teaching methods

Teaching methods

Alternative education (32)
Blended learning (30)
Competency-based education (1)
Diastance learning (104)
Educational experiment (3)
Educational innovation (13)
Educational method (3)
Educational research (7)
Flipped classroom (8)
Formal education (30)
Home education (5)
Non-formal education (11)
Open education (8)
Programmed learning (3)
Progressive education (3)
Self-directed learning (4)
Teacher education (10)
Teaching materials (33)
Teaching method (16)
Teaching practice (21)

such as multidisciplinary research results, the innovation fields, social system, culture and motivations, long-and mid-term economic and Educational innovation Landscape and Fields 5 planning and motivation to work.

offered distance learning to all, helped people to communicate and become clever in communication in order to become leaders.

The teaching methods do not facilitate obtaining the skills required by the current economic environment. Each subject of â€oecore curriculaâ€ is taught by specialized professors (geography

The teaching methods have to show how to do the right movement in order to be able to decompose it into instructions

ï Ondernemen. meerdan. ondernemen, an online learning platform ï Creativity Class for young high-potentials ï Flanders DC Fellows, inspiring role models in business creativity

Additionally, the lack of specific entrepreneurship education modules in teacher education programmes creates challenges because most teachers lack the experience to deliver these specialised programmes.

EI) 249 Complete the pilot Platform 4 Growth online learning management development programme involving 100 companies

G#2v 4131 Agricultural education 0#3#agricultural education Agricultural education 0#3#agricultural training Agricultural education G#2v 4132 Air force academy

0#3#air force academy Air force academy G#2v 4133 Business education 0#3#business education Business education 0#3#business school Business education

0#3#business studies Business education G#2v 4134 Commercial education 0#3#commercial education Commercial education 0#3#commercial school Commercial education

0#3#commercial training Commercial education 0#3#trade schools Commercial education G#2v 4135 Law education 0#3#law education Law education

0#3#school of law Law education G#2v 4136 Management training 0#3#management training Management training G#2v 4137 Medical training

0#3#medical school Medical training 0#3#medical training Medical training 0#3#school of medicine Medical training G#2v 4138 Military academy

0#3#military academy Military academy G#2v 4139 Naval academy 0#3#naval academy Naval academy G#2v 4140 Paramedical training

0#3#paramedical training Paramedical training G#2v 4141 Police academy 0#3#police academy Police academy G#2v 4142 Teacher training

0#3#teacher training Teacher training G#2v 4143 Technical education 0#3#technical education Technical education G#2v 4144 Vocational education

0#3#vocational education Vocational education G#2v 4145 Yeshivah 0#3#yeshiva Yeshivah 0#3#yeshivah Yeshivah

G#0v 4479 EMPLOYMENT & WORKING CONDITIONS G#1v 4480 Employment G#2v 4481 Employment 0#3#employment Employment

G#2v 4482 Employment policy G#3v 4483 Access to a profession 0#4#access to a profession Access to a profession G#3v 4484 Change of job

0#4#change of job Change of job 0#4#job transformation Change of job G#3v 4485 Designated employment 0#4#designated employment Designated employment

G#3v 4486 Employment policy 0#4#employment policy Employment policy 0#4#labour policy Employment policy G#3v 4487 EU EMPLOYMENT POLICY

G#4v 4488 Employment committee 0#5#employment and labour market committee Employment committee 0#5#employment committee Employment committee G#4v 4489 EU EMPLOYMENT POLICY

0#5#eu employment policy EU EMPLOYMENT POLICY 0#5#european union employment policy EU EMPLOYMENT POLICY G#4v 4490 European employment strategy 0#5#coordinated strategy for employment European employment strategy

0#5#european employment strategy European employment strategy 0#5#european strategy on employment European employment strategy G#4v 4491 Free movement of workers 0#5#free movement of workers Free movement of workers

G#4v 4492 Freedom to provide services 0#5#free movement of services Freedom to provide services 0#5#freedom to provide services Freedom to provide services G#4v 4493 Recognition of vocational training

0#5#comparability of qualifications Recognition of vocational training 0#5#comparability of vocational training qualifications Recognition of vocational training 0#5#recognition of vocational training Recognition of vocational training G#4v 4494 Right of establishment

0#5#freedom of establishment Right of establishment 0#5#right of establishment Right of establishment G#3v 4495 European globalisation adjustment fund 0#4#european globalisation adjustment fund European globalisation adjustment fund

G#3v 4496 Fight against unemployment G#4v 4497 Fight against unemployment 0#5#fight against unemployment Fight against unemployment G#4v 4498 Job sharing

0#5#job sharing Job sharing G#3v 4499 Full employment 0#4#full employment Full employment G#3v 4500 Integration into employment

G#4v 4501 Integration into employment 0#5#integration into employment Integration into employment G#4v 4502 Reintegration into working life 0#5#reintegration into working life Reintegration into working life

G#3v 4503 Job creation G#4v 4504 Job creation 0#5#employment promotion Job creation 0#5#job creation Job creation

G#4v 4505 Local employment initiative 0#5#local employment initiative Local employment initiative G#3v 4506 Job preservation 0#4#job preservation Job preservation

G#3v 4507 Job security 0#4#employment protection Job security 0#4#employment security Job security 0#4#guaranteed employment Job security

0#4#job protection Job security 0#4#job security Job security G#3v 4508 Manpower planning 0#4#employment planning Manpower planning

0#4#manpower planning Manpower planning G#3v 4509 Vocational retraining 0#4#vocational retraining Vocational retraining G#3v 4510 Work permit

0#4#work permit Work permit G#2v 4511 Employment structure G#3v 4512 Child labour 0#4#child labour Child labour

G#3v 4513 Employment structure 0#4#employment structure Employment structure G#3v 4514 Female work 0#4#employment of women Female work

0#4#female labour Female work 0#4#female work Female work G#3v 4515 Full-time employment 0#4#full time employment Full-time employment

0#4#full time job Full-time employment 0#4#full time work Full-time employment G#3v 4516 Holding of two jobs 0#4#holding of two jobs Holding of two jobs

G#3v 4517 Moonlighting 0#4#clandestine employment Moonlighting 0#4#illegal employment Moonlighting 0#4#illegal work Moonlighting

0#4#moonlighting Moonlighting G#3v 4518 Nonstandard employment G#4v 4519 Casual employment 0#5#casual employment Casual employment

0#5#casual work Casual employment G#4v 4520 Home working 0#5#home worker Home working 0#5#home working Home working

G#4v 4521 Nonstandard employment 0#5#atypical employment Nonstandard employment 0#5#atypical work Nonstandard employment

0#5#non standard employment Nonstandard employment G#4v 4522 Part-time employment 0#5#part time employment Part-time employment

G#4v 4523 Seasonal employment 0#5#seasonal employment Seasonal employment G#4v 4524 Teleworking 0#5#distance working Teleworking

0#5#teleworking Teleworking G#4v 4525 Temporary employment 0#5#temporary employment Temporary employment G#3v 4526 Self employment

0#4#self employment Self employment G#3v 4527 Unpaid work 0#4#unpaid work Unpaid work G#3v 4528 Youth employment

0#4#youth employment Youth employment G#2v 4529 Termination of employment G#3v 4530 Dismissal G#4v 4531 Collective dismissal

0#5#collective dismissal Collective dismissal 0#5#collective redundancy Collective dismissal G#4v 4532 Dismissal 0#5#dismissal Dismissal

0#5#firing Dismissal G#4v 4533 Outplacement 0#5#outplacement Outplacement G#4v 4534 Redundancy

0#5#redundancy Redundancy G#4v 4535 Severance pay 0#5#severance pay Severance pay G#4v 4536 Unfair dismissal

0#5#unfair dismissal Unfair dismissal G#3v 4537 Early retirement G#4v 4538 Early retirement 0#5#early retirement Early retirement

0#5#flexible retirement age Early retirement 0#5#gradual retirement Early retirement G#4v 4539 Job cuts 0#5#job cuts Job cuts

0#5#loss of employment Job cuts G#3v 4540 Retired person 0#4#retired person Retired person G#3v 4541 Retirement conditions

0#4#retirement conditions Retirement conditions G#3v 4542 Termination of employment 0#4#termination of employment Termination of employment G#2v 4543 Unemployment

G#3v 4544 Cyclical unemployment 0#4#cyclical unemployment Cyclical unemployment G#3v 4545 Female unemployment 0#4#female unemployment Female unemployment

G#3v 4546 Hidden unemployment 0#4#concealed unemployment Hidden unemployment 0#4#disguised unemployment Hidden unemployment 0#4#hidden unemployment Hidden unemployment

G#3v 4547 Long-term unemployment 0#4#long term unemployment Long-term unemployment G#3v 4548 Migrant unemployment 0#4#migrant unemployment Migrant unemployment

G#3v 4549 Seasonal unemployment 0#4#seasonal unemployment Seasonal unemployment G#3v 4550 Short-time working 0#4#short time working Short-time working

G#3v 4551 Structural unemployment 0#4#structural unemployment Structural unemployment G#3v 4552 Temporary layoff 0#4#layoff Temporary layoff

0#4#temporary layoff Temporary layoff G#3v 4553 Unemployment 0#4#frictional unemployment Unemployment 0#4#unemployment Unemployment

G#3v 4554 Unemployment due to technical progress 0#4#unemployment due to technical progress Unemployment due to technical progress G#3v 4555 Youth unemployment 0#4#youth unemployment Youth unemployment

G#2v 4556 Vocational training G#3v 4557 Apprenticeship 0#4#apprenticeship Apprenticeship G#3v 4558 Communication skills

0#4#communication practices Communication skills 0#4#communication skills Communication skills G#3v 4559 Conduct of meetings 0#4#conduct of meetings Conduct of meetings

G#3v 4560 Continuing vocational training G#4v 4561 Continuing vocational training 0#5#continuing vocational training Continuing vocational training 0#5#lifelong vocational training Continuing vocational training

G#4v 4562 Learning technique G#5v 4563 Learning technique 0#6#learning technique Learning technique G#5v 4564 Mnemonics

0#6#memorisation technique Mnemonics 0#6#mnemonics Mnemonics G#5v 4565 Speed reading 0#6#speed reading Speed reading

G#3v 4566 In service training 0#4#further training and instruction In service training 0#4#in service training In service training G#3v 4567 Negotiation skills

0#4#negotiation practices Negotiation skills 0#4#negotiation skills Negotiation skills G#3v 4568 Traineeship 0#4#traineeship Traineeship

G#3v 4569 Training leave 0#4#training leave Training leave G#3v 4570 Updating of skills 0#4#updating of skills Updating of skills

open education, open universities, Massive open online courses (MOOCS) and online learning are affecting the way education is being delivered today and onwards.

With ICT diminishing geographical distances and enabling people from all over the world access to top education through courses offered on web-based teaching platforms and by the worldâ€ s leading

user and limited access to open education resources 110 Figure 7. 2: The future of learning108

transformation of distance education into e-learning and blended learning offers new options for delivery and new opportunities for in service teacher training and support.

and informal education for instances through badges. Greater awareness and presence of badging through social networks is required still,

so that new teaching methods and curricula are informed by analysis of previous experience. Methods of learning analytics not only examine past

teaching practices can gain superficial elements of entertainment and reward. This may encourage learners to continue,

The impact of ICTS are revolutionary in formal education as well as in lifelong learning, and informal education as they enable sharing of resources,

overcome distance, allow for exchange of experience and provide digital class rooms for anyone, anywhere.

online education to the needs and interests of each participant. However differentiation in learning possibilities and online pedagogy are still topics to be improved further on Coursera

can tailor online education to the needs and interests of each participant. However differentiation in learning possibilities and online pedagogy are still topics to be improved further on Coursera

universities, distance learning and ICT enabled education MOOCS enable new ways of providing Higher education and possible transformation of the organisation of Higher education.

cheating and plagiarism with online learning. This is especially the case if the courses are eligible for academic

Professor Why on the other hand does not represent an alternative school form and thus struggles to attract enough

ICT is the main enabler for online education that is provided through a digital online platform. The concept of

which potentially can tailor online education to the needs and interests of each participant A further success factor is that all these examples demonstrate the importance of experimentation.

formal education sector New forms of regulation may be needed to include personalised education formats. Standard requirements for

Index Termsâ€ Blended learning, social media, smart phones informal education, obsolete education I. INTRODUCTION IBM predicts that in the next couple of years, information

will be doubled every 12 hours! Buckminster Fuller created the â€oeknowledge Doubling Curveâ€; he noticed that until 1900

of online learning and face-to-face instruction â€ seemed to do best of all. Many universities report that blended

A blended learning approach means that face-to-face instruction turns out to be more effective because the mundane elements of basic instruction are moved to an

of teaching materials, funding of pilots, promotion of best practices through various channels and promotion of partnerships with businesses

7. 1. 1 Blended learning...44 7. 1. 2 Self-directed learning...46 7. 1. 3 Collaborative learning...

services, employability programs, contests and other programs for entrepreneurs, online learning platforms, and other useful resources.

association will produce educational materials for business leaders, designers, and software developers administer professional accreditation certifications; elevate awareness of local and regional activities

BYB uses a blended learning strategy in which skills introduced on e-learning modules are enriched reinforced and with face-to-face instruction led by a

E learning can occur out of sequence as a result of intentional and serendipitous interactions on and offline f. Students construct content rather than just consuming it.

Designing Blended learning Space Student Experience, â€ in Learning Spaces. eds. Diana G Oblinge (EDUCAUSE, 2006

encompasses flipped classroom, mix-mode, hybrid, technology-mediated instruction, and web-enhanced instruction. In flipped classrooms, 149 for instance, technologies are integrated intricately in the teaching

process. The use of new technologies in learning is more than a mere substitution of the medium of

instruction; it is an intentional design that takes advantage of digital tools and technology to enhance

while reserving the classroom time to interact with students. Video lectures and other class-related information are delivered via the

Blended learning and ICTS Source: Authors The blended learning process relies on digital environments called Learning Management Systems (LMS

LMS enable the creation of a virtual classroom for the students, complete with lessons plans, discussion

Blended learning requires active participation and engagement from the students, thereby changing the experience of knowledge acquisition.

The innovative aspect of blended learning rests on the new way it encourages students to learn about the technology

Blended learning has gained popularity mostly in European and North american high schools, colleges and universities, especially those equipped with broadband access.

The implementation of blended learning is growing slowly in the developing world, where connectivity and infrastructure continue to present

Nonetheless, a number of universities from the South have enhanced their distance education programmes by turning them into blended learning opportunities to reach migrant populations living

abroad, mostly in Europe and the United states. These universities operate through satellite offices around the world,

AVU has the largest elearning network, and it currently works in 27 countries, through 53 partner institutions, reaching

common the desire to democratize high-calibre educational materials across the world, empower learners of any age to take learning into their own hands by providing them with good educational options, and

following the blended learning, self-directed learning, and collaborative learning examples discussed earlier. And while there are many programs that can be accessed via basic or feature phones,

of Basic Informatics for Online learning. www. ceibal. edu. uy /188 Kozma and Isaacs, Transforming Education:

The examples from Uruguay and Estonia fall within the formal education systems. Yet, as the earlier

models, such as blended learning and flipped classrooms, into K-12 and higher education. It can also mobilize efforts with the private sector to recognize alternative certification models, such as badges

thereby opening up ways to recognize skills mastery outside of formal education. Government can also lead dialogues with industry, academia, nonprofit organizations,

Designing Blended learning Space Student Experience, â€ in Learning Spaces. eds. Diana G Oblinge. EDUCAUSE, 2006

English Educational Connectivity of Basic Informatics for Online learning. www. ceibal. edu. uy /Raftree, Linda. â€oelandscape Review:

Flipped classroom An instructional model where students view video lectures and other online resources outside of class, with class time devoted to discussion and group work

7. 1. 1 Blended learning 7. 1. 2 Self-directed learning 7. 1. 3 Collaborative learning 7. 2 Partnerships for learning and jobs

and other models of distance learning have made education much more widely available. The same goes for the way scientific

new educational practices, enhanced by the way technology is integrated within the learning environment Open standards A number of organisations affect DSI in Europe through acting as expert bodies on the

-ing, online learning and e-petitions The main technological trends in DSI 0 100 200 300

digital society (including services of direct interest to them such as elearning egovernment, ehealth) and increase their employability and quality of life (Europe's

becoming unemployed or leaving formal education 65p A r T I I â€ M A i N d E V E L O P m E N t S i N e U P O

the opportunities for skills acquired outside formal education and training systems to be recognised and validated, and for establishing national systems for the validation of

elearning and einclusion The ERDF can also contribute to the devel -opment of social enterprises by develop

as diverse as fair trade, distance learning, hospices, urban farming, waste reduction and restorative justice Nevertheless, definitions have their place.

education (online learning), and social care 231) Changing the â€ scriptsâ€ around services. The script of a service or

educational materials related to lab experiments as widely as possible to support distance learning and distributed innovation 313) Peer-to-peer platforms are distributed

and do not require central co-ordination. Users make their resources (time, disk-storage etc

Academy Schools in the UK and Charter schools in the US 452) Partnerships between social enterprises and corporations with

Charter schools 184 Chicagoland Chamber of commerce 87 Children 15; 36; 42; 85; 111; 116; 174 Childrenâ€ s Express 42

of course very many borderline cases, for example models of distance learning that were pioneered in social organizations but then adopted by businesses, or

United kingdom, and other models of distance learning have made education much more widely availa -ble. The same goes for the way scientific research is being done with its culture being influenced through

-periment with new educational practices, enhanced by the way technology is appropriated and integrated within the learning environment 27

crowdfunding, big data, machine learning, 3d printing, online learning, e-petitions and so on Open networks The ability to build bottom-up networking capabilities in every corner or the world and in peopleâ€ s everyday

platforms are combined with other educational materials. In 2013 a Raspberry Pi ICT learning environment was installed at Dachio Primary

$50 â€ and, importantly, all of the educational materials are free. After procuring a Raspberry Pi, eager students simply follow instructions to

schools and help develop educational material to go with the technology What are the main barriers to innovate

-periment with new educational practices, enhanced by the way technology is appropriated and integrated within the learning environment 27

platforms are combined with other educational materials. In 2013 a Raspberry Pi ICT learning environment was installed at Dachio Primary

$50 â€ and, importantly, all of the educational materials are free. After procuring a Raspberry Pi, eager students simply follow instructions to

schools and help develop educational material to go with the technology What are the main barriers to innovate

) Networked technologies are likely to enhance the potential offered by distance education in formal and informal settings, presenting a novel form of competition for traditional establishments (Ally 2009

Similarly, informal education offered through platforms for user-generated content is enabled by technological progress (Facer &

a massive open online course,"The International Review of Research in Open and Distance learning Special Issue-Connectivism: Design and Delivery of Social Networked Learning, Vol. 12, No. 3, 2011

could provide students with more real life work experience as part of their formal education; and it could use the students as a conduit for feeding problems and concerns of small and medium-sized

Â education (digital libraries, elearning Â entertainment (CG animation &sfx, games, e-music, film, TV, digital radio

online learning experiment and precursor to todayâ€ s MOOCS Disruptive Innovation in Higher education Yet, none of these early digital innovations was fundamentally transformative or paradigm shifting

combine face-to-face instruction and online learning. In one hybrid journalism course the author taught in the late 1990s, students working outside of formal class time could efficiently

limits the educational potential of online learning. While instructors can request special access be granted to individual alumni or other guests on a case-by-case basis each semester,

This kinesthetic learning approach builds on a well-established body of educational research called legitimate peripheral participation (LPP)( Wikipedia, 2014a;

an online learning environment (Hayes, 2011. These nonverbal cues are sometimes critical to comprehension (although there are techniques to introduce nonverbal communication in an

online learning environment In the years ahead, educators can optimize their instruction with a wide spectrum of digital tools

Recommendations for educational innovation based on this emerging paradigm include the following. First, educators can build on and incorporate digital resources more broadly into

enhance online learning. Retrieved on 9 june 2013 from http://sloanconsortium org/conferences/2011/aln/nonverbal-communication-and-computer-mediated

and other models of distance learning have made education much more widely available. The same goes for the way scientific

-ing, online learning and e-petitions The main technological trends in DSI 0 100 200 300

elearning), a more effective public administration (egovernment Action plan eprocurement, ejustice) and dialogue between citizens and decision-makers

many areas this is aided by the proliferation of distance learning technologies. These new forms of partnerships and flexible approaches need to be much more actively promoted. 67

â€¢Cross-border eid services in real life settings (pilots in elearning and Academic Qualifications, ebanking, Public services for Businesses and ehealth

databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgment of OECD as source and copyright owner is given.

but clear educational material. Focus groups in each pilot community identified what worked and what did not in the HIE draft consent forms and explanatory material.

â€¢established a Teacher education Ministerial Advisory Group to improve schooling outcomes and a review of the Australian Curriculum

a Teacher education Ministerial Advisory Group, in February 2014, that will advise on how to improve STEM subject knowledge in teacher training.

especially those that are based digitally via online learning The use of media only enhances learning when the media matches the learning content.

-ture created to promote self learning among employees of the car manufacturer. The first of its kind in

The Virtual learning Arcade (VLA) is an exciting new section on Biz/ed that provides interactive online

Related topics are based web learning, computer-based learning and elearning 9. 2. 7. Resources Bibliography

ï Kurtus, R.,Study Some Examples of elearning, CBT or WBT, 2000 ï http://www. school-for-champions. com/elearning/study. htm

"Innosupport: Supporting Innovation in SMES "-9. 2. Use of Media to support innovation page 197 of 271

Thorne, K.,Blended learning â€ how to integrate online & traditional learning, Kogan Page Ltd 2003

ï Self learning tool for English grammar, run by the Technical University of Chemnitz. You have to register but the use is free of charge.

formal education system and ensure access to information, skills and expertise relating to entrepreneurship via â€oelifelong learningâ€ programmes for the adult

educational research. Lewis, UK: Falmer Press Fink, D. and Kazakroff, K. 1997. Getting IT right. Australian Accountant 67 (10), 50â€ 52

of ICT is not being realised in formal education settings and major questions are being asked about the sustainability, impact,

world regions to speed up the transfer of innovation research into educational practice. However success in initiating change does not guarantee that such changes can be sustained over time and

in educational practice. As a result, although the infrastructure to mainstream ICT-ELI and a sound

being realised in formal education settings across Europe The purpose of this report is to present a comprehensive set of policy action recommendations that

However, there is still an implementation gap in formal education settings, which is reported in several surveys and studies (e g.

ICT is not being realised in formal education settings. Hence, the majority of schools in Europe and

other world regions to speed up the transfer of innovation research into educational practice However, success in initiating change does not guarantee that such changes can be sustained over

embedded in educational practice The purpose of this report is to present a comprehensive set of policy action recommendations that

and levels of educational innovation in Europe and beyond 1. 2 Scope of the report The project â€ Up-Scaling Creative Classrooms in Europeâ€ (SCALE CCR), 3 which was launched by the

outside formal education settings x develop the concept of Creative Classrooms6 (CCR) and the related reference parameters

ICT to modernise learning and teaching practices. Creative refers to innovative practices, such as collaboration and personalisation,

and scaling up educational innovations at local regional, national, and European level. Thematic analysis goes beyond simply counting phrases or

Learning Practices and Teaching practices were not separate areas of policy recommendations, but they were merged into School Staff Professional

x Additionally, the survey was promoted through the Open education Europa portal; 10 the Future of Learning Linkedin Group;

scaling up educational innovation should be an'organic'process that allows for continuous change and flexibility for future adaptations in order to address the shifting priorities and requirements of

and online learning and also have the potential to reduce the costs of educational materials. Hence policy-and decision-makers should promote through curricula the use of Open Educational

blended learning approach, with networked learning as the online component and a limited number of offline meetings, all of which are directed towards fostering collaboration and network building

become part of both initial teacher education and in service training In summary, the further development and progressive mainstreaming of ICT-ELI requires ownership

Making sure that technological innovation (e g. 1 to 1 computing) in formal education settings is part of a wider transformation agenda

IT providers) research (e g. research centres), educational practice (e g 122 55.7 25 Relevance according to four groups of participants

cultural bodies (e g. museums), educational practice (e g. school leaders, teachers, teacher unions families, and the wider public (e g. local communities) to build trust

Infrastructure is a key enabler of educational innovations. ICT infrastructure could extend the boundaries of the learning across time and space whereas user-centred and flexible physical spaces

boundaries of the learning space across time (access to resources 24/7) and space (virtual learning spaces).

Infrastructure is a key enabler of educational innovations Updated ICT infrastructure should be complemented by physical learning spaces that offer

This means increasing teacher competence in the teaching practices applicable to new curricula and also an additional workload for teachers. 21 Teachersâ€ competences are developed and

strengthened through continuous professional development and initial teacher education and also through networking and peer-collaboration (Connectedness

contexts, scales and levels of educational innovation in Europe and beyond The number and variety of the recommendations provided depict the complexity of ICT-ELI and the

elements for developing Creative Classrooms in Europe. elearning Papers, Special edition 2013,8-20 Boyatzis, R. E. 1998.

Educational innovations beyond technology-Nurturing leadership and establishing learning organizations. New york: Springer Marshall, M. N. 1996.

Innovative Learning Environments, Educational research and Innovation. Retrieved 10 november 2013, from OECD Publishing, http://dx. doi. org/10.1787/9789264203488-en

centres), educational practice (e g. teacher associations) and the wider public (e g parents associations) to build trust, assure mutual objectives,

computing) in formal education settings is part of a wider transformation agenda which includes pedagogical and organisational innovation

e g. 1 to 1 computing) in formal education settings is part of a wider transformation agenda which includes pedagogical and

Technologies for learning are considered as key enablers of educational innovation. However, their full potential is not being

realised in formal education settings and major questions are being asked about the sustainability, systemic impact and