VIII International Seminar: Demo Proposals Worth-Reading


The VIII International Seminar “Teacher Training: Reconsidering Teacher’s Roles” took place more than a week ago. Now, while we keep posting the presentations of our keynote speakers and demo presenters, we have also decided to publish some of the demo proposals received during the Call for Demos. Of course,  the authors have given us the permission to share their demo proposals in this blog. Although this demo proposals were not selected to be included in the definitive program of the Seminar, we are sure you will find them quite interesting.

1) Case Studies & Country-based Demo proposals:

Teacher Training in Qurban & Surraya Educational Trust. Case study from Pakistan

(See Demo Proposal. PDF, 174 KB)

Author: Mrs Abida Mahmood (PGCE- London) (TEFL-London) (MA Eng- PU)
Qurban & Surraya Educational Trust (Administrator )
Pakistan Education Watch (General Secretary )
Teacher Trainer from UK
Member: IATEFL (UK), NATE (UK), SPELT (Pakistan), Focus (Pakistan)

Professional Development of Primary School Teachers in Iran  (Challenges and Perspectives)

(See Demo Proposal. PDF, 184 KB)

Author: Fouzieh Sabzian
PhD Student in Education
University of Sains Malaysia
Pinang, Malaysia

Providing e-learning Capacity Training Courses to Teachers Working in Early Child Care Centres (A Case Study)

(See Demo Proposal. PDF, 184 KB)

Author: Doris Anusi and Jecinta Anagbogu
Senior Programme Officers (Lagos Office)
Society for Promotion of Education and Development (SPED)


2) Platform-based Demo proposal:

OpenSE Project – Towards an Open Educational Framework for Software Engineering

(See Demo Proposal. PDF, 172 KB)

Author: José Carvalho
Sociedade Portuguesa de Inovação (SPI)
Project website:


3) European Project:

ITEMS Project: Improving Teacher Education in Mathematics and Science

(See Demo Proposal. PDF, 48 KB)

Author: Bernat Martínez
ITEMS Coordinator
ITEMS Project website:
ITEMS Project blog:

The 1st Working After-Seminar Day

VIII Seminar Group

Cordial greetings!

During two days we had been discussing variety of issues in teacher training: reconsidering teachers’ roles in our VIII International Seminar in Barcelona last week. Presentations of our keynote speakers and demo presenters were followed by rich debates.

Today is the first working “after” day, and we are tiding up all the information created during the seminar. What we share today is just a tip of the iceberg, still it may be of interest of the participants, those who were lucky enough to be with us face-to-face but also those following it through live streaming and twitter.

Firstly, a few words about some stats of the seminar. We had 86 attendees from 20 different countries. During the seminar, almost 1500 tweets were generated; we will analyze them in more detail. Tweets were promoted and curated by César Córcoles, who took care of the @UOCunescochair Twitter account during the seminar. Ismael Peña was in charge of live blogging, doing an excellent work summarizing each of the talks in real time:

ICTlogy By Ismael-Peña López ( )







Last, but not least, the seminar also generated some beautiful noise around it. Currently now we can highlight the following, but we expect this list to grow with all your post-seminar activity:

Learning with e’s By Steve Wheeler ( )


Grow or Pay By Hanna Teräs ( )


School Networking By Sigi Jakob ( )


In the following days we will be posting additional resources related to the seminar, such as speakers’ presentations, video recordings, your comments, etc. Therefore, don’t forget to subscribe to our blog in order to keep up to date. And, of course, if you have any idea, comment or request, do not hesitate to contact us through commenting this very same entry or our email catedraunesco[at]

Thank you for having been with us and keeping in touch!

LIVE Streaming & Twitter – VIII International Seminar "Teacher Training: Reconsidering Teachers' Roles"

The Live Streaming of the sessions will start at 09:30 (Spain). Take a look at the Program of the Seminar and choose the ones you want to watch!

If the streaming screen below is not working, please try this link >>

Watch live video from UOC TV on

You can also join the conversation in Twitter by using the hashtag #eLChair11 (@UOCunescochair).

This year we have prepared some special prizes for the most active/provoking/inspiring… Twitters. We want to hear you!


Readings for the Seminar: La Nueva Educación

La Nueva EducaciónAuthor: Ferran Ruiz Tarragó

Language: Spanish

Reflections on the schooling model of the industrial age which is worn out and needs to transform the education system to meet the challenges of the knowledge society”

Ferran Ruiz discusses the current status of an educational system that seems unable to adapt to the demands of soaring knowledge society in which we live. Furthermore, it appears that education remains stagnant in the past methods and formulas which are ineffective in preparing citizens for a rapidly approaching future.

Throughout the work, the author criticizes precisely the prevailing asymmetric learning in education today (for which the student is a passive recipient of content that an active and committed) and proposes a transformation of the educational system in the the information technology and communication have a vital role in personalized learning, development and comprehensive training cratividad.

The result of his analysis is a call for action plan based on realistic assumptions and cementing a new educational leadership able to meet the challenges plated business and social realities of our environment.

Find this book at Casa del Libro or LIDeditorial

More on the autor: Notas de opinión (author’s weblog)

Readings for the Seminar: A New Culture of Learning

New Culture of LearningA New Culture of Learning:
Cultivating the Imagination for a World of Constant Change

Authors: Douglas Thomas & John Seely Brown

The 21st century is a world in constant change. In A New Culture of Learning, Douglas Thomas and John Seely Brown pursue an understanding of how the forces of change, and emerging waves of interest associated with these forces, inspire and invite us to imagine a future of learning that is as powerful as it is optimistic. Our understanding of what constitutes “a new culture of learning” is based on several basic assumptions about the world and how learning occurs.

The world is changing faster than ever and our skill sets have a shorter and shorter life

Strategies which resist or even adapt to a constantly changing world are insufficient to keep up. We need ways to embrace change and even enjoy making sense out of a constantly changing work.. Denying change has become a losing strategy.

We need to fundamentally rethink learning and strive for ways to amplify learning and make it scalable.

Understanding play is critical to understanding learning

Play is universally recognized as a critical tool for children. It is how they come to understand, experience, and know the world. As we get older, play is seen as unimportant, trivial, or as a means of relaxation and learning switches to something you do in school where now you are taught. What we fail to fully grasp is that play is the way that children manage new, unexpected and changing conditions, exactly the situation we now all face in the fast-paced world of the 21st century. Play is more than a tool to manage change; it allows us to make new things familiar, to perfect new skills, to experiment with moves and crucially to embrace change —a key disposition for succeeding in the 21st century

The world is getting more connected that ever before – can that be a resource?

Access to information and to other people is both unparalleled in modern history. Our “connectedness” is not only to resources, but to people who are helping to manage, organize, disseminate and make sense of those resources as well. This interconnectedness is creating a new sense of peer mentoring enabled by access to multiple levels and degrees of expertise.

In this connected world, mentorship takes on new importance and meaning

Where traditionally mentoring was a means of enculturating members into a community, mentoring in the collective relies more on the sense of learning and developing temporary, peer-to-peer relationships that are fluid and impermanent. Expertise is shared openly and willingly, without regard to an institutional mission. Instead, expertise is shared conditionally and situationally, as a way to enable the agency of other members of the collective.

Challenges we face are multi-faceted requiring systems thinking & socio-technical sensibilities

As part of what Hagel & Brown call “The Big Shift” change is happening on an exponential scale. This requires our learning environments to match the speed and degree of change happening in the world around us. Our current educational models neither scale sufficiently nor provide a robust enough set of solutions to meet the needs of the current complexities that we face.

Skills are important but so are mind sets and dispositions

It is no longer sufficient to teach skills or even meta-skills (e.g. learning how to learn). These approaches only tell us what needs to be taught, whereas dispositions shift the ground back to learning, grounding education in passion, imagination, and arc of life learning.

Innovation is more important than ever – but turns on our ability to cultivate imagination

Contrary to popular myth, imagination and innovation are actually spurred by constraints. Too much freedom can be paralyzing, too many constraints can be stifling and we currently have a situation where our classrooms are suffocating and the outside resources (e.g. the Net) are unstructured and unguided (apart from the collectives that form to manage that issue). What a new culture of learning points to is the fusion of freedom and constraint, helping us understand how collectives can provide a sense of institutional structure while enabling personal and individual agency.

A new culture of learning needs to leverage social & technical infrastructures in new ways

We believe a new culture of learning does this in four ways:

1) By thinking about the problem as a crisis in learning rather than teaching
2) By looking at the incredible power of new cultures of learning that are happening already and understanding what makes them successful
3) By tapping new resources: peer to peer learning, amplified by the power of the collective, which favors things like questing dispositions over transfer models of education and embraces play as a modality of exploration, experimentation, and engagement.
4) By understanding how to optimize the resources (and freedom) of large networks, while at the same time affording personal and individual agency constrained within a problem space created by a bounded learning environment.

Play is the basis for cultivating imagination and innovation

The essence of play is twofold: 1) the freedom to act in new ways which are different from “everyday life” and 2) a set of rules that constrain that freedom. Think of any game a kid creates of make-believe. It is both fantasy and it has to have rules (which may be arbitrary and even ridiculous), but what it results in is a world of imagination and something entirely new and innovative.

It is easy to understand that play is a perspective or modality for learning. But we have been framing innovation too narrowly. Innovation is not an outcome. It too is a perspective and that perspective is governed by play which in some cases might be thought of as tinkering.

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