Periodic Reporting for period 2 - CRISS (Demonstration of a scalable and cost-effective cloud-based digital learning infrastructure through the Certification of digital competences in primary and secondary schools)
Periodo di rendicontazione: 2018-07-01 al 2019-12-31
CRISS is an educational innovation project that provides a solution to the great challenges of education in Europe and addresses the strong demand for user-driven innovation in digital learning. One of these challenges is to give teachers and students the opportunity to have the digital skills and competences needed in the academic and professional fields of the 21st century, including the demand for the use of ICT to promote more innovative teaching and more creative learning. To this end, CRISS, that is completely aligned with the new DIGCOMP framework, is offering a novel approach that will cover the need of a complete model and ecosystem for the development, evaluation and accreditation of the digital competences (understood as a wider approach than just to evaluate digital skills as other existing models are providing) including through new forms of learning experiences making use of mixed reality and location-based approaches made accessible to non programmers.
The challenges CRISS aims to confront using the innovation action are to:
Provide an innovation infrastructure for personalized learning and teaching of digital competences to support and motivate teachers and students.
Work towards the implementation of digital competences acquisition, evaluation and certification in European primary and secondary schools.
Provide open, interoperable components for a flexible, scalable and cost-effective cloud-based digital learning infrastructure.
The overall objective of CRISS is to develop and pilot, with more than 490 schools including 25.400 students and 2.290 teachers around Europe, a flexible, scalable and cost-effective cloud-based digital learning ecosystem to deliver a user-driven and adaptive technological solutions that allows the guided acquisition, evaluation and certification of digital competence in primary and secondary education (students and teachers) also scalable to other educational levels.
More specifically, CRISS aims to:
- develop a standard methodological framework for Digital Competences acquisition, evaluation and certification of students of primary and secondary school.
- design and develop an innovative and open adaptive learning infrastructure for the acquisition, evaluation and certification of digital competences on the basis of the integration of several existing solutions and further development of new components.
- offer the adaptive learning ecosystem as a scalable, secure and cost-effective cloud based digital learning infrastructure.
- evaluate and validate the CRISS novel learning infrastructure (system evaluation and user evaluation) demonstrating the efficiency and success of the new adaptive learning environments and the use of edge learning technologies for tutors and students in Europe with more than 25.400 secondary students.
- identify strategies for scaling and achieve bigger impacts of the results obtained.
- promote and provide to different public targets a better understanding of digital competences and how CRISS project outcomes overcome current challenges.
The challenges CRISS aims to confront using the innovation action are to:
Provide an innovation infrastructure for personalized learning and teaching of digital competences to support and motivate teachers and students.
Work towards the implementation of digital competences acquisition, evaluation and certification in European primary and secondary schools.
Provide open, interoperable components for a flexible, scalable and cost-effective cloud-based digital learning infrastructure.
The overall objective of CRISS is to develop and pilot, with more than 490 schools including 25.400 students and 2.290 teachers around Europe, a flexible, scalable and cost-effective cloud-based digital learning ecosystem to deliver a user-driven and adaptive technological solutions that allows the guided acquisition, evaluation and certification of digital competence in primary and secondary education (students and teachers) also scalable to other educational levels.
More specifically, CRISS aims to:
- develop a standard methodological framework for Digital Competences acquisition, evaluation and certification of students of primary and secondary school.
- design and develop an innovative and open adaptive learning infrastructure for the acquisition, evaluation and certification of digital competences on the basis of the integration of several existing solutions and further development of new components.
- offer the adaptive learning ecosystem as a scalable, secure and cost-effective cloud based digital learning infrastructure.
- evaluate and validate the CRISS novel learning infrastructure (system evaluation and user evaluation) demonstrating the efficiency and success of the new adaptive learning environments and the use of edge learning technologies for tutors and students in Europe with more than 25.400 secondary students.
- identify strategies for scaling and achieve bigger impacts of the results obtained.
- promote and provide to different public targets a better understanding of digital competences and how CRISS project outcomes overcome current challenges.
- The objectives of the CRISS activities for Period 1 (M1-M18) were the following:
- The definition and implementation of quality procedures and project management tools (WP1)
- The development of the Data Management Plan (WP1)
- The establishment of the ethical, societal and privacy principles and procedures (WP1 and WP9)
- The definition of the methodology for the Innovation Management within the project (WP1)
- The effective coordination of the large-scale piloting activities (WP1)
- The implementation of dissemination activities (WP2) including project’s identity and style, website, social media, newsletter, promotional material, publications and event attendance aiming to raise awareness about the project.
- The organization and execution of the first round of workshops in all 6 pilot countries (WP2).
- The implementation of initial exploitation activities (WP2) towards the commercialisation of the project’s results.
- The design of the CRISS pedagogical and methodological framework for the digital competence certification (WP3).
- The design of learning scenarios adapted to the specific needs of each country to facilitate Digital Competence Certification (WP3).
- The design and development of the semantic infrastructure for CRISS (WP3).
- The design and development of the ICT Manager Tool, ICT Tools Set, Eportfolio, ICT Dynamic Profile that altogether comprise the CRISS Core (WP4).
- The design and development of the CRISS Certification module, the Learning Analytics Engine and the Adaptive Intelligent Tutoring System that allow CRISS to analyse data, provide feedback and notifications and award badges and certification (WP5).
- The definition of the CRISS platform architecture and integration plan (WP6).
- The delivery of the 1st and 2nd release of the CRISS platform (WP6).
- The definition of the general methodology of the pilot and guidelines for the implementation of the seven pilots (WP7, WP8).
- The organization and execution of the ICT Creative Summer School (WP7) with 80 participants.
- The creation of a database of potential users (WP8).
- The definition and implementation of quality procedures and project management tools (WP1)
- The development of the Data Management Plan (WP1)
- The establishment of the ethical, societal and privacy principles and procedures (WP1 and WP9)
- The definition of the methodology for the Innovation Management within the project (WP1)
- The effective coordination of the large-scale piloting activities (WP1)
- The implementation of dissemination activities (WP2) including project’s identity and style, website, social media, newsletter, promotional material, publications and event attendance aiming to raise awareness about the project.
- The organization and execution of the first round of workshops in all 6 pilot countries (WP2).
- The implementation of initial exploitation activities (WP2) towards the commercialisation of the project’s results.
- The design of the CRISS pedagogical and methodological framework for the digital competence certification (WP3).
- The design of learning scenarios adapted to the specific needs of each country to facilitate Digital Competence Certification (WP3).
- The design and development of the semantic infrastructure for CRISS (WP3).
- The design and development of the ICT Manager Tool, ICT Tools Set, Eportfolio, ICT Dynamic Profile that altogether comprise the CRISS Core (WP4).
- The design and development of the CRISS Certification module, the Learning Analytics Engine and the Adaptive Intelligent Tutoring System that allow CRISS to analyse data, provide feedback and notifications and award badges and certification (WP5).
- The definition of the CRISS platform architecture and integration plan (WP6).
- The delivery of the 1st and 2nd release of the CRISS platform (WP6).
- The definition of the general methodology of the pilot and guidelines for the implementation of the seven pilots (WP7, WP8).
- The organization and execution of the ICT Creative Summer School (WP7) with 80 participants.
- The creation of a database of potential users (WP8).
CRISS aims to offer a full online solution that allows the certification of digital competences and at the same time is offering an adaptive and personalized learning system for those that are not reaching the level of certification.
The innovative features and expected benefits of CRISS can be articulated as follows:
- Being incorporated into the normal life of the classes, CRISS makes the development, evaluation and certification of students’ digital competence a simple and easy process.
- More efficient and effective learning is promoted by incorporating new forms of learning with digital technologies.
- A set of ICT tools that promote creativity and collaboration between the students, making learning an active, fun process.
- New components, tools and cloud-based services are available to society for use in open and digital learning scenarios.
- More efficient ways of assessing learning outcomes.
- Flexibility, scalability and cost-effectiveness allows the adoption of a large number of schools and students and the perfect adaptation to the way each teacher teaches.
- A standardised certification model for Digital Competencies, capable of being recognised at the EU level
- Teachers who participate in the educational experience are offered a powerful and continuous self-training system based on their own daily practice with the students, which ultimately results to an official MOOC certificate.
- Increase students’ attainment through CRISS’ new collaborative and creative form of learning.
- Teachers will be able to understand the learning behaviour of their students and adopt the corresponding corrective measures to prevent students’ disengagement.
- Students will be more conscious of their learning process, through self-monitoring and be better aware of their strengths and weaknesses, reinforcing in this way their self-perception.
- Reduce the actual planning hours for teachers allowing more interaction with the students in classrooms situations.
- Reduce the costs (50%) and time (60%) of teacher training, by providing constant feedback, not just on the students’ activity, but also regarding their programing and which kind of activities and didactic proposal is convenient to introduce in order to reach the established goals.
The innovative features and expected benefits of CRISS can be articulated as follows:
- Being incorporated into the normal life of the classes, CRISS makes the development, evaluation and certification of students’ digital competence a simple and easy process.
- More efficient and effective learning is promoted by incorporating new forms of learning with digital technologies.
- A set of ICT tools that promote creativity and collaboration between the students, making learning an active, fun process.
- New components, tools and cloud-based services are available to society for use in open and digital learning scenarios.
- More efficient ways of assessing learning outcomes.
- Flexibility, scalability and cost-effectiveness allows the adoption of a large number of schools and students and the perfect adaptation to the way each teacher teaches.
- A standardised certification model for Digital Competencies, capable of being recognised at the EU level
- Teachers who participate in the educational experience are offered a powerful and continuous self-training system based on their own daily practice with the students, which ultimately results to an official MOOC certificate.
- Increase students’ attainment through CRISS’ new collaborative and creative form of learning.
- Teachers will be able to understand the learning behaviour of their students and adopt the corresponding corrective measures to prevent students’ disengagement.
- Students will be more conscious of their learning process, through self-monitoring and be better aware of their strengths and weaknesses, reinforcing in this way their self-perception.
- Reduce the actual planning hours for teachers allowing more interaction with the students in classrooms situations.
- Reduce the costs (50%) and time (60%) of teacher training, by providing constant feedback, not just on the students’ activity, but also regarding their programing and which kind of activities and didactic proposal is convenient to introduce in order to reach the established goals.