- ICT-enabled innovation for learning, Systemic Transformation and Innovation, Teacher Education, Computer Supported Collaborative Learning (CSCL), Open Educational Resources (OER), Innovative Learning Environment, and 20 moreBlended Learning, Online Learning, Virtual Learning, Instructional Technology, Instructional Design, Educational Technology, Distance Education, Distance Learning, Instructional Engineering, Computer-Mediated Communication, Innovation & Change Management, Knowledge Communities, Developmental Work Research, ICT4D, Open Distance Learning, Technology Enhanced Education, Education, Humanities, E-learning, and Web 2.0edit
- Stefania Bocconi is currently researcher at the National Research Council of Italy (CNR) Institute for Educational Te... moreStefania Bocconi is currently researcher at the National Research Council of Italy (CNR) Institute for Educational Technology (ITD), where she started working in 1999. During 2012, she worked as Research Fellow at the Institute for Prospective Technological Studies (IPTS), a European Commission Joint Research Centre (DG JRC) (http://www.jrc.es) based in Seville. She holds a PhD in Cognitive Sciences and Education from the University Ca' Foscari of Venice (IT) and a Laurea in Educational Sciences from the University of Genoa. Her research interests are in the field of Technology Enhanced Learning (TEL) and the role of ICT in improving teaching and learning practices.edit
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Presentation of the draft Community Share.TEC, to develop a multilingual system for sharing digital content-specific teacher training. This system integrates an ontological approach to top-down, taken to capture and share knowledge, to a... more
Presentation of the draft Community Share.TEC, to develop a multilingual system for sharing digital content-specific teacher training. This system integrates an ontological approach to top-down, taken to capture and share knowledge, to a bottom-up (folksonomies), adopted to capture and share experiences Ie user.
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L'articolo propone una metodologia di valutazione dei processi d'apprendimento collaborativo in rete basata su un approccio olistico, che prende cioe' in considerazione un ampio spettro di caratteristiche connotative della... more
L'articolo propone una metodologia di valutazione dei processi d'apprendimento collaborativo in rete basata su un approccio olistico, che prende cioe' in considerazione un ampio spettro di caratteristiche connotative della qualita'.
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Nei corsi in rete i processi di apprendimento collaborativo nei quali i partecipanti sono coinvolti sfruttano in genere una piattaforma di comunicazione che mette a disposizione particolari ambienti, che di seguito chiameremo... more
Nei corsi in rete i processi di apprendimento collaborativo nei quali i partecipanti sono coinvolti sfruttano in genere una piattaforma di comunicazione che mette a disposizione particolari ambienti, che di seguito chiameremo "conferenze virtuali" o, semplicemente "conferenze", ciascuno dei quali e' caratterizzato da una precisa funzione pragmatica e comunicativa.
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Description of the contents of the framework on the professional profile of teachers in ICT developed in the European project UTeacher.
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In the past decade, Computational Thinking (CT) and related concepts (e.g. coding, programing, algorithmic thinking) have received increasing attention in the educational field. This has given rise to a large amount of academic and grey... more
In the past decade, Computational Thinking (CT) and related concepts (e.g. coding, programing, algorithmic thinking) have received increasing attention in the educational field. This has given rise to a large amount of academic and grey literature, and also numerous public and private implementation initiatives. Despite this widespread interest, successful CT integration in compulsory education still faces unresolved issues and challenges. This report provides a comprehensive overview of CT skills for schoolchildren, encompassing recent research findings and initiatives at grassroots and policy levels. It also offers a better understanding of the core concepts and attributes of CT and its potential for compulsory education. The study adopts a mostly qualitative approach that comprises extensive desk research, a survey of Ministries of Education and semi-structured interviews, which provide insights from experts, practitioners and policy makers. The report discusses the most signific...
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Presentation of the draft Community Share.TEC, to develop a multilingual system for sharing digital content-specific teacher training. This system integrates an ontological approach to top-down, taken to capture and share knowledge, to a... more
Presentation of the draft Community Share.TEC, to develop a multilingual system for sharing digital content-specific teacher training. This system integrates an ontological approach to top-down, taken to capture and share knowledge, to a bottom-up (folksonomies), adopted to capture and share experiences Ie user.
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This Zenodo item contains the dataset of the study: Manca, S., Bocconi, S., & Gleason, B. (2020). "Think globally, act locally". A glocal approach to old and new literacies for social media skills. Computers &... more
This Zenodo item contains the dataset of the study: Manca, S., Bocconi, S., &amp; Gleason, B. (2020). "Think globally, act locally". A glocal approach to old and new literacies for social media skills. Computers &amp; Education. Abstract Despite the documented number of studies that investigate social media in teaching and learning settings, the topic of social media literacy is still an under-researched area. This study adopts the theoretical lens of New Literacy studies to suggest a combined perspective for investigating social media literacies. This perspective considers both social media skills that are transversal across different social media (global skills) or that pertain to a specific social media platform (local skills). It examines practices that are decontextualized (literacy as something to be acquired) or situated and context-dependent (literacy through participation). To map current research on social media skills, a systematic literature review was conducted. Analysis of 54 publications was carried out following the UNESCO DLGF framework for digital literacy competencies, and also using a critical lens based on four metaphors whereby, for learning purposes, social media are seen as a <em>tool</em>, as a <em>process</em>, as <em>collaboration</em>, and as <em>participation</em>. The results show that most of the studies consider global social media skills, while only a few examine skills sets specific to a particular social media platform. Besides, most of the identified skills concern decontextualized practices, with very few studies emphasizing the importance of fostering situated social media practices. We conclude that there is a need for more expansive theoretical elaboration in the field, and provide a number of recommendations for investigating, understanding, and designing educational curricula and activities that support the development of social media literacy.
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Metariflessione, evaluation and quality 'experiences AIR courses for the continuing development of professionalism' of teachers pioneers. This article 'the result of reflections on the data that emerge from the analysis of... more
Metariflessione, evaluation and quality 'experiences AIR courses for the continuing development of professionalism' of teachers pioneers. This article 'the result of reflections on the data that emerge from the analysis of traces of the route of the participants and the experience of different actors involved in courses AIR.
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Discussion on availability 'view of the use of tools by persons with disabilities. It examines in particular the case of educational software, considered in the Italian law on availability '.
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L&#39;articolazione organizzativa del sistema educativo nazionale in Italia.
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This work describes some of the web services that have been developed within the Share.TEC project to foster access, sharing and reuse of Teacher Education digital resources at European level. The Share.TEC platform features personalized... more
This work describes some of the web services that have been developed within the Share.TEC project to foster access, sharing and reuse of Teacher Education digital resources at European level. The Share.TEC platform features personalized functions to help users search for and select educational material via a broad repository of metadata records. These describe educational resources from various European countries and draw on an ontology that captures concepts pertaining to teacher education and maps them across a variety of cultural and linguistic contexts. The article also presents Share.TEC’s adaptivity mechanisms, in particular the recommending functionality. This provides extra search support that reduces the need to explicitly specify all the query parameters. Finally, the article reports on the project’s impact on the European Teacher Education sector, and on future development directions.
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This paper reports on initial findings of a study on developing computational thinking (CT) as a 21st Century skill. Extensive desktop research collecting evidences from the (academic and grey) literature has been complemented with a... more
This paper reports on initial findings of a study on developing computational thinking (CT) as a 21st Century skill. Extensive desktop research collecting evidences from the (academic and grey) literature has been complemented with a survey on policy documents and several semi-structured interviews with policy makers, researchers and practitioners involved in the implementation of relevant policy and grassroots initiatives to further understand the uptake of CT approaches in K-12 educational contexts. Preliminary findings from the literature review indicate that the debate on definitional issues remains open. Despite an increasing number of CT implementations in both formal and informal education settings, research still appears necessary on how CT skills develop in K-12 students, what pedagogical approaches can facilitate the effective introduction of CT concepts, and how the acquisition of CT skills should be assessed in practice.JRC.B.4-Human Capital and Employmen
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This paper reports on interesting outcomes from the pilot initiative that deployed the SELFIE tool in a sample of 201 schools in Italy, involving a population of more than 31,000 school leaders, teachers and students. Developed by the... more
This paper reports on interesting outcomes from the pilot initiative that deployed the SELFIE tool in a sample of 201 schools in Italy, involving a population of more than 31,000 school leaders, teachers and students. Developed by the European Commission’s Joint Research Centre, SELFIE is based on the conceptual framework for Digitally-Competent Educational Organizations (DigCompOrg) and it aims at supporting schools to self-reflect on their digital capacity. Results show variance in the school leaders’, teachers’ and students’ perception of their school’s digital competence and different levels of use of digital technology. The paper also discusses the issue of the systemic approach needed to integrate, sustain and scale-up SELFIE in compulsory education, drawing some practical implications for other schools willing to adopt and adapt SELFIE to their local context.
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Abstract Despite the documented number of studies that investigate social media in teaching and learning settings, the topic of social media literacy is still an under-researched area. This study adopts the theoretical lens of New... more
Abstract Despite the documented number of studies that investigate social media in teaching and learning settings, the topic of social media literacy is still an under-researched area. This study adopts the theoretical lens of New Literacy studies to suggest a combined perspective for investigating social media literacies. This perspective considers both social media skills that are transversal across different social media (global skills), and those that pertain to a specific social media platform (local skills). It examines practices that are decontextualized (literacy as something to be acquired), and those that are situated and context-dependent (literacy through participation). To map current research on social media skills, a systematic literature review was conducted. Analysis of 54 publications was carried out following the UNESCO DLGF framework for digital literacy competencies, and also using a critical lens based on four metaphors whereby, for learning purposes, social media are seen as a tool, as a process, as collaboration, and as participation. The results show that most of the studies consider global social media skills, while only a few examine skills sets specific to a particular social media platform. In addition, most of the identified skills concern decontextualized practices, with very few studies emphasizing the importance of fostering situated social media practices. We conclude that there is a need for more expansive theoretical elaboration in the field, and provide a number of recommendations for investigating, understanding, and designing educational curricula and activities that support the development of social media literacy.
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The move towards a knowledge society is transforming the work of teachers. Increasingly, their work is focusing on structuring learning experiences that promote outcomes specified in system wide curriculum frameworks. Teachers are,... more
The move towards a knowledge society is transforming the work of teachers. Increasingly, their work is focusing on structuring learning experiences that promote outcomes specified in system wide curriculum frameworks. Teachers are, therefore, responsible for designing and implementing learning experiences that cater for the learning needs styles and preferences of their students. In many cases this involves teachers working in tandem with other teachers, paraprofessionals and community members. It also means organising a variety of learning scenarios: individual and group activities that can be carried out both within and outside the school and in online and virtual environments.
Nel giro di pochi decenni l'intero scenario dei saperi e delle abitudini umane si è radicalmente trasformato. Sono mutate le condizioni materiali della comunicazione e della conoscenza e con queste sono mutate le forme del sapere... more
Nel giro di pochi decenni l'intero scenario dei saperi e delle abitudini umane si è radicalmente trasformato. Sono mutate le condizioni materiali della comunicazione e della conoscenza e con queste sono mutate le forme del sapere umano. L'uomo "alfabetizzato" dell’era digitale è colui che conosce e sa utilizzare l'informatica e la telematica in modo creativo, innovativo. Questo contributo affronta alcuni aspetti di una specifica forma di alfabetizzazione – quella relativa al linguaggio delle immagini in movimento - e osserva come l’uso delle ICT impatta sullo sviluppo di tale alfabetizzazione. Ambito di ricerca in continua evoluzione, il lavoro si fonda su quanto emerge da studi e ricerche in ambito italiano ed internazionale.
Questo contributo affronta il tema dell'inclusione scolastica: si riferisce al concetto di Accesso Universale e sottolinea il ruolo chiave che le TIC (Tecnologie dell'Informazione e della Comunicazione) possono avere per... more
Questo contributo affronta il tema dell'inclusione scolastica: si riferisce al concetto di Accesso Universale e sottolinea il ruolo chiave che le TIC (Tecnologie dell'Informazione e della Comunicazione) possono avere per contribuire a ridurre forme di discriminazione tra gli studenti.
This chapter addresses the potential of wiki technology for enhancing the processes of argumentative knowledge construction. In these processes learners engage in collaborative discourse activities by constructing arguments and... more
This chapter addresses the potential of wiki technology for enhancing the processes of argumentative knowledge construction. In these processes learners engage in collaborative discourse activities by constructing arguments and counter-arguments, in order to acquire knowledge (Weinberger and Fisher, 2006). The importance of argumentative knowledge construction for both Higher Education and Life-Long Learning lies in its very nature; in order to engage in academic discussions, learners need to be able to argue rationally, assessing the strengths and weaknesses of other people’s standpoints, and supporting their own positions with adequate grounds. Acquiring such competencies is of particular value for becoming active, enabled participants in current society, where knowledge is a major resource and is often the result of a collaborative effort. An experimental study to evaluate the effectiveness of the use of wikis in the collaborative processes of argumentative knowledge construction...
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The accessibility of digital educational resources is a key issue in order to provide “all” students with equal educational opportunities. Teachers and educators need adequate help and support to choose and adopt in their school practice... more
The accessibility of digital educational resources is a key issue in order to provide “all” students with equal educational opportunities. Teachers and educators need adequate help and support to choose and adopt in their school practice those products that are fully accessible by “all” their students; this entails both that they should receive adequate training and that they may access reliable specific information (i.e., that the accessibility of digital educational resources is carefully assessed and documented and that related information is made available for them through appropriate documentation systems). This paper refers on how the authors, during a field experience, tackled the issue of evaluating, documenting and spreading information about the accessibility of educational digital resources. The methodological framework adopted for evaluating the accessibility of educational digital resources is outlined and a concrete example of how this was implemented in a nation-wide ...
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Share.TEC-SHAring digital REsources in the Teaching Education Community , eContentplus programme (ECP 2007 EDU 427015). www.sharetecproject.eu INTRODUZIONE In quanto processo permanente, dinamico ed in evoluzione, la Formazione Docenti... more
Share.TEC-SHAring digital REsources in the Teaching Education Community , eContentplus programme (ECP 2007 EDU 427015). www.sharetecproject.eu INTRODUZIONE In quanto processo permanente, dinamico ed in evoluzione, la Formazione Docenti (FD) svolge un ruolo cruciale nello svilup-po della società della conoscenza a livello europeo. Per corrispondere agli obiettivi europei della Strategia di Lisbona, tuttavia, la FD deve impegnarsi maggiormente nel-l'innovazione e nel rafforzamento della pro-spettiva europea. Ciò incontra una serie di ostacoli in quanto la FD è fortemente radi-cata nei contesti linguistici e culturali nazio-nali e raramente il sentimento comunitario va oltre i propri confini. Inoltre, la disponi-bilità, l'uso e la condivisione di risorse edu-cative digitali sono estremamente disomo-genei e frammentati. Ad oggi, gli sforzi per affermare forme di innovazione basate sulle Tecnologie del-l'Informazione e della Comunicazione (TIC) nel contesto dei sistemi educat...
L'articolazione organizzativa del sistema educativo nazionale in Italia.
L'articolo descrive alcuni servizi sviluppati nell'ambito del progetto Share.TEC, volti a promuovere l'accesso, la condivisione e il riuso a livello Europeo di risorse digitali nel campo della formazione dei docenti (FD). La... more
L'articolo descrive alcuni servizi sviluppati nell'ambito del progetto Share.TEC, volti a promuovere l'accesso, la condivisione e il riuso a livello Europeo di risorse digitali nel campo della formazione dei docenti (FD). La piattaforma proposta offre funzioni personalizzate per la ricerca e la selezione di materiali didattici, basandosi su un vasto repertorio di metadati che descrivono risorse educative digitali provenienti da tutta Europa, e su un'ontologia che cattura i concetti peculiari della FD e rende possibile la loro mappatura nei differenti contesti culturali e linguistici. L'articolo presenta inoltre i meccanismi di adattività offerti da Share.TEC e, in particolare, le funzioni di raccomandazione tese a soddisfare i requisiti di ricerca formulati dall'utente minimizzando la necessità, da parte sua, di esplicitare tutti i dettagli dei criteri di ricerca delle risorse di interesse. Viene infine descritto l'impatto del progetto e le direzioni di s...
Reflections on the role of "pioneer teachers" as a potential key figure in the innovation process of the school, with particular reference to the European Framework Programme project Ulearn eLearning.
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ABSTRACT &amp;#39;Creative Classrooms&amp;#39; (CCR) are conceptualised as innovative learning environments that fully embed the potential of ICT to innovate learning and teaching practices. This report proposes a... more
ABSTRACT &amp;#39;Creative Classrooms&amp;#39; (CCR) are conceptualised as innovative learning environments that fully embed the potential of ICT to innovate learning and teaching practices. This report proposes a multi-dimensional concept for CCR intended to depict the systemic approach that is needed for the sustainable implementation of innovative and open learning environments using ICT across Europe. The aim is to provide educational policy makers, stakeholders and practitioners with a thorough understanding of ICT-enabled innovation for learning, focusing on key elements that need to be addressed in order to innovate and modernise Education and Training (E&amp;amp;T) in Europe.
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Scopo dell’articolo e mettere in evidenza il ruolo delle tecnologie mobili e di rete nell’esaltare le peculiarita delle hybrid instruction solution (HIS) dal punto di vista (a) del potenziamento/arricchimento dei processi di... more
Scopo dell’articolo e mettere in evidenza il ruolo delle tecnologie mobili e di rete nell’esaltare le peculiarita delle hybrid instruction solution (HIS) dal punto di vista (a) del potenziamento/arricchimento dei processi di insegnamento/apprendimento, (b) delle molteplici angolature che offre alla loro osservabilita e quindi al loro monitoraggio e valutazione (formativa e sommativa). Verra proposta una possibile articolazione delle HIS lungo le dimensioni del processo di apprendimento e degli spazi in cui questo si sviluppa, con l’obiettivo di comprendere come far leva sulle loro rispettive peculiaritaai fini didattici e valutativi. In tal senso, si illustrera come tali potenzialita possano essere colte solo attraverso una forte integrazione del processo di progettazione didattica con quello di monitoraggio e valutazione. A conclusione dell’articolo si fara riferimento al cambiamento del ruolo del docente nel passaggio da un insegnamento d’aula a un insegnamento di tipo ibrido (h-t...
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This report presents the analysis of 31 recent 1:1 learning initiatives, which equip students of a given school, class or age group with a portable computer device. Overall, the analysed initiatives involve approximately 47,000 schools... more
This report presents the analysis of 31 recent 1:1 learning initiatives, which equip students of a given school, class or age group with a portable computer device. Overall, the analysed initiatives involve approximately 47,000 schools and 17,480,000 students in primary and secondary education across 19 European countries. Based on desk research (analysis report on 1:1 initiatives and a literature review), in-depth expert interviews and stakeholder consultation in an expert workshop, the implementation strategies, the financing models and the pedagogical frameworks of these initiatives are analysed. Policy options for mainstreaming 1:1 initiatives that focus on the notion of 1:1 learning rather than 1:1 devices and successfully promote technological, pedagogical and organizational innovation are also proposed, contributing to the Europe 2020 strategy to modernize Education and Training across Europe.
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Reflections on the development of communities' practice of teachers pioneers in the field of ICT.
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The paper aims to highlight the role of network and mobile technologies in enhancing the particular characteristics of hybrid instruction solution (HIS) with a view to (a) potentiating/enriching the teaching/learning processes in higher... more
The paper aims to highlight the role of network and mobile technologies in enhancing the particular characteristics of hybrid instruction solution (HIS) with a view to (a) potentiating/enriching the teaching/learning processes in higher education, (b) exploiting the varied opportunities it offers for their observability, and hence for their monitoring addressed to formative and summative assessment. A possible breakdown of HIS into its key dimensions of the learning process and the learning space will be proposed. The aim is to understand how the characteristics of each dimension can be used to enhance both the teaching/learning and the assessment processes. In this sense, the article will show how this potential can only be captured by solidly integrating the process of instructional design with that of monitoring and assessment. To conclude, the discussion will focus on the different role and responsibility of teachers in a hybrid instruction solution, shifting from a vertical mod...
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Il progetto GE8 nasce in occasione dell’evento del G8 a Genova, sollecitato da una duplice esigenza contenutistica e metodologica. Riguardo ai contenuti, GE8 vuole dare ai giovani delle scuole medie superiori strumenti di indagine,... more
Il progetto GE8 nasce in occasione dell’evento del G8 a Genova, sollecitato da una duplice esigenza contenutistica e metodologica. Riguardo ai contenuti, GE8 vuole dare ai giovani delle scuole medie superiori strumenti di indagine, riflessio- ne e produzione dell’informazione, basati sulle ICT, perché essi possano riflettere ed esprimersi su quei temi della globaliz- zazione, che li riguardano più da vicino e che più influenzeranno la loro vita. Dal punto di vista metodologico GE8 vuole mostrare come le nuove tecnologie dell’informazione e della comunicazione (ICT) consentano di realizzare a scuola percorsi di innovazione basati su processi di apprendimento collaborativo, prendendo spunto da temi di attualità emergenti dal territorio, in cui opera la scuola. Questo articolo presenta i presupposti teorici del progetto dal punto di vista dell’innovazione scolastica e del ruolo delle nuove tecnologie, descriveremo poi l’intera esperienza e infine discuteremo i primi risultati.
Questo articolo presenta una metodologia di valutazione dei processi d’apprendimento collaborativo in rete, basata su un approccio olistico, che prende cioè in considerazione un ampio spettro di caratteristiche connotative della qualità.... more
Questo articolo presenta una metodologia di valutazione dei processi d’apprendimento collaborativo in rete, basata su un approccio olistico, che prende cioè in considerazione un ampio spettro di caratteristiche connotative della qualità. L’obiettivo principale è la definizione di un sistema di gestione della qualità finalizzato non solo a valutare le prestazioni e le conoscenze acquisite dai singoli partecipanti, ma soprattutto a determinare la qualità dei processi di apprendimento messi in atto. La metodologia si fonda sulla determinazione quantitativa di parametri di qualità relativi ai prodotti elaborati dai partecipanti, ai contenuti emersi e all’interazione avvenuta e fa uso di tecniche di gestione dei dati che consentono di operare confronti qualitativi tra varie sezioni di un corso, tra vari gruppi di partecipanti, tra diverse edizioni di uno stesso corso.
School innovation requires changes in aims, curricula, ways of learning, school buildings and organisation, equipments, learning materials, teachers, etc.: in other words, it is a holistic process affecting all the components of the... more
School innovation requires changes in aims, curricula, ways of learning, school buildings and organisation, equipments, learning materials, teachers, etc.: in other words, it is a holistic process affecting all the components of the school system. In this process, a key role is played by the teachers, especially early adopters of innovation, herein called "pioneer teachers", those on which the dissemination of innovation mainly relies. Carreid put in the context of the European programme called "eLearning initiative", ULEARN was aproject whose main aim was to create conditions favouring the birth of communities of pioneers teachers at national and international level.
The project “Overview and analysis of one-to-one computing initiatives for Education and Training in Europe” (1to1Learning) aimed to provide an overview of recent 1:1 learning initiatives in primary and secondary schools across European... more
The project “Overview and analysis of one-to-one computing initiatives for Education and Training in Europe” (1to1Learning) aimed to provide an overview of recent 1:1 learning initiatives in primary and secondary schools across European countries, and to identify major bottlenecks and barriers to the implementation of 1:1 learning in schools.
Questo contributo descrive l'esperienza del laboratorio "Italiani allo specchio", organizzato da due Istituti del CNR, l'Istituto di Storia dell'Europa Mediterranea di Cagliari e l'Istituto per le Tecnologie... more
Questo contributo descrive l'esperienza del laboratorio "Italiani allo specchio", organizzato da due Istituti del CNR, l'Istituto di Storia dell'Europa Mediterranea di Cagliari e l'Istituto per le Tecnologie Didattiche di Genova, nell'ambito del Festival della Scienza. Lo scopo del laboratorio è stato quello di favorire lo sviluppo nei ragazzi delle scuole secondarie competenze relative all'information problem solving e in particolare, sfruttare la ricerca in rete per sollecitare capacità di osservazione, di formulazione di ipotesi e di loro verifica. Inoltre, il laboratorio è stato luogo di riflessione sul tema dell'identita culturale da un punto di vista storico
This report is part of a larger study on “Up-scaling Creative Classrooms in Europe” (SCALE CCR) launched by the Information Society Unit at JRC-IPTS1 in December 2011 on behalf of the Directorate-General Education and Culture (DG EAC), to... more
This report is part of a larger study on “Up-scaling Creative Classrooms in Europe” (SCALE CCR) launched by the Information Society Unit at JRC-IPTS1 in December 2011 on behalf of the Directorate-General Education and Culture (DG EAC), to be completed in June 2013. The project aims to further define the concept of 'Creative Classrooms' (CCR) and to provide a better understanding of ICT-enabled innovation in E&T, and in adult education that can be up-scaled in a cost-effective way. A set of policy recommendations for educational policymakers, stakeholders and practitioners for mainstreaming of ICT-enabled innovation for learning through the up-scaling of 'Creative Classrooms' in Europe will also be developed. This report contributes to the first work package of the project. It aims to define and classify ICT- enabled innovation for learning that involves large groups of learners and/or teachers/educators at system level, both within formal E&T and outside formal learn...