+++ 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 scenarios and a few patterns and experience reports by selecting them by their ICT functions or by more classical aspects. The links are 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

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

2015 by Wolfgang Müller and Paul Libbrecht
ISSEP 2015, Ljubljana

In this poster, we describe a vision of supporting the teach- ers 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 sustainable instructional patterns

2016 by Anna Mavroudi, Miltos Miltiadous, Paul Libbrecht, Wolfgang Müller, Thanasis Hadzilacos, Nuno Otero, Karl Barth, Koula Georgiou
Proceedings of ICALT 2016

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.


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