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+++ 01 Nov 2016: Presentation at Digital Kompetensdag 2016 +++

The project will be presented by the Sweden team at this teacher conference in Växjö.

+++ 25 Oct 2016: The Knowledge Base is there +++

The first version of the eSIT4SIP knowledge base is now released as part of the website. It allows to browse a few dozen scenariosand a few patterns and experience reports by selecting them by their ICT functions or by more classical aspects. The linksare exchangeable.

The eSIT4SIP team is happy to release this first incarnation after a year of project including school visits and modelling. The project partners look forward to comments about this new approach to navigating across learning resources which we shall take further in the coming years.

+++ 11 Sep 2016: Presentation at DeLFI 2016 +++

The advances of the project will be presented by Karl Barth, Wolfgang Müller and Paul Libbrecht at the Deutsche eLearning Konferenz in Potsdam.

+++ 25 Jul 2016: Presentation at ICALT +++

The project has been presented by Anna Mavroudi and Wolfgang Müller at the International Conference on Advanced Learning Technologies (ICALT) in Austin, Texas, Austin.

+++ 15 Jul 2016: The website is alive +++

After a slightly extended inception period, our website is now live.

Only the knowledge base is yet to be refined.

+++ 06 Jul 2016: Meeting in Växjö +++

A team of about 6 project workers has gathered in Växjö to discuss the advances in the interviews, in the design of the knowledge base, and in the dissemination measures.

The project will promote practices that will help schools reach an e-mature level (as explained by the NCTE). More specifically, the project will be focusing on the wise use of ICT in schools and to ensure that teachers, students and other stakeholders are able to:

  • Exploit the benefits of the investments made in ICT infrastructure,
  • Gather and document successful ideas on how to apply innovative uses of ICT infrastructures at schools and support the exchange of such practices
  • Reflect and/or promote the adoption of novel educational models, ideas and experiences that link digital artefacts and learning


We firmly believe that the project’s results will provide a set of tools that will enable schools to reflect on their current ICT strategies and pedagogical goals. In turn, such reflection will empower schools to refine their ICT strategic plans and be able to reach an e-maturity level.


The activities of the project will generate the following:

  • A comprehensive mapping of each of the schools' ICT infrastructures and teaching context based on an infrastructure modeling language to be developed in the project.
  • A thorough survey of the ICT usage in these schools in terms of observed-practice scenarios and facilitating the mapping to other subject fields and problem domains.
  • A mapping of these patterns to ICT infrastructures found at schools, thus creating a toolset relating the infrastructure to the educational practices.

Results emerging from multiple research projects have been showing promising possibilities for the inclusion of ICT in schools. However, the actual adoption of ICT in schools is much less successful. Although several factors might be at play, we believe that two important ones concern:

  • The need to foster knowledge in schools regarding the connections between their existing technological infrastructure, its potential for teaching and the possibility of repurposing these technologies in accordance with concrete pedagogical goals.

  • The need to foster knowledge in schools concerning the need to implement sustainable ICT policies, acknowledging digital technologies trends, novel pedagogical practices and empowering primary users and relevant stakeholders.

The project’s partners Departments from University Education of Weingarten (Germany), the Open University of Cyprus (Cyprus) and Linnaeus University (Sweden) have a long experience in:
  • teacher training
  • fostering the implementation of novel pedagogical practices in schools and
  • leading research projects in education and ICT in schools
This experience also translates into close partnerships with schools at regional level as well as established relationships with educational organisations at national and international level. Such expertise will be key to achieve the project’s goals and be able to disseminate the results and achievements. For the moment we envision that each participating partner (in Cyprus, Sweden and Germany) will engage a small number of schools (about 5 active schools per country). We also expect that this initial effort with 15 schools will provide the needed momentum for further dissemination of the outcomes.

Miltos Miltiadou
Open University of Cyprus
Tech design and development

Koula Georgiou
Open University of Cyprus
School visits, Scenario writing

Nikoleta Yiannoutsou
Open University of Cyprus
Design, Scenario analysis

Chrystalla Neofytou
Open University of Cyprus
Researcher - Scenario Analysis

Alexander Gantikow
University of Education Weingarten
Web scraping, Technical development

The project will run for three years. Initially, the ICT infrastructure as well as the e-maturity of the participating schools and the practices regarding the ICT infrastructure at schools will be analysed. After this initial phase, the consortium will analyse the data collect and generate an analysis at different levels of abstraction. These different levels of abstraction will take the form of scenarios and patterns. These two artefacts, scenarios and patterns, will enable stakeholders to reflect on their current practices and envision alternatives.

Furthermore, the consortium will also create tools that will facilitate the search and reflection on the analysis outputs created.

The project also has a set of dissemination activities planned. Multiplier events will allow the results and analysis generated to reach audiences beyond the initial schools’ partnerships.

The initial analysis of the schools’ existing infrastructures will be performed by the consortium through visits and interviews in close collaboration with the partner schools. The following activities concern the creation of documentation and appropriate tools.

For example, we will create:

  • maps linking ICT infrastructure and learning activities,
  • digital tools to allow search and exploration of information generated by the analysis,and
  • digital tools to promote sharing and reflection by schools on all the information made available and highlighted for dissemination.

Can I do that? Scenario Feasibility as an Enabler of ICT Usage Download

Müller, W. & Libbrecht, P. (2015)
In Proc. 8th International Conference on Informatics in Schools: Situation, Evolution, and Perspective, Ljubljana, Slovenia, 2015

In this poster, we describe a vision of supporting the teachers towards the choice and adoption of ICT-based learning scenarios by means of mappings to the school infrastructure. The vision proposes the selection and curation of didactical design patterns, as repeatable solutions to problems found in such works as learning scenarios, and their mapping to each school’s infrastructure. This collection of patterns, linked to experience reports and scenarios, will offer the regular teachers a way to plan for their applications with a trust of realizability.

Let me do it:Towards the implementation of instructional patterns of ICT usage in schools. Download

Barth, K., Georgiou, K., Hadzilacos, T., Libbrecht, P., Müller, W., & Otero, N. (2016)
In Lecture Notes in Informatics (LNI) - Proceedings DeLFI, Bonn, 2016 (pp. 305-307).

Facilitating the use of ICT at school has been often done by the creation and distribution of learning scenarios or by systematic training. However, these two approaches have systematic drawbacks. Learning scenarios, generally widely made available on the web, are presented as simple reproducible stories. It should be possible for non-technical persons to embrace technology scenarios and guidance from resources, in a confident way for her particular case. This paper discusses the approach of a collaboration project with schools and academic partners from three European countries called eSIT4SIP (Empowering the School IT infrastructures for the implementation of Sustainable Instructional Patterns, Erasmus+ project). We map scenarios, infrastructure and design patterns [Be00] which provide general solutions for recurring problems with respect to the relevant aspects of the school ICT infrastructure when implementing learning scenarios. The developed tools shall allow users to search for relevant teaching materials and inspiration at different levels of abstraction. The constituent components of our approach are a) the description of educational activities, b) the Knowledge Base that captures and disseminates domain knowledge, and c) the matching algorithm that maps patterns to school infrastructure.

Let me do it: towards the implementation of sustainable instructional patterns Download

Mavroudi, A., Miltiadous, M., Libbrecht, P., Müller, W., Hadzilacos, T., Otero, N., Barth, K., & Georgiou, K. (2016)
In Proc. 16th IEEE International Conference on Advanced Learning Technologies (ICALT 2016) (pp. 414-415).

We present the design of an online environment providing mechanisms for the exploitation of school ICT infrastructure by empowering teachers to discover and comment on educational activities (patterns, scenarios, experience reports) that can be implemented in their schools. To this end, our design approach will make explicit the linking between the patterns, the learning scenarios and other contextual information. The online environment will not only serve as a repository of educational activities but will help schools to analyze their infrastructure, to select proper scenarios that effectively exploit it and, potentially, to enrich these scenarios by commenting on them.

On the Creation of Sustainable Design Patterns of ICT Integration in the Classroom

Hadzilacos, T., Georgiou, K., Otero, N., Mavroudi, A., & Mueller, W. (2016)
In Proc. 10th Mediterranean Conference on Information Systems, Paphos, Cyprus, 2016.

Hanging Pictures or Searching the Web: Informing the design of a decision making system that empowers teachers to appropriate educational resources to their school’s infrastructure Download

Yiannoutsou, N., Otero, N., Müller, W., Neofytou, C., Miltiadous, M., & Hadzilacos, T. (2018)
Accepted for presentation at the Open Conference on Computers in Education (OCCE 25-28 June, 2018 Linz Austria

In this paper we report work in progress describing how we address the problem of infrastructure by creating a decision-making system that will help teachers to adapt existing ICT scenaria to their practice and to their school’s infrastructure by proposing alternative technological solutions with the same or similar functionalities. The eSIT4SIP methodology (, based on an ontology capturing concepts of learning and media technology, results in the analysis of a scenario into its constituting elementary activities (micro-activities); the explicit specification of the affordance of the ICT tool that allows the m-activity to take place; the description of the educational functionality accomplished; and the extraction of the teaching approach, which constitutes the Instructional Design Pattern of the scenario. For each m-activity the knowledge base of the eSIT4SIP decision-support system provides (1) alternative technology with the same or similar affordances and (2) alternative micro-activities with similar educational functionality. These may lead to learning-equivalent scenario variations feasible with the existing school infrastructure. The Instructional Design Patterns act as guides for the acceptability of the variations.

Only for the Rich? Accessible school infrastructure for the maker movement. Download

T. Hadzilacos, N. Yiannoutsou, W. Müller, S. Rebholz, N. Otero
To be published: In Proc. Interaction Design and Children Conference (IDC) , Trondheim, Norway, 2018.

For the maker movement to find its way in the large- scale education, school infrastructure (un)availability is a critical factor. In this paper we present the eSIT4SIP approach; using ontology and knowledge engineering tools and concepts of “elementary activity”, “ICT educational functionality” and “instructional design patterns”, eSIT4SIP provides teachers with tools to adapt and adopt ICT-enhanced activities to their school’s existing infrastructure. We investigate the specific challenges of “craft-and-make” educational scenaria and we explore lines of further work to support teachers not only to adapt these activities to the available equipment but also to preserve the spirit and the pedagogical principles of the maker movement.