Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab

Designing and implementing online or digital learning material is a demanding task for teachers. This is even more the case when this material is used for more engaged forms of learning, such as inquiry learning. In this article, we give an informed account of Go-Lab, an ecosystem that supports teachers in creating Inquiry Learning Spaces (ILSs). These ILSs are built around STEM–related online laboratories. Within the Go-Lab ecosystem, teachers can combine these online laboratories with multimedia material and learning apps, which are small applications that support learners in their inquiry learning process. The Go-Lab ecosystem offers teachers ready–made structures, such as a standard inquiry cycle, alternative scenarios or complete ILSs that can be used as they are, but it also allows teachers to configure these structures to create personalized ILSs. For this article, we analyzed data on the design process and structure of 2414 ILSs that were (co)created by teachers and that our usage data suggest have been used in classrooms. Our data show that teachers prefer to start their design from empty templates instead of more domain–related elements, that the makeup of the design team (a single teacher, a group of collaborating teachers, or a mix of teachers and project members) influences key design process characteristics such as time spent designing the ILS and number of actions involved, that the characteristics of the resulting ILSs also depend on the type of design team and that ILSs that are openly shared (i.e., published in a public repository) have different characteristics than those that are kept private.</p

Evaluation and validation " dashboard " tool – V1 Dissemination Level Public Status Final

The main aim of this deliverable is to describe the aims, logic and implementation process thathave been followed in order to provide a first version of the “Dashboard” tool. The tool, in its finalversion, will allow the monitoring of the status of the evaluation and validation from both countryand European perspectives.In Section 2, we are looking into the tool requirements, as they are described in the Descriptionof Work (DoW) followed by the analysis and the process that led to the internal decision to addressa first set of needs starting from November 2014, building on a more complete version which willbe fully available by October 2015.Section 3, looks into the Google document and Dashboard software solutions that have beeninitially considered for Go-Lab. Usability and budgetary reasons have led to the development ofthe Dashboard tool from scratch. The tool’s core functionalities are also explained.In Section 4 the full implementation timeline is clearly presented. The period between March 2014and November 2014, includes the conceptualization and consultation phase with other Go-Labpartners which led to the launch of Dashboard tool v1 in November 2014. The following period,between December 2014 and October 2015 will be used for testing, refinement of the tool andthe development of the automated reports whose content will be defined in collaboration with theother WPs and WP7 in particular.Section 5 describes Surveymonkey1 and the Dashboard tool v1 that NCs will have at their disposalas from November 2014. At that point, all questionnaires will be available online and in all Go-Lablanguages via Surveymonkey, while NCs will be in a position to consult lively updated onlinereports showing the progress of their teachers in filling in the WP8 instruments. The role of NCsin the whole process and the main points that they need to take into account in order to ensurethe successful use of this solution and to maximize the amount and quality of the collected data,is also clearly explained

Pilot Sample profile – V1 Dissemination Level Public Status Final

The aim of this public deliverable is to provide its readers with a clear insight on themethodology and organisational structure of the Go-Lab Pilot and the selection process ofthe participating Go-Lab Pilot Schools. While the process was launched at the end of 2013,collaboration with teachers has already started from September 2013 in preparation of theinitial project activities. As the result of these preparation activities, 85 schools have beenpre-selected by the National Coordinators already in this early phase. After the launch of theCall for Go-Lab Pilot Schools, the number of applications has reached more than 400schools in all pilot countries.The selection of Pilot Schools to participate in the Go-Lab implementation activities is theresult of a carefully organised selection process. The final procedures and selection criteriaof the Pilot Schools described in this document is the result of a series of meetings with thetop management and the National Coordinators of the Go-Lab project. The reaction of theschool and teachers communities around Europe and beyond has been very encouragingproviding us with great numbers and a pool of motivated teachers that will assist us in thefurther development of the Go-Lab interventions.Section 2 of this deliverable “Organisation of Go-Lab Pilot activities” represents the aims andgoals of these activities as well as organisation of work within the Go-Lab Consortium.In Section 3 “Pilot Phase A: methodology”, we are looking into the tasks that the selectedPilot Schools were asked to carry out as well as the selection criteria the consortium definedrelated to both schools and teachers. The organisation and dissemination of the Call for GoLabPilot Schools is also extensively explained, while information is also provided regardingthe first implementation steps and the ways teachers/schools have been invited to contributeto the whole process.In Section 4 “Pilot Phase A: selected schools”, the full lists of the selected Pilot Schools percountry are provided. In the majority of countries the National Coordinators have decided toinvolve more teachers than the initial plan has foreseen, so a total on 154 teachers areparticipating in Phase A, in place of 100.In Section 5 “Pilot Schools sample profiles” and in the form of good practice, we can see theprofiles of thirty Go-Lab Pilot Schools including information about their infrastructure andteachers’ characteristics. All information and insights have been provided by the PilotSchools and their teachers

Pilot Sample profile – V2 Go-Lab Deliverable D7.2 Pilot Sample profile – V2 Dissemination Level Public Status Final

The aim of this public deliverable is to provide a clear insight on the methodology andorganisational structure of the Go-Lab Pilot phase B and selection process of the participatingGo-Lab Pilot Schools. The Go-Lab Pilot phase B process was launched in June 2014 withsmall modifications compared to Pilot phase A. The results of Pilot phase A and itscorresponding dissemination efforts made it possible to reach more teachers and schoolsapplying for participation. After the launch of the Call for Go-Lab Pilot phase B Schools, thenumber of applications has reached a total of 628, a large number of schools in all pilotcountries.The selection of Pilot Schools to participate in the Go-Lab implementation activities is the resultof a carefully organised selection process. The final procedures and selection criteria of thePilot Schools described in this document is the result of a series of meetings with the topmanagement and the National Coordinators of the Go-Lab project. The reaction of the schooland teachers communities around Europe and beyond has been very encouraging providingus with great numbers and a pool of motivated teachers that will assist us in the furtherdevelopment of the Go-Lab interventions.Section 2 of this deliverable “Organisation of Go-Lab Pilot activities” represents the aims andgoals of these activities as well as organisation of work within the Go-Lab consortium.In Section 3 “Pilot Phase B: methodology”, we are looking into the tasks that the selected PilotSchools are asked to carry out as well as the selection criteria the consortium defined relatedto both schools and teachers. The organisation and dissemination of the Call for Go-Lab PilotSchools is also extensively explained, while information is also provided regarding the firstimplementation steps and the ways teachers/schools have been invited to contribute to thewhole process.In Section 4 “Pilot Phase B: selected schools”, the current lists of the 506 selected Pilot Schoolsfor Phase B, per country, are provided.In Section 5 “Statistics”, we are looking into the the distribution of schools per country in relationto school types, taught subjects and age groups. As expected, primary schoos form a smallpart, approximately 10% of the schools, with subjects like Physics and Chemistry dominatingteachers’ interest. Mathematics, Astronomy and Electronics also attract a lot of interest.In Section 6 “Schools’ profiles” focus is given on 10 Go-Lab Pilot phase B schools and inparticulal their infrastructure, internet connectivity plus teachers’ skills and experience of theuse on online laboratories

Go-Lab Pilot Sample profile – V3

The aim of this deliverable is to provide a clear insight on the methodology and organisational structure of the Go-Lab Pilot phase C and selection process of the participating Go-Lab Pilot Schools. An overview on the selected Pilot schools that will participate in Go-Lab during Pilot Phase C, is also provided. The Go-Lab Pilot phase C, which will take place between November 2015 – June 2016, was launched in June 2015 with small modifications compared to Pilot phase B. The results of Pilot phase B and its corresponding dissemination efforts made it possible to reach more teachers and schools applying for participation. After the launch of the Call for Go-Lab Pilot phase C Schools, the number of applications has reached a total of 720 (October 2015), a much larger number of schools than the expected 500 schools according to the DoW.The selection of Pilot Schools to participate in the Go-Lab implementation activities is the result of a carefully organised selection process. The final procedures and selection criteria of the Pilot Schools described in this document is the result of a series of meetings with the top management and the National Coordinators of the Go-Lab project. The reaction of the school and teachers communities around Europe and beyond has been very encouraging providing us with great numbers and a pool of motivated teachers that will assist us in the further development of the Go-Lab interventions.Section 2 of this deliverable “Organisation of Go-Lab Pilot activities” represents the aims and goals of these activities as well as organisation of work within the Go-Lab consortium.In Section 3 “Pilot Phase C: methodology”, we are looking into the tasks that the selected Pilot Schools are asked to carry out as well as the selection criteria the consortium defined related to both schools and teachers. The organisation and dissemination of the Call for Go-Lab Pilot Schools is also extensively explained, while information is also provided regarding the first implementation steps and the ways teachers/schools have been invited to contribute to the whole process.In Section 4 “Pilot Phase C: selected schools”, the current lists of the 710, Pilot Schools that have applied so far for Phase C, per country, are provided.In Section 5 “Statistics”, we are looking into the distribution of schools per country in relation to school types, taught subjects and age groups. Statistics for all participating countries will be provided in the final deliverable which will provide us with clear conclusions regarding the type of teachers that opt to use Go-Lab.In Section 6 “Schools’ profiles” we are presenting a selection of Go-Lab Pilot phase C schools profiles and in particular their infrastructure, internet connectivity plus teachers’ skills and experience of the use on online laboratories

Education for environmental sustainability : policies and approaches in European Union Member States : executive summary

In the recent years, there has been a growing consensus in Europe and beyond on the role that education can play in the transition towards a green economy and society needed to address the severe decline in biodiversity, environmental degradation and risks posed by climate change. Education has an essential role to play by supporting citizens in developing the competences needed to live responsibly, change consumption models, design solution, transform society and shape a green economy. In the context of the EU’s efforts to promote a sustainable and green Europe, the purpose of this study is to map EU Member States’ national and institutional practices, processes, tools and strategies in education for environmental sustainability (EES) at various levels and in different forms of education. To date, no such comprehensive comparative analysis has yet been carried out on the delivery of education for environmental sustainability in the EU. The study will help inform the actions of the European Commission with regard to education for environmental sustainability and policy for the implementation of the European Education Area and the European Green Deal. This study understands education for environmental sustainability as education that makes students aware of, sensitive to, and knowledgeable about the environment and its interconnectedness to social and economic systems, while encouraging them to develop attitudes of concern and motivation, as well as practical, complex systems and critical thinking skills to identify and solve environmental problems. It recognises that EES is strongly linked to the economic and social dimensions of sustainability, but focuses on environmental topics and views these in social and economic contexts. The study understands EES beyond topical knowledge, as an inter-disciplinary issue that must be approached holistically. EES should closely follow learners through all phases and stages of education and take place in a supportive learning environment and by way of thoughtful and engaging pedagogies. This requires learning to occur along three dimensions: cognitive (relating to knowledge, understanding and critical thinking); socio-emotional (relating to a sense of common humanity, values and responsibilities, empathy, solidarity and respect); and behavioural (relating to skills development). As members of society, individuals should be empowered to act in a sustainable manner in complex situations. This may require them to strike out in new directions and participate in socio-political processes that require every member of society to acquire a ‘sustainability mindset’ and environmental literacy.peer-reviewe

Understanding teacher design practices for digital inquiry-based science learning: the case of Go-Lab

Designing and implementing online or digital learning material is a demanding task for teachers. This is even more the case when this material is used for more engaged forms of learning, such as inquiry learning. In this article, we give an informed account of Go-Lab, an ecosystem that supports teachers in creating Inquiry Learning Spaces (ILSs). These ILSs are built around STEM-related online laboratories. Within the Go-Lab ecosystem, teachers can combine these online laboratories with multimedia material and learning apps, which are small applications that support learners in their inquiry learning process. The Go-Lab ecosystem offers teachers ready-made structures, such as a standard inquiry cycle, alternative scenarios or complete ILSs that can be used as they are, but it also allows teachers to configure these structures to create personalized ILSs. For this article, we analyzed data on the design process and structure of 2414 ILSs that were (co)created by teachers and that our usage data suggest have been used in classrooms. Our data show that teachers prefer to start their design from empty templates instead of more domain-related elements, that the makeup of the design team (a single teacher, a group of collaborating teachers, or a mix of teachers and project members) influences key design process characteristics such as time spent designing the ILS and number of actions involved, that the characteristics of the resulting ILSs also depend on the type of design team and that ILSs that are openly shared (i.e., published in a public repository) have different characteristics than those that are kept private