7 Review scenarios during scenario design to ensure that areas of innovation are covered. Refer back to the Maturity Model stating current position to remind participants what kind of activities will move their school up a level in terms of pedagogy, learner role etc. If you have participants from different schools in your workshop, you can create more than one scenario, with participants working in small groups/pairs. Try to pair-up those who have suggested their institutions are working at a similar stage on the iTEC Innovation maturity model, or alternatively, pair-up those who have suggested their institutions are working at a lower stage with someone whose institution is one maturity stage along on the model. Materials recommended (links): Copies of the already completed Scenario Development Template from Activity 2.4 Copies of the iTEC Innovation Maturity Model –1.5 Dimensions of innovation (resource)1.5 Dimensions of innovation (resource) Online or printed copy of the template to complete – 2.5 Scenario Development: Write narrative (resource)2.5 Scenario Development: Write narrative (resource) Copies of the 2.6 FCS Selection Criteria (resource)2.6 FCS Selection Criteria (resource) Activity 2.5 – Scenario Development: Write narrative (page 3 of 3) Main Menu Last Page

Future Classroom Scenario Toolkit – Quick Guide Scenario design and selection criteria The following pages of the toolkit provide: Instructions on using the Future Classroom Scenario Selection Criteria understand what makes a “good” scenario (Activity 2.6) Further approaches for analysis Future Classroom Scenarios to identify the range of innovation included (Activity 2.7 ) and to produce an action plan describing how the scenario will be used to give innovation in practice (Activity 3.1) Main Menu Next Page

Activity 2.6– Review scenario(s) (page 1 of 2) Purpose and overview Once the scenario or scenarios are created there is a need to reflect on whether or not they are innovative across a range of dimensions. This is a more in-depth evaluation that expands upon the dimensions that have been used until now as a design guide. With this activity, you have a chance to identify specific areas that might need further work or revision This activity can be used in two ways. Firstly, the questions in each dimension can be considered a checklist to be used during the creation of the scenario, or as prompts for reviewers asked to consider the scenario either online or in small groups afterwards. The review is used to refine the scenarios, either immediately, or after the workshop. For example, if the review shows that the scenario adds to the teacher burden of assessing work how could this be improved? Alternatively, if multiple scenarios have been created this process allows the scenarios to be compared and if necessary ranked to identify which scenario should be chosen to continue. For example, if a Ministry of Education has commissioned multiple organisations to create scenarios, then this process could be used to check for diversity and innovation before selecting a scenario to pilot. The FCS Selection Criteria have been developed to ensure that Future Classroom Scenarios meet a set of specified requirements. They are intended to answer the question, “what makes a good Future Classroom Scenario?” The criteria act as a design guide and assessment tool. Participants involved in developing a scenario should be familiar with the criteria before they start developing a scenario. Once a scenario has been produced the criteria should be used to check how well it matches the criteria. Workshop/Post Workshop core activity Instructions: The selection criteria are made up of 6 dimensions. Each dimension describes features expected within a Future Classroom Scenario. Dimension 1, for example, asks the question: “Is the scenario sufficiently innovative for the future classroom?” 1. Different stakeholders of the core group should take responsibility for different dimensions, to ensure that the Scenario meets with some of the requirements stated in their dimension. 2. Once a Future Classroom Scenario is completed it should be assessed using the Selection Criteria. For each dimension a score of 1-3 should be awarded, as follows : Score 0 = does not match any of the criteria Score 1 = matches some of the criteria Score 2 = matches most of the criteria Score 3 = matches all of the criteria 3. The stakeholder with responsibility for each dimension should record the strengths and weaknesses of the Scenario, according to the dimension criteria they using the template provided. These comments are more important than the scores themselves. 4. Once the scenario has been assessed, the core group should make a decision based on the score. There is no “pass mark” for a Future Classroom Scenario, but clearly a low score will suggest that the Scenario has not been developed with due consideration of the criteria, and therefore may not effectively address innovation, 21st century skills, teacher competencies etc. If a Scenario receives a low score, particularly on dimensions that are important to the core group, it may be the decision of the group to redevelop the scenario in some way, to introduce new features necessary to tackle the missing elements. If this is the case the feedback from the selection process should be used to address any weaknesses. Main Menu Next Page

Activity 2.6– Review scenario(s) Workshop/Post Workshop core activity Materials recommended (links): The FCS Selection Criteria found in 2.6 FCS Selection Criteria (resource), Including a selection template for each dimension.2.6 FCS Selection Criteria (resource), The scenario(s) previously developed. Facilitator hints and tips:  As with all parts of the FCS Toolkit, the FCS Selection Criteria can be adapted to meet local needs by adding, removing or changing the dimensions and criteria. This is important to ensure that the community developing the Future Classroom Scenario are able to produce one that addresses local challenges and needs.  It is not necessary for a Future Classroom Scenario to meet all of the Selection criteria or all of the dimensions. It is up to the toolkit users to decide which dimensions are most important.  The process can be carried out by the core group, but it would be better to use an independent group selected from the wider stakeholders. Again, it is advisable that an individual takes responsibility for assessing the scenario against one dimension. They should do this in consultation with their wider network. E.g. a teacher may be given responsibility for dimension 1, whilst working with a group of colleagues. Dimension 2 may be given to a researcher who will also work with colleagues. In this way a group of participants will assess each dimension. Activity 2.6– Review scenario(s) (page 2 of 2) When this activity is finished the Future Classroom Scenario should be complete. There are two further optional activities you may choose to carry out. Main Menu Next Page Last Page

Activity 2.7– Review scenario with mapping tool (page 1 of 1) Purpose and overview The mapping tool (found in 2.7 Mapping tool template (resource)) can be used with one scenario to see the elements it uses, but it is designed so that a group of scenarios can be compared - allowing you to see the diversity of scenarios by looking at their constitutive elements. For example, whether there is a focus on games based scenarios, problem-based learning, out of school activities etc., and which elements have not been considered. The mapping tool is split into areas of possible innovation: technology, pedagogy, assessment, potential benefits, environment, people, and transversal benefits. Each is broken down into a list of possible areas, so assessment could be self- assessment, peer-assessment, formative assessment etc. The tool itself does not assess the amount of innovation; the number of areas addressed is not proportional to the level of innovation – so more areas do not necessarily indicate more innovation. But by analysing a diverse set of characteristics the tool can depict how the different facets of individual scenarios inform their relative levels of innovation (i.e. Does a scenario respond to educational challenges through an incremental change in one specific area or via more complex changes in a number of areas?). The mapping tool was based upon and aligned within frameworks and structures that already exist, such as the taxonomy of teaching and learning (which includes activities, environment, technology, people, pedagogy and assessment and is used to help create scenarios) and evaluation materials. Workshop/Post Workshop optional activity Instructions: The process should only take approximately 15 minutes per scenario. 1. Put the names of the scenario or scenarios at the top of the columns. Within the template. 2. Read each scenario in turn and put a cross in the cell if that scenario has that aspect, for example, if it uses self-assessment, it involves a game etc. There is no limit to the number of crosses that can be put in the spreadsheet. 3. Once done look at each scenario in turn and list the key changes in pedagogy and technology, possibly using the table below. Consider the similarities or differences with other scenarios if applicable. If all scenarios are classroom based, for example, is this desirable? Does one of the scenarios need to have the environment changed? Are there lots of small incremental changes or one radical change in the scenario? Materials recommended (links): One set of the final scenarios 2.7 Mapping tool template (resource) Main Menu Next Page Last Page

Activity 3.1– Creating and action plan (page 1 of 2) Purpose and overview This activity is about working together to pinpoint activities needed to achieve the scenario by systematically working through the impact in each area, and organising them in the best sequence. The result is an action plan that the whole group creates and supports. The creation of a preferable innovative scenario is a useful exercise in understanding the potential for change within the local context. However, the scenario itself cannot lead to the development of a changed environment. This exercise allows the group to look at practical steps that can be taken. It will help organise people's thoughts, scope the project, and establish what everyone needs from the project. It also encourages 'buy in' from stakeholders and team members at an early stage. This exercise sets expectations, and can help to organise outputs in a logical way. Note that this is only one way to create an action plan. Post Workshop optional activity Instructions: The Activity takes approximately 1 hour if the core group can meet. The activitey will need to be adapted if carried out online. 1. For each scenario the facilitator asks the group to work together in small groups and asks them to work on the different impacts: “Role of teachers”, “Technology” etc. 2. Taking each impact in turn break it down into the major chunks of work needed to complete. Think through everything that you will need to make (reports/plans/funding applications etc.) to achieve that goal. Write these on individual post-it notes and stick them on the large piece of paper around the goal. For example, in “Role of teachers” it might state: “Keeping abreast of developments in subject knowledge and pedagogy will still be important, but teachers will also be able to support students in digital media production and develop social network skills, for example, moderating and e-safety” would require: supporting teachers revising curriculum to incorporate digital media setting up peer review groups teachers having training in media production finding experts to provide training arranging training days/twilight sessions organising budget for training teachers having training in facilitating and mediating social networks finding experts to provide training arranging training days/twilight sessions organising budget for training possibly setting up support networks for teachers to share best practice contacting all teachers involved creation of shared space for teachers AND regular meetings 3. The array of post-its has no sequence, no arrows, no activities, and no dependencies (yet). Take a photo of the post-its around the various impacts for your records. Main Menu Next Page Last Page

Activity 3.1– Creating and action plan (page 2 of 2) Post Workshop optional activity Instructions (continued): 4. On a fresh piece of paper, working from left to right, arrange the post-it notes in a way that shows the sequence of events. The left should be the start point with activities placed along the time line; right should be the end-point of the project. In the example above, finding experts to provide training would need to come before organising the dates. (Post-it notes are ideal for fitting more things in as you realise them. Blue tac can help if the post-its fall off.) 5. All outputs (trained teachers etc) you are aware of should be included in this diagram - ending with the highest level output of the plan (e.g. the introduction of tablet devices, another class intake). 6. Draw lines on the paper between the post-it notes to illustrate the dependencies and to show relationships between them. This process will help to identify missing outputs, understand where decision points may be, and identify activity dependencies. You can even assign them names or time frames against different sets of post-its. 7. Take a photo of the final flow diagram and send it round to everyone involved, as a shared record. 8.Turn this into your first project plan. Materials recommended (links): Interactive white boards or post-it notes, blue tac, flip- chart/large-format paper, and a camera to capture the final plan in order to share it with everyone. Created scenario (narrative and the areas and impact) – enough for each group if working in smaller groups Main Menu Last Page

Future Classroom Scenario Toolkit – Quick Guide Alternative tools for adapting existing Scenarios Main Menu Next Page The following pages of the toolkit provide: Information on a number of existing Future Classroom Scenarios that can be used and adapted (Activity 1.6) Guidance on ranking of scenarios and a process for selecting a scenario to use and adapt (Activity 1.7 and 2.2) Instructions for adapting an existing Future Classroom Scenario

Activity 1.6 – Scenario Familiarisation (page 1 of 2) Purpose and overview This optional activity is to familiarise the stakeholders with the scenarios created previously. They illustrate a range of technologies and pedagogies at various levels of innovation maturity. By reflecting on the scenarios prior to the workshop they will be able to bring their opinions and possibly those of their peers to the process. Stakeholders are expected to read and consider whether they address appropriate trends and how they could be adapted for the local context. Ideally they would discuss with colleagues in advance of the workshop in order to bring a range of opinions to the selection process. To allow stakeholders to make an informed judgment on what makes an appropriate scenario, they will be provided with the 2.6 Future Classroom Scenario Selection Criteria (resource). This document describes the characteristics required within a scenario in order to ensure that it will deliver advanced and appropriate learning and teaching opportunities. There is an optional activity where wider stakeholders can vote on preferable scenarios for adaptation in 1.7 Ranking of scenarios – consultation with stakeholders. Pre-workshop optional activity Instructions: This activity should take just over an hour for each participant. The activity should be started at least one week before the workshop Send all the scenarios to workshop participants, asking them to share the scenarios with their colleagues. Ask them to gather feedback about which scenario would be an appropriate starting point and why. The participants should also be provided with the Future Classroom Scenario Selection Criteria to familiarise themselves with. It should be made clear to all involved in the scenario development process that scenarios produced must be designed to ensure that they match as much of the criteria as possible. Later in the design process the Scenario Selection Criteria will be used to assess whether a scenario is suitable for further use, e.g. in the design of Learning Activities or in educational planning. When reading and discussing scenarios prior to the workshop stakeholders should remember that: The scenario to be created has to be one level higher than the current status of the local context in the innovation maturity model. As mentioned, if the jump from the current situation to the desired is too great in terms of technology or practice then it will not be achievable. This means adding or removing elements to create a context in the scenario that matches that of the classroom. The trends have to be relevant to the context, thus if the individual or group believes in the potential for games then choosing a scenario that uses that trend, or choosing a scenario which can be adapted to incorporate that trend, is a good starting point. Materials recommended (links): 2.6 FCS Selection Criteria (resource). The sample learning scenarios. These are listed on the next page, with examples of trends.sample learning scenarios Main Menu Next Page Last Page

Scenario titleLevelTrends 1. Agile exam preparation Enhance Encouraging independence, or not? User generated content will lead the way 2. Beam in the expert Enhance 21st century skills in practice Better access to content and resources, including resource based content enhanced by subject experts 3. Digital producersEnrich Ability to capture the moment. Focus on new literacies for a new media age. Modern devices are “ mobile media production studios ” Young people are always connected and make heavy use of digital media, this is posing challenges to teachers and education systems The challenges of supporting SMT subjects in the classroom 4. Gamers for the win Empower Increasing frustration of young people with typical classroom activities. Pedagogies based on game design principles and play are increasingly seen as a tool for enjoying teaching and learning 5. Home school communications Enhance Young people are always connected and make heavy use of digital media, this is posing challenges to teachers and education systems who are yet to identify consistent and effective responses What motivates students? There is an increasing understanding across education systems in Europe - and globally - of how technology and a focus on emotional well-being can be effective to motivate young people, and help them engage with important subjects like MST The flow of information between home and school becomes seamless, possibly using digital technologies 6. ICT Journey narrative Exchange From central to local Integration of ICT is becoming more systemic 7. Our school, our environment Enhance Low carbon teaching Schools coming together 8. Personal learning agent Extend Students would like more freedom and control over learning activities and to be more active in class Teachers become less central as direct instructors, and more involved in helping students learn autonomously at their own pace 9. Radical flipEnrich Young people are always connected and make heavy use of digital media, this is posing challenges to teachers and education systems who are yet to identify consistent and effective responses Learners can search across repositories on the web, where contents are categorised and checked for quality and reliability Activity 1.6 – Scenario Familiarisation (page 2 of 2) Pre-workshop optional activity Main Menu Next Page Last Page

Activity 1.7 – Ranking of scenarios (page 1 of 1) Purpose and overview This optional activity gives suggestions for a number of ways in which the facilitator and core group of participants might consult their institution’s stakeholders including students, the wider staff and members of the local community in order to gauge their opinion on which of the provided scenarios are most relevant and/or most innovative and/or most desirable for the local context. Pre-workshop optional activity Instructions: In order to consult a wide ranging group of stakeholders and to obtain data that ranks the scenarios according to perceived local relevance and desirability it is suggested that you use a free online survey tool to send out a questionnaire created by the core group to the stakeholders. The following gives an example, using a free, online surveying tool: Survey Monkey: www.surveymonkey.com This tool allows you to create online questionnaires to send to participants via a link. It is relatively simple to use and will collect data from completed questionnaires. It can also randomise the order in which questions are presented to participants.www.surveymonkey.com You could design a survey in which the questionnaire participants are asked to read each scenario narrative (you will need to cut and paste and upload these to the tool) and decide based on their knowledge, expertise and experience, how relevant (or how desirable or how innovative) they think the scenario is in the context of local communities and education system, with their response being a rating on a Likert scale, (see opposite). Materials recommended (links): sample learning scenarios. sample learning scenarios. Facilitator hints and tips: Think about how you’re going to use and communicate this data in the workshop: this will impact what questions you ask, it may be that you are keen on getting something with teacher buy in so you need to find out from teachers what they would use if they could. If you had a significant number of stakeholders take part, you could take only the top 5-7 scenarios as ranked by stakeholders forward to the next activity to agree which scenario to adapt. Main Menu Next Page Last Page The data from the completion of such a questionnaire by 25-plus individuals would give the core group an idea of the views of the local stakeholders and the top ranking scenarios could be taken forward to the next workshop activity.

Activity 2.2– Scenario Selection (page 1 of 1) Purpose and overview This activity is used to reach a consensus about which of the existing scenarios participants consider to be most relevant for their local communities and education systems. The scenario chosen by the group in this exercise will be the one that participants amend and tweak in the next activity in order to ensure that if and when the scenario is applied to their setting, it is grounded it is considered to be innovative. Participants read through all the scenarios, the time for this can be reduced if the activity 1.6 Scenario familiarisation was done. Then they assign ‘scores’ to scenarios depending on how important they judge them to be for their locality and how much of a priority they believe they are to address. Instructions: This first workshop activity takes approximately 1.5 hours. It can be undertaken by each individual in the workshop, by pairs or by small groups (maximum 3 people), depending on the total number of participants e.g. if there are six participants this activity can be undertaken individually, if there are twelve participants you may wish them to undertake this activity in pairs. 1. Give the printed scenarios and a pen to each participant/pair/group and ask them to read them through. 2. Ask participants to consider the relevance of the scenario for their local context: Ask them to consider the whole scenario, including the trends from which each scenario is derived. Are the trends that the scenario addresses of relevance to their local setting? Do they think those trends are of importance in their local context? Are the trends ones that they feel their local education system should be responding to? Ask them to reflect on the Innovation Maturity Model exercise. Which scenarios are most useful to them, given their existing position of innovation and development? Which scenarios would, when adapted to fit local contexts, move their organisation on in terms of innovation? 3. Each participant/pair/group is assigned 20 points to distribute amongst the scenarios. They must assign 0 (minimum), 1, 2 or 3 points (maximum) to each scenario depending on how relevant they feel the scenario is to their local context. They should record their scores for each scenario on their individual score sheet. 4. Gather the score sheets from each participant/pair/group and enter the scores in an overall scoring sheet. Add up the points for each scenario. The highest scoring scenario is the one that is considered most important and relevant. This scenario will be the one that participants work to adapt and localise in the next activity. Workshop core activity Facilitator hints and tips: Send the scenarios to the participants for them to read before the workshop so that they are familiar with the material they will be working with even if the formal activity 1.6 Scenario familiarisation is not done. This should reduce the time needed for this activity. If two scenarios are considered to be equally important, both can be developed in the next activity. Materials recommended (links): Printed copies of the Scenarios Scenarios Scoring sheets for each participant/pair/group– see 2.2 Scenario selection individual score sheet (resource)2.2 Scenario selection individual score sheet (resource) An overall scoring sheet – see 2.2 Scenario selection group score sheet (resource)2.2 Scenario selection group score sheet (resource) Main Menu Next Page Last Page

Activity 2.3– Adapting an existing scenario (page 1 of 3) Purpose and overview The scenario selected in the previous activity is adapted to local settings and developed into a preferable and innovative response to the future local education challenges. Participants adapt their chosen scenario so that it: reflects possible local responses to trends is a preferable response to the future local education landscape is specifically designed so that when implemented it will move the institution on in terms of innovation maturity. Workshop core activity Instructions: This activity takes up to 2 hours. Participants should continue working in the same group arrangement/s that they worked in during the 2.2 Scenario selection activity. If you are developing two scenarios, then the participants should be split into two groups and each should follow the process below. Step 1: Re-visiting the Innovation Maturity Model and assessment criteria 1. Remind participants of the Innovation Maturity Model Self-Assessment activity (1.5 Innovation maturity model - self-assessment activity by stakeholders and 2.1 Innovation maturity model - self-assessment activity by core group). Let them know that they will be re-designing the scenario narrative so that if and when implemented, it will move their school/institution on one stage in the Innovation Maturity Model. It is important that they focus on moving from the stage their institution is at now, to the next stage along in the direction of the arrow e.g from the ‘Enhance’ stage on the maturity model to the ‘Extend’ stage. Moving only one stage along ensures progression terms of innovation maturity whilst also ensuring that the changes are grounded in reality and that the organisation has the capacity to make the changes. Main Menu Next Page Last Page

Activity 2.3– Adapting an existing scenario (page 2 of 3) Workshop core activity Instructions (continued): 2. Ask participants to look at 2.6 FCS Selection Criteria (resource), if possible pin on wall and leave copies on desks. Remind participants that these prompts will be considered when reviewing scenarios so it makes sense to think about them during the design phase. If participants used the Innovation Maturity Matrix (1.5 Innovation maturity model matrix (resource)) to plot the innovation maturity stages at differing local levels then they should choose one level to work with for the next part of the scenario development process – most likely the level at which the existing scenario is at, which will be at a classroom or institution level. It is the level of that stage on the innovation maturity which they should focus on moving on. Thus if they decided that at a classroom level, their institution was at the ‘Extend’ stage on the model then they will focus on adapting the scenario so that it moves classroom practice to the ‘Empower’ stage of the model. Step 2: Adapting/localising the possible future education landscape and deciding what to respond to 3. Next, ask participants to re-read the Scenario Template for their chosen scenario. This describes some of possible implications of the trends on different elements of the education landscape. First, participants should take each element and discuss whether the possible implications reflect what they think the implications of the trend will be in their local context. 4. Participants should then adapt the implications of the trends for the elements of the education landscape so that they reflect their local context. This can be done simply by amending what has been written in the boxes of the Scenario Template. In doing this participants create their description of a possible future, local education landscape, based on those trends. 5. Next, as a group go through the amended Scenario template and for each of the boxes filled in with implications, decide whether as an institution you should either: Make changes to Adapt to that future Make changes that Embrace that future Cope with that future when it arrives (you may feel you are already prepared for it) For the time being, Ignore that future (you may not be convinced it will impact on you, or for now you may feel that your organisation simply doesn’t have the power or the resources to respond to the challenges the future presents) 6. Mark each box on the selected Scenario Template with either: Adapt, Embrace, Cope, Ignore – or you may for example wish to identify certain aspects of what you have described in a particular box that you would like Adapt to, despite marking the rest of the box as Ignore. The elements that are marked Adapt or Embrace will be those which participants will work with in Step 3: creating the scenario narrative. Main Menu Next Page Last Page

Activity 2.3– Adapting an existing scenario (page 3 of 3) Workshop core activity Instructions (continued): Step 3: Adapting the scenario narrative 7. Ask participants to focus on the elements of the scenario template that they have chosen to Adapt or Embrace and for each element to consider the questions: What challenges does this possible future present us with? How would we like to respond to this possible future? What is our preferred response to this possible future? How should we adapt to or embrace this possible future? 8. Participants should now consider what changes they need to make to the existing scenario narrative so that it: reflects their preferred responses to the possible future situations they have decided to adapt to or embrace would sufficiently move practice in their institution along one stage on the iTEC Innovation Maturity Model. Remind them to refer back to the stage they are aiming for. 9. The Scenario Narrative Template (found in 2.3 Adapting an existing scenario (resource)) guides participants through the process of considering what changes they need to make to the scenario narrative and re-writing the scenario narrative Participants should have the elements of the scenario template that they have chosen to Adapt or Embrace to hand at all times, because the scenario narrative is in response to those possible futures. Step 4: Checking for innovation 10. Once participants have created their adapted scenario narratives, the participants should reflect on the following: Is the scenario innovative? Does the scenario created move practice in their institution along one stage on the Innovation Maturity Model? Remind participants to refer back to the stage they are aiming for. Allow time for scenarios to be amended further. individuals. Materials recommended (links): Copies of the chosen scenario from 2.2 Scenario selection Copies of the Maturity Model dimensions (1.5 Maturity model - Dimensions of innovation (resource))(1.5 Maturity model - Dimensions of innovation (resource)) Copy of the template to complete in 2.3 Adapting an existing scenario (resource)2.3 Adapting an existing scenario (resource) Copies of the 2.6 FCS Selection Criteria (resource) as a quick pulse-check of whether you are on track to achieve a scenario that truly helps the school along its innovation journey.2.6 FCS Selection Criteria (resource) Facilitator hints and tips: If you have participants from different schools in your workshop, you can create more than one adaptation of the chosen scenario, with participants working in small groups/pairs. Try to pair-up those who have suggested their institutions are working at a similar stage on the iTEC Innovation maturity model, or alternatively, pair-up those who have suggested their institutions are working at a lower stage with someone whose institution is one maturity stage along on the model. Main Menu Last Page

Identify stakeholders (resource table) Category E: Local economy I: Institutions A: Associations P: Physical resources O: Others AddressPostcode Contact Name Phone NumberURLEmail Description & additional information (e.g. can give some time? can attend the workshop? Etc.) What to do? 1: must involve – replace only if necessary 2: involve, but replace quickly if not responsive R:replacement/reserve Main Menu

Dimensions of innovation Educational OutcomesEducational processes Educational resources Learning ObjectivesPedagogyLearner role Management of teaching, learning & assessmentUnderpinning Technology 1 Stage 1 Exchange Localised use Activities address isolated learning objectives targeting specific pieces of subject content within the curriculum such as the life cycle of an insect, or prime factors. Technology is used within current teaching approaches as a direct substitute for well established resources, such as using an IWB as a substitute for a chalkboard, or an e-Book as a substitute for a text book. Learner as ‘consumer’ of learning content and resources, where the content or resources determine the learner’s activity. Learning is directed by the teacher and located within the classroom, with all learners following instruction in step. Technology is used to generate assessment evidence. Standard technology, such as interactive whiteboards, linear courseware, and websites. 2 Stage 2 Enrich Internal Coordination Activities address sequences of learning objectives addressing related areas of content within a subject domain. Technology used interactively in support of familiar pedagogical approaches, with a variety of resources being matched to different learners’ needs. Learner as ‘user’ of technology tools and resources, such as office tools and search engines. The learner chooses the appropriate resources or tools for the task. Technology and systems support differentiated provision within the classroom by providing a variety of entry and exit points to tasks and offering alternative routes through the tasks. Assessment evidence is generated throughout. Interacting with technology, for example, adding to blogs or wikis, using apps within a learning platform 3 Stage 3 Enhance Process redesign Activities address learning objectives that include higher order thinking and key subject specific process skills such as inquiry skills in science or presentational skills in languages. Teaching and learning ‘redesigned’ to incorporate technology, building on research in learning and cognition. The teacher uses new pedagogies (such as the learner as teacher or concept mapping) to develop competences. Learner as ‘producer' and collaborator using networked technologies to model and make such as learners developing their understanding of a physical, economic, or social process by creating a computer model. Technology is used to allocate learning tasks and to track learners progress through a task to assess process skills alongside knowledge and understanding. Using software to programme, create websites, games, video clips, animations, 3D models etc. 1:1 computing 4 Stage 4 Extend Network redesign & embedding Activities address learning objectives that go beyond traditional subject competencies to include cross-cutting 21 st Century Skills such as collaborative problem solving. Teaching and learning distributed, connected and organised around the learner, bridging the gap between formal and informal learning, through extended productive inquiry based learning. Learners take control of learning using technology to manage own learning, choosing the appropriate resources or tools to support their learning, such as choosing to join a MOOC to further develop their understanding of a topic. Institutionally-embedded technology supports the flow of activities, content and data, providing an integrated approach to teaching, learning and assessment giving the teacher and learner timely data on learners’ experiences and achievements. Use of innovative technology, e.g. 3D printing, Alternate Realities. Using technology across boundaries, for example, integrating products made at home with that in school 5 Stage 5 Empower Redefinition & innovative use Activities address personalised learning objectives that are negotiated with students and are reviewed and revised throughout. Ubiquitous, integrated, seamlessly connected technologies support learner choice and personalisation beyond the classroom. Learner as co-designer of the learning journey, supported by intelligent content and analytics. Technology supports new learning services that go beyond institutional boundaries, allowing the school to broker services provided by others, such as learner communities of practice. Mobile and locative technologies supporting ‘agile’ teaching and learning, that is, responding to situation

Main Menu Innovation Maturity Model

Main Menu Optional: Innovation maturity model matrix Innovation in the classroom could be a response to: Classroom-level drivers - such as the need to improve the performance of particular learners, the availability of resources, or the teachers own professional development. Institutional level drivers – such as the institution’s purchase of kit, changes in the number of students, change in curriculum structure System-level drivers – such as political, economic, societal or technological change; these are driven through system-level levers such as accountability or funding levers.

Main Menu 1. What technologies will have an impact on teaching and learning in the five years? Category 1 (e.g. semantc web, augmented reality, touchscreen, video games, etc.): Category 2:Category 3:category 4:category 5: How many responses? 2. According to you, what are the three main challenges that will have an impact on teachers in the next five years? Category 1 (e.g. professional development, enaging and motivating students, etc.): Category 2:Category 3:category 4:category 5: How many responses? 3. What are the challenges that will have an impact on students in the next five years? Category 1 (e.g. lack of motivation in key subject areas, how to recognise informal learning, etc. ): Category 2:Category 3:category 4:category 5: How many responses? TIQ_Analysis spreadsheet (resource)

Main Menu Likelihood and Impact of Trends

Main Menu Summary of assigned priorities (high total indicates high importance) POINTS Trend Person/pair/ group 1 Person/pair/ group 2 Person/pair/ group 3 Person/pair/ group 4 Person/pair/ group 5 Person/pair/ group 6 TOTAL Score sheet

Main Menu Scenario selection template Individual scoring sheet (one per individual/pair/group) Score the scenarios based on how relevant you consider them to be for your local community/education setting. Consider the whole scenario, including the trends from which each scenario is derived. Are the trends that the scenario addresses of relevance to your local setting? Are those trends of particular importance in your local context? Are the trends ones that you feel your local education system should be responding to? Reflect also on the Innovation Maturity Model exercise. Which scenarios are most useful, given your organisations existing position of innovation and development? Which scenarios would, when adapted to fit your locality, move your organisation on in terms of innovation? You have a total of 20 points to distribute amongst the scenarios. Minimum score for a single scenario: 0 Maximum score for a single scenario: 3 0123 Not relevantLess relevantMore relevantHighly relevant ScenarioScore (Min 0, Max 3) e.g. Agile exam preparation Narrative TOTAL (Should = 20).

Main Menu Summary of assigned priorities (high total indicates high relevance/importance) POINTS Scenario Person/pair/ group 1 Person/pair/ group 2 Person/pair/ group 3 Person/pair/ group 4 Person/pair/ group 5 Person/pair/ group 6 TOTAL 1 2 3 4 5 6 7 8 9 Agreeing priorities – scenarios, example score sheet

Future Classroom Scenario Toolkit – Quick Guide Using the FCS Toolkit Involving key stakeholders Innovation Maturity Modelling Writing a Future Classroom.

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Future Classroom Scenario Toolkit – Quick Guide Using the FCS Toolkit Involving key stakeholders Innovation Maturity Modelling Writing a Future Classroom.

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Presentation on theme: "Future Classroom Scenario Toolkit – Quick Guide Using the FCS Toolkit Involving key stakeholders Innovation Maturity Modelling Writing a Future Classroom."— Presentation transcript:

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