Deliverable D5.1 Subject Matter Committee and Training Programme Plan

Ref.
Ares(2018)5773542 - 12/11/2018
30-03-2017
Deliverable D5.1
Subject Matter Committee and Training
Programme Plan
Deliverable D5.1 (Revised)
Contractual Date: 30-06-2018

Actual Date: 16-10-2018
Grant Agreement No.: 732049 – Up2U
Work Package: WP5
Task Item: T5.1
Nature of Deliverable: DEC
Dissemination Level: PU (Public)
Lead Partner: NTUA
Authors: Mary Grammatikou (NTUA), Ingrid Barth (TAU), Jack Barokas (TAU), Theodoros Karounos (NTUA)
© GEANT Association on behalf of the Up2U project.

The innovation action leading to these results has received funding from the European Union’s Horizon 2020 research and
innovation programme under Grant Agreement No. 732049 – Up2U.
Document Revision History
Version Date Description of change Person

1 03-04-18 First draft issued M. Grammatikou, I. Barth
2 05-05-18 Second draft M. Grammatikou, I. Barth, J.

Barokas, T. Karounos
3 28-06-18 Internal comments WP5 M. Grammatikou
4 29-06-18 Review by the coordinator Francesca Pagazzano
5 19-07-18 Comments of the coordinator M. Grammatikou, I. Barth
6 20-07-18 Final M. Grammatikou
7 12-10-18 Revised document by adding the M. Grammatikou

Annex
8 15-10-18 Comments on Annex I. Barth, SMC
9 16-10-18 Final Annex M. Grammatikou
10 29-10-18 Final Internal Review GEANT
11 01-11-18 Final Version for submission M. Grammatikou

Table of Contents
1 Subject Matter Committee (SMC) 3
2 Definition of Terms 4
3 The Up2U CPD Plan 5

3.1 Up2U CPD Goals 5
3.2 Target Audience 6
4 Up2U CPD for the lifetime of the Project 7

4.1 CPD Roadmap – Structure 7
4.2 Up2U CPD Model 7
4.3 Flexibility of Up2U CPD Model 9
5 Description of CPD Modules 10

5.1 Description of Module 1 10
5.1.1 Overview 10
5.1.2 Module 1 – Suggested Session Plan 13
5.2.1 Overview 14
5.2.2 Module 2 - Suggested Session Plan 14
6 Up2U CPD Schedule 16
References 17
Glossary 18
Annex A - Greek Pilot Proposed Schedule 19
Annex B – National SMC Members and Meetings 21
Annex C – SMC Meetings and Minutes 31
Deliverable D5.1
Subject Matter Committee and Training Plans i
Training Programme Plan
Table of Tables
Table 1: Definition of terms 4
Table 2: Instructional components - Module 1 8
Table 3: Instructional components - Module 2 8
Table 4: Up2U CPD Schedule 16
Deliverable D5.1
Subject Matter Committee and Training Plans ii
1 Subject Matter Committee (SMC)
The Subject Matter Committee (SMC) acts as an oversight committee and has played a major role in
helping WP5 to design and develop Up2U’s continuous professional development (CPD) programme.
The composition of the SMC is:
• Internal Permanent Members (from within the project):

○ Dr. Ingrid Barth (TAU)
○ Prof. Stefano Lariccia (UROMA)
○ Prof. Antonio Castro (ISEP)
○ Theodoros Karounos (NTUA)
○ Katerina Papakonstantinou (GRNET)
• External representatives of all stakeholders.
External representatives include:
• Two well-known experts on integrating new teaching methods with technology:

Dr. Despo Ktoridou and Dr. Antonella Poce.
• National sub-committees comprising a few representatives in each country, who will advise
the project regarding their school systems and specific pedagogical/teaching aspects.
Dr Mary Grammatikou (NTUA) as the leader of Task 5.1, is responsible for the coordination of
SMC.
The SMC has encouraged partners to also include in the national sub-committees some local experts
who are key stakeholders in their national education systems, for example Ministry of Education
representatives who can make recommendations to policy-makers.
Deliverable D5.1
Subject Matter Committee and Training Plans 3
2 Definition of Terms
• PD Modules: Professional development (PD) modules consist of various sessions.
• CPD: The first, second and third PD Modules make up Up2U’s Continuous Professional
Development programme.
• Pilot: The wider activities of the Up2U project. These include CPD, ongoing discussions with
stakeholders and attempts to scale up to a target number of schools, wide-scale dissemination
of the project and recommendations to national level policy-makers.
Each pilot consists of different phases.
Term Definition
CPD Continuous Professional Development programme.

Module Up2U’s CPD consists of three consecutive modules.
Session Each module is divided into sessions.
Pilot The wider activities of the project, including the CPD, discussions with stakeholders and
attempts to scale up to the target number of schools, wide-scale dissemination of the
project and recommendations to national level policy-makers.
Phase Distinct divisions between types of work.
Pilot country Specific country in which the wider activities of the project take place.
Pilot school Specific school involved in the wider activities of the project.
Table 1: Definition of terms
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3 The Up2U CPD Plan
At the end of the first three months of the project, an initial CPD plan was designed to secondary
school teachers to help them become familiar with the Up2U platform and develop the skills and
digital competences they need in order to better prepare their students for university. Since this initial
submission, the document has been revised and made more comprehensive to include: (1) the results
of the Up2U needs analysis surveys; (2) feedback resulting from ongoing contact with teachers in pilot
schools, and (3) the guidelines from the European Framework for the Digital Competence of Educators
(DigCompEdu) [1] [2] adapted to Up2U’s specific focus on bridging the secondary school – higher
education gap.
The first step of Up2U’s CPD plan was to conduct needs analysis surveys among the participating
schools in eight countries, as described in D5.2. The surveys collected data regarding teachers’ current
levels of digital competences, and identified transversal skills and competences that university
lecturers, high school principals and teachers viewed as crucial for bridging the high school – higher
education gap. Based on the survey results, WP5 was able to define the goals of Up2U’s CPD, as well
as questionnaires to evaluate the success of its professional development programme (PDP).
3.1 Up2U CPD Goals

The four main goals of Up2U’s CPD programme are:
1. Empowering high school teachers to make informed decisions about how to integrate student-
centered teaching methods and technological tools in order to help their students acquire core
competences they need to succeed at university. This core target of knowledge, skills and
attitudes is referred to as ‘Up2U Skills’ (See D5.2 for a full description of core set of target
competences that comprise Up2U Skills).
2. Demonstrating effective ways of expanding learning beyond the classroom by integrating
formal and informal learning, for example, by utilising video-based instruction and curating
OERs to support flipped classroom models (DigCompEdu Area 2).
3. Encouraging teachers to become involved and contribute to the development of Up2U’s new
generation digital learning environment (NGDLE). For a full description of Up2U’s NGDLE, see
D5.2.
4. Enabling teachers to create communities of practice where ideas for the project and best
practices can be shared across curriculum areas, schools and countries (DigCompEdu Area 1 -
1.2)
Deliverable D5.1
These goals form the focus of all three CPD Modules described below.
Based on the gap analysis, the next steps focused on how best to achieve the above goals and included:
• Defining the structure of the CPD programme.

• Defining the duration of each module.
• Building the first two CPD modules and selecting appropriate technologies and media
platforms for delivering them [3].
• Creating teacher support materials, informed by specific cross-cutting competences in the
European DigCompEdu Framework that define teachers’ competences that Up2U’s
Professional Development (PD) will target [1].
3.2 Target Audience

Based on the results of the needs analysis surveys, three categories of teachers are expected to
participate in Up2U’s CPD, differentiated according to their attitudes towards integrating new
technologies and teaching models in their classrooms:
a) Reluctant to move out of their comfort zones, try new teaching methods and trust new
technologies (DigCompEdu A Levels).
b) Moderately motivated to use and/or experiment with the above (DigCompEdu B levels).
c) Very motivated to use and/or experiment with the above (DigCompEdu C Levels).
Deliverable D5.1
4 Up2U CPD for the lifetime of the Project
4.1 CPD Roadmap – Structure

To achieve the CPD goals outlined above, the programme will be divided into three consecutive
modules.
Each module will in turn be divided into sessions. Face-to-face sessions will be recorded to facilitate
the Cascade ‘train-the-trainer’ model described below (Module 3).
Module 1 – Introduction and Orientation to main components of Up2U NGDLE: technological tools
and teaching methods that effectively support Up2U Skills.
Module 2 – Hands-on implementation and practice: Teachers who choose to continue to the second
module will apply what they learned in Module 1 in their own classrooms, with their own students. In
the second Module, the teachers’ assignment will be to video-record themselves while they teach
some aspect of Up2U Skills with tools covered in the first module. To encourage completion of the
assignments, these can be done either individually or in pairs. After the end of the project teachers’
assignments, will be assessed based on DIGICOMP [2], which introduces a peer review system of
assessment to minimise costs and increase sustainability beyond the lifetime of a project.
Module 3 – Teachers who submit their Module 2 assignment for assessment will be able to proceed
to the third and final module. This module follows a Cascade or ‘train-the-trainer’ model to facilitate
scaling up to the project’s goal of reaching 1,500 high schools across participating countries and
beyond. Teachers who complete Module 3 will be encouraged to engage colleagues and additional
new schools to participate in Up2U.
Teachers will be awarded a certificate of participation for each module they complete.
4.2 Up2U CPD Model

Up2U’s central goal is to bridge the high school – university gap by helping high school teachers equip
their students with transversal skills and competences they need to succeed at University. The project
is uniquely placed on the transition path from the secondary to the tertiary level of education and
focuses on developing teachers’ skills and digital competences specifically for this purpose. However,
Up2U is also in a position to work in synergy with other EU projects that focus on a more
Deliverable D5.1
comprehensive range of teachers’ digital competences, such as for example DigCompEdu [1] and
SELFIE [4].
The theoretical basis for the CPD Road-Map will be Gagne’s Instructional Design principles, which also
served as the theoretical basis for DIGICOMP’s CDP (adapted from DIGICOMP (p.4) [2]
The following two tables summarise how the nine ‘events of instruction’ or instructional components
which Gagne, Briggs and Wager (1993) [5] identify as essential conditions for facilitating effective
learning can be incorporated into module sessions.
Instructional Example
components
gain attention Draw teachers’ attention by presenting a problem, conflict or dilemma that
teachers often experience; Explain how content of session will be relevant for
teachers.
inform Set learning objectives that define what teachers will be able to do at the end
of the session.
retrieve Stimulate recall of what teachers already know about the topics of the session
to create cues and connections.
present In f2f sessions, use multiple modalities (ppts, video-clips with annotations,
images) to present information.
provide Provide video-recordings of other teachers using Up2U teaching models and
technology tools to support development of their students’ Up2U skills, with
clear, concrete guidelines and rubrics.
respond ‘Now you try this’ – learning by doing, eliciting performance of newly acquired
knowledge and providing diagnostic feedback to improve future performance.
Table 2: Instructional components - Module 1
In Module 2, more emphasis will be placed on the following 3 events of instruction:
Instructional Example
components
reinforce Let teachers watch video clips of other teachers working with
students to develop target skills and competences.
assess Use qualitative analysis methods to assess progress.
enhance Enhance retention and transfer - help teachers to structure

additional practice opportunities in their own classrooms.
Table 3: Instructional components - Module 2
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4.3 Flexibility of Up2U CPD Model
Although CPD will share the main Up2U goals outlined above across all pilot countries, each country
can determine which of the components described in the next section are most relevant to their local
teachers and contexts. Partners will decide which combination of delivery modes (f2f, synchronous,
asynchronous) best suits their participating teachers, as well as which of Gagne’s [5] instructional
components (summarised in the above tables) they wish to emphasise. For example, facilitators
responsible for CPD in Italian schools placed greater emphasis on elements of the Trialogical Learning
Approach [6], [7].
Deliverable D5.1
5 Description of CPD Modules
5.1 Description of Module 1
5.1.1 Overview
The elements of Module 1 are:
• Five main components.

• Four central Up2U concepts.
• Three key questions.
The five main components of Module 1:

1. Introduction to Up2U’s unique role in the transitional area from secondary to tertiary
education.
2. Rationale behind the project – ‘engaging hearts and minds’: why should our school be part of
this project; what makes Up2U different from what good teachers are already doing; why is
bridging the high school – university gap important.
3. Introduction to ‘Up2U skills’ – which specific transversal skills and competences will smooth
students’ transition from high school to university, and how these skills were identified.
4. Overview of different student-centered pedagogical approaches that support development of
Up2U Skills.
5. Orientation – using technology-based tools as a vehicle for developing Up2U Skills.
Four central Up2U concepts:

In Module 1 four central concepts to Up2U are analysed that support the project’s goals:
1. Up2U core of target skills and competences

As described previously, Up2U’s needs analysis surveys identified which transversal skills and
competences university lecturers, high school principals and teachers in eight countries ranked as
crucial for smoothing students’ transition from high school to university. These ‘Up2U Skills’ include:
• Critical thinking and Problem-Solving.

• Communication and Collaboration.
• Information, Media and Technology Literacy, as defined in DigCompEdu [1], Area 6 –
facilitating learners’ digital competence: ‘to organise, process, analyse and interpret
Deliverable D5.1
information, and to compare and critically evaluate the credibility and reliability of information
and its sources’ (p.23).
• Self-directed or self-regulated learning, as defined in DigCompEdu [1] 3.4 – Self-regulated
learning: ‘to enable learners to plan, monitor and reflect on their own learning, provide
evidence of progress, share insights and come up with creative solutions’ (p.21).
Reciprocal and interconnected nature of Up2U Skills – Our core set of target skills and competences
are interconnected and should be visualised as in a circle, connected by bidirectional arrows – not
as a rigidly separated linear sequence.
2. Flexibility of NGDLE and ‘Open Garden’
The central concept of a highly flexible Next Generation Digital Learning Environment (NGDLE) or
‘Open Garden’ empowers teachers to customise the Up2U digital learning environment. Each teacher
can decide which technological tools they want to utilise to meet the needs of their pedagogical
context.
3. Flexibility of student-centered teaching models and pedagogical approaches – no 'one right

way'
Module 1 introduces teachers to a range of student-centered teaching models and pedagogical

approaches, such as Project-Based Learning (PBL), experiential learning, inquiry-based learning and
others that can facilitate development of Up2U target skills. A brief overview will show the relative
advantages and possible drawbacks of each approach and provide links to background information,
guidelines for implementing each approach, and video clips to show what these approaches can look
like in the classroom. The key concept here is that there is no 'one right way' – a number of student-
centered teaching models support development of students’ Up2U skills that can smooth their
transition from high school to higher education.
4. Flexibility of tools
The power of technology to challenge and engage today’s high school students make technological
tools a powerful vehicle for promoting development of Up2U’s core target skills. However, survey
results reflect a wide diversity of teachers at different points along the technological take-up
continuum, starting from DigCompEdu’s A1 ‘Newcomer’ level and up. In order to accommodate
teachers’ widely differing needs, ‘pragmatic flexibility’ is required, which enables teachers and their
students to use Up2U’s tools either individually or as combinations. Teachers will be introduced to the
eight tools in the Up2U toolkit in addition to several external tools, so that they can tailor the Up2U
NGDLE by selecting those that suit their subject area-related learning objectives and specific students’
needs.
Three key questions to be addressed in Module 1:
1. What are some research-based strategies for developing students’ skills?

In order to support development of the skills their students will need in order to succeed at university,
teachers require demonstrations of best practices and clear and coherent guidelines regarding skills
development. Up2U will provide guidelines based on leading researchers who, since the 1980’s,
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(Baron & Sternberg, 1987 [8]; Perkins, 1992 [9]; Swartz, 1998 [10]) have consistently recommended
similar teaching strategies for effective skills acquisition.
These strategies include:
• Taking apart complex skills and breaking them down into their sub-components, introducing
each sub-component separately, explaining what each sub-component means, why it is
important, and demonstrating what this can look like. For example, since Guilford (1968) [11]
connected divergent thinking to creative potential, the sub-components of ideational fluency,
flexibility, elaboration and originality have served as useful concepts for understanding,
supporting and measuring creativity.
• Introducing complex skills first in de-contextualised contexts, to reduce cognitive load and
increase transferability.
• Mastering skills first in everyday contexts, before applying skills to curriculum content areas.
• Explicitly teaching for transfer from everyday concepts to content areas.
• Teacher as coach, explicitly models which questions students should ask themselves in order
to engage in the Up2U core skills. (For examples of modelling, see [12]).
• Providing adequate scaffolding for activities that interweave several skills at the same time.
One of Up2U’s central pedagogical premises is that scaffolding will provide the students with
the necessary support to undertake complex problems that, otherwise, would be beyond their
current ‘zone of proximal development’ (Vygotsky, 1978 [13]; Duffy & Cunningham, 1996 [14]).
• Creating video-clips of teacher think-alouds to demonstrate what critical and creative thinking
‘look like’ and which types of questions students can ask themselves as scaffolding in order to
engage in critical and creative thinking.
2. ‘It’s about time’: How to find additional time to better prepare students for university?
Many teachers view classroom time as a zero-sum equation: Time spent on one activity usually means
less classroom time for other activities. To free up time for developing the core Up2U skills, in Module
1 facilitators will emphasise how technological tools such as video-based instruction can be used to
integrate formal and informal instruction to free up more time for developing Up2U Skills. Clearly, this
flipped classroom model is not new; However, Up2U’s innovative contribution lies in (i) lecture capture
and post-processing tools that enable teachers to record their lesson to support a ‘flipped classroom’
model, and (ii) clear, concrete guidelines that help teachers obtain maximum benefit from integrating
video-based instruction into their curriculum.
3. Where can the instructional materials and resources to support development of Up2U skills
be found?
Teachers need to be assured that the changes Up2U is advocating will not dramatically increase their
workload. One of main objectives of Module 1 is to demonstrate that there is no need to ‘re-invent
the wheel’: Digital content and resources to support development of Up2U skills can be obtained from
(i) curating existing Open Educational Resources (OERs) 0 and (ii) Up2U communities of practice –
knowledge-sharing communities of teachers who teach the same subject area and/or grade level.
Deliverable D5.1
5.1.2 Module 1 – Suggested Session Plan
Introductory Session
Subject presentation and the main aim of the Professional Development (PD) activity:
This section will clearly present the main goals of the training plan, activities, theoretical bases and
pedagogical objectives in order to enlist teachers’ commitment and get them ‘on board’ with regard
to the goals of the Up2U project.
Online & Face-to-Face Sessions
The Sessions can be held either online or face-to-face, as best suits the needs of the trainees. The
sessions can be organised as follows:
1. Introduction and overview of Up2U project and PD. This session would consist of an
introductory section to the philosophy of the Up2U Project and the goals and objectives of PD.
2. Approaches to learning methods and PD – principles, methods, ideas: This section will
demonstrate the core learning methods used in PD so that participants can experience these
learning methods first hand. Teachers will participate in peer-to-peer learning scenarios and
select their own learning paths through the instructional materials to gain an understanding
of how Up2U’s core purpose and objectives translate into practice.
3. Use Cases: This would comprise an introductory section to the Application toolbox of the
project. Teachers will be encouraged to contribute their suggestions in order to gather
feedback for the next improved version.
4. Practical Applications: Needs-based detailed demonstrations of Up2U’s toolkit will be
provided to show teachers how these tools ‘map’ onto key digital competences.
Demonstrations will show how these tools support the use of new teaching methods and
students’ acquisition of Up2U skills.
5. Closing Session: This would provide an opportunity to remind participants of key aspects of PD
and assess to what extent they have benefitted from Module 1.
Closing Session - Follow Up, Evaluation & References
• Suggestions for further personal and ‘user-centred’ studies, focusing on sections of interest in
books, supporting documents and material, etc.
• Suggestions for websites that can be useful for Module 2.
• Participants complete a second self-evaluation questionnaire, to be compared to an entry-
level self-evaluation questionnaire completed at the beginning of Module 1.
• Participants give their input and feedback for improving future cycles of professional
development and suggest modifications and improvements to the Up2U Toolbox and the
process for developing students’ skills.
Deliverable D5.1
5.2.1 Overview
In Module 2, teachers will implement what they learnt in Module 1 in their own classrooms, with their
own students.
Four types of ongoing support will be available for teachers in Module 2:
a) Ongoing contact with university experts who worked with teachers in Module 1, in contrast to
‘one-off workshops.
b) Peer support from forum-based communities of practice – teachers who teach the same subject
area at different schools, or who teach different subject areas at the same school will form
knowledge-building communities to discuss ideas and solutions to shared issues related to
implementing what they learned in Module 1. Issues that frequently come up in these forums
will be added to Frequently Asked Questions and will be used to improve future PD.
c) Collections of curated resources – materials selected/and or developed by Up2U partners and
teachers in partner countries.
d) Rubrics – for each set of Up2U skills, teachers will be given a list of parameters (types of
questions, typical examples of lexical phrases that demonstrate evidence of critical and creative
thinking) that indicate development of Up2U target skills. The examples found in [12] and in
Ennis’s (1987) ‘Taxonomy of Critical Thinking Dispositions and Abilities’ [15] will form the basis
of the Up2U Critical Thinking Skills parameters.
How will we know we’re making progress? Qualitative data from lesson transcripts
Teachers’ assignment:
Option #1: Teachers will video-record a ‘selfie’ of themselves in their own classrooms while they teach
a lesson that supports the development of students’ Up2U target skills. Analyses of video-recordings
can provide qualitative data that shows to what extent teachers explicitly model the types of key
questions that allow students to engage in creative and critical thinking, as well as effective
communication and collaboration.
Option #2: Teachers will submit an audio-recording of their students engaging in collaborative learning
related to their PBL assignment. The analysis of the students’ group discussion transcript will identify
to what extent students engage in what Mercer (2000) [16] terms ‘exploratory vs disputational’
dialogues, ask key questions and use lexical phrases that ‘signal’ engagement in effective collaboration,
and critical and creative thinking.
5.2.2 Module 2 - Suggested Session Plan

Online sessions:
• Focus on specific tools and their integration in the school curriculum and informal tutoring.
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• Similar methodology based on both synchronous and asynchronous sessions.
• Incorporation of the platform and its tools into teaching practices.
• Description of further, more advanced use cases.

‘Train the trainer’ – teachers who excel in the first two Modules can continue to Module 3, which will
equip them to train additional teachers. The Cascade Model’s multiplier effect can help scale up to
reach the target of 1,500 schools by the end of the project: the projection is that if each teacher-
trainer trains 20 new teacher-trainers, these 20 new trainers can in turn provide effective, needs-
based professional development to another 20 teachers, resulting in 400 teachers trained in a
relatively short time.
Suggestions for Module 3 (Sessions and Local Events)
• Conducted as local events.

• Teachers will be eligible to participate only after completing the previous two Modules.
• Experts will facilitate the PD sessions, introducing how to conduct PD aimed at integrating
student-centred teaching models and Up2U technological tools to support students’
acquisition of Up2U Skills.
• Use Cases to demonstrate methods and best practices related to students’ skills development
and engaging students.
• Teachers will share success stories, and analyse ‘what works and why’.
Deliverable D5.1
6 Up2U CPD Schedule
The following table presents a draft schedule of Up2U’s CPD April for 2017 – April 2018.
Dates may overlap due to different PD cycles running in parallel in different participating countries
and may be adjusted to each pilot school calendar.
April – May 2017 • First contact with schools

• Surveys in eight countries identify teachers’ needs
May – September 2017 • All pilot candidate schools have confirmed their
participation.
• Teacher contact details have been collected.
• Teachers’ skills survey results are collected and analyzed.
December 2017 • Application toolbox v1.0 is up and running
January – March 2018 • Up2U prepares Module 1 of CPD.

• Creating instructional materials.
March - June 2018 • Module 1 (synchronous and asynchronous sessions) begin
in Greece, Italy, Poland and CERN.
• Feedback questionnaires are completed at the beginning
and end of Module 1 to examine impact of PD.
September 2018 • Module 2 - Teachers who completed Module 1 in Greece,
Italy and Poland will implement what they learned in
Module 1 in their own classrooms, with their own
students.
• Module 1 of new CPD cycle (second cycle) will start in
additional pilot countries.
Feb – Apr 2019 • Application toolbox v2.0 is up and running
• Module 3 of CPD first cycle (local events)
Table 4: Up2U CPD Schedule
Deliverable D5.1
References
[1] [Online]. European Framework for the Digital Competence of Educators. Available:
https://ec.europa.eu/jrc/en/digcompedu
[2] [Online]. Available: http://www.aereform.si/DIGICOMP/Methodology.pdf
[3] [Online]. Available: http://moodle.digital-competences-for-teachers.eu/
[4] [Online]. https://ec.europa.eu/jrc/en/digcomporg/selfie-tool
[5] Gagne, R.M., Briggs, L.J. & Wager, W.W. (1992). Principles of instructional design.
Fort Worth: Harcourt Brace Jovanovich College Publishers.
[6] Paavola, S., Lakkala, M., Muukkonen, H., Kosone, K. & Karlgren K. (2011). The roles
and uses of design principles for developing the trialogical approach on learning,
Research in Learning Technology, 19, 3: 233-246.
[7] Paavola, S., & Hakkarainen, K. (2014). Trialogical approach for knowledge creation, in
Tan S., So H., Yeo J., eds., Knowledge Creation in Education, Springer, Singapore (pp.
53-73).
[8] Baron, J.B & Sternberg, R. (1987). Teaching thinking skills: Theory and practice. New
York: W.H. Freeman & Co.
[9] Perkins, D. (1992). Smart schools: Better thinking and learning for every child. New
York: The Free Press.
[10] Swartz, R.J. (1998). Infusing the teaching of critical and creative thinking into
secondary science: A lesson design handbook. Pacific Grove, CA: Critical Thinking
Books and Software.
[11] Guilford, J.P. (1968). Creativity, intelligence and their educational implications. San
Diego, CA: Knapp
[12] [Online]. Available: http://www.criticalthinking.org/ctmodel/logic-model1.htm
[13] Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
[14] Duffy, T. M., & Cunningham, D. J. (1996). Constructivism: Implications for the Design
and Delivery of Instruction. In D. H. Jonassen (Ed.), Handbook of Research for
Educational Communications and Technology. NY: Macmillan Library Reference USA.
[15] [Online]. Available:
http://faculty.education.illinois.edu/rhennis/documents/TheNatureofCriticalThinking
_51711_000.pdf
[16] Mercer, N. (2000). Words and minds: How we use language to think together.
London: Routledge.
[17] [Online]. Available: https://oer.geant.org/
Deliverable D5.1
Glossary
CPD Continuous professional development
NGDLE New generation digital learning environment
OER Open educational resources
PBL Project-Based Learning
PD Professional development
PDP Professional development programme
SMC Subject matter committee
Deliverable D5.1
Annex A - Greek Pilot Proposed Schedule
What When and where Topic Proposed Methodology
Learning approach
Discussions of Up2U
and project 2- hour F2F meeting Up2U ecosystem Introduction
Approach
Techno-Pedagogical Events objectives
(April 2017, December 2017
and January 2018) 6 hours of F2F meetings hosted by Up2U Eco System: features, Learning Scenarios for the
Up2U Eco System
NTUA how to, simulation Up2U ecosystem
1. Multimedia presentation
about the survey results.
Up2U 2. Collaborative Learning:
F2F activities on Up2U Moodle in
Professional Development Authentication Up2U ecosystem learning and structured group practice,
between the courses’ online material
Module Week 1 (March) and Platform practice activities role taking.
with examples and support available
Introduction Group-Work Hands-on
Experience on Up2U
Platform
Deliverable D5.1
Subject Matter Committee and Training Plans Training Programme Plan 19
Best practices from teachers’
Best learning
experience. Group-work -Hands-on
practices and F2F training on Up2U platform online
Week 2 (March) Techniques and tools to Experience on Up2U
techniques to material and support
enhance competence-based Platform
enhance Up2U skills
learning
Hands on experience on tools Group-work Hands-on

F2F training on Up2U platform online
Week 3 (April) Best practices to enhance competence- Experience on Up2U
material and support
based learning Platform
Group-work Hands-on
Teachers’ Learning
Week 4 (May) F2F activities on the Up2U platform Laboratory of Learning Design Experience on Up2U
scenarios
Platform
Finalising the Learning
Collective discussion Peer
Week 5 (May) Final meeting F2F meeting hosted by NTUA Scenario.
feedback Expert evaluation
Training Beta-Pilot ending
From Μay to Αugust, free

Learning scenario Peer-to-peer discussions
participation in the online Learning scenario evaluation
review Researcher support
environments
Follow up
From teacher
Researcher support and
training to school From September, in the pilot schools Learning scenario deployment
data collecting
activities
Deliverable D5.1
Subject Matter Committee and Training Plans Training Programme Plan 20
Annex B – National SMC Members and Meetings
The national Subject Matter Committee (SMC) for each pilot country plays a crucial role in
disseminating the project’s solutions for bridging the gap between high school and university, and
organising pilot activities that meet specific needs of stakeholders in the members’ specific countries.
Members of the national SMC play a key supportive role at the local level and their primary goal is to
build solid, active communities of teachers and help new schools join Up2U project by:
• Proposing the most effective ways of approaching different communities of teachers.

• Helping the project collect suggestions and feedback from curriculum area teachers in the field.
• Making suggestions about pilot program activities in order to meet local needs.
• Networking with their colleagues and contacting new schools in order to scale up the number of
schools that use Up2U's NGDLE.
• Proposing and/or organising local events (with the support of the local Up2U partners) where
schools can have a first taste of Up2U goals.
Until now, SMC has benefited from national SMC members who have served as a type of focus group
that provides the project with a sense of how teachers in the field would react to new Up2U ideas and
directions. Their input has served as a reality check and ensure that teachers’ voices form an integral
part of design and development of Up2U’s Professional Development Program.
Deliverable D5.1
Greek National SMC Members
Members Participating School
Panagiotis Angelopoulos - Coordinator 1st Gymnasium of Vrilissia
Eirini Kouletsi Varvakeio Experimental-Prototype Gymnasium
Stavroula Misthou 7th Gymnasium of Athens
Alexandra-Anna Gasparinatou 2nd Experimental Lyceum of Athens
Kostis Kontogiannis 1st Experimental Gymnasium of Athens
Panagiota Kotarinou Art School of Gerakas
Katerina Glezou 1st Arsakeio Lyceum of Psychiko
Panagiotis Tsoumakis Ellinogermaniki Agogi
Sotirios Syriopoulos 2nd Lyceum of Vrilissia
Eleni Rompola 5th Lyceum of Vyronas
Georgios Argyropoulos 2nd Lyceum of Xanthi
Italian National SMC Members
Andrea Cevenini - Coordinator I.I.S. Mancinelli e Falconi
Biagio Giovanni D'Urso I.I.S. Mancinelli e Falconi
Maria Cristina Fortunati Miur trainer in Area 15
Patrizia Nunnari Liceo Classico Joyce di Ariccia
Franco Chericoni Midossi Institute of Civitacastellana
Lidia Cangemi Kennedy High School in Rome
Deliverable D5.1
Polish National SMC Members
Dariusz Stachecki - Coordinator Szkoła Podstawowa nr 3 im. Feliksa Szołdrskiego w Nowym Tomyślu
Karolina Antkowiak Zespół Szkół Ogólnokształcących i Zawodowych w Pogorzeli
Marta Wysocka III Liceum im. Cypriana Norwida w Koninie
Robert Celuch Liceum Ogólnokształcące im. Mikołaja Kopernika w Iłży
Artur Rudnicki Zespół Szkół Technicznych im. Tadeusza Kościuszki w Radomiu
Greek national SMC held many meetings with the pilot coordination team at NTUA.
The Greek National-SMC:
• Panagiotis Angelopoulos - Coordinator

• Eirini Kouletsi
• Stavroula Misthou
• Alexandra-Anna Gasparinatou
• Kostis Kontogiannis
• Panagiota Kotarinou
• Katerina Glezou
• Panagiotis Tsoumakis
• Sotirios Syriopoulos
• Eleni Rompola
• Georgios Argyropoulos
Pilot coordination team at NTUA:
• Vasilis Maglaris
• Mary Grammatikou
• Theodoros Karounos
• Dimitris Pantazatos
Apart from the specific meetings, the leader of the National-SMC stays in touch with other members
on regular basis.
Deliverable D5.1
Date Participants Topics discussed
20th April 2017 Panagiotis Angelopoulos • Engagement of initial pilot schools

• Discussions on Surveys for WP3/WP5
• First national SMC Members from the
Mary Grammatikou pilot Schools
Theodoros Karounos • First Meeting with the teachers
Vasilis Maglaris
Dimitris Pantazatos
26th April 2017 Panagiotis Angelopoulos • Engagement of initial pilot schools

Eirini Kouletsi • Surveys for WP3/WP5
Stavroula Misthou • Plans to engage schools
Alexandra-Anna • Current status of the Up2U Project
Gasparinatou
• Discussions on the survey and skills of
Kostis Kontogiannis the teachers
Panagiota Kotarinou • Teachers’ Communities and events that
Greek Up2U partners can organize
Katerina Glezou
presentations
Panagiotis Tsoumakis
Sotirios Syriopoulos
Eleni Rompola
Georgios Argyropoulos
Vasilis Maglaris
Mary Grammatikou
Theodoros Karounos
Dimitris Pantazatos
27th October Panagiotis Angelopoulos • Status of the Up2U project

2017
• Feedback from Up2U workshop in the e-
twinning conference
Mary Grammatikou
• Next steps
Vasilis Maglaris
Theodoros Karounos
Dimitris Pantazatos
Deliverable D5.1
21th December Panagiotis Angelopoulos • Status of the Up2U project
2017
Eirini Kouletsi • Next steps regarding the first module of
the CPD (Continuous Professional
Stavroula Misthou
Development)
Alexandra-Anna
• Current status of the Up2U platform
Gasparinatou
• Possible use cases for the tools
Kostis Kontogiannis
Panagiota Kotarinou
Katerina Glezou
Eleni Rompola
Mary Grammatikou
Dimitris Pantazatos
9th January Panagiotis Angelopoulos • Plans to engage schools

2018
Eirini Kouletsi • Presentations on the Up2U techno-
pedagogical event in Athens
Stavroula Misthou
• Results of the 1st year of the project
Alexandra-Anna
Gasparinatou • Learning scenarios
Kostis Kontogiannis • Suggestions for the CPD Module 1
Panagiota Kotarinou • Discussion on the content/material of
Module 1
Katerina Glezou
Eleni Rompola
Mary Grammatikou
Dimitris Pantazatos
12th February Panagiotis Angelopoulos • Preparation of the 1st CPD module

2018
• Module 1 CPD schedule
Deliverable D5.1
Mary Grammatikou • Tools and scenarios that can be used on
the CPD Module 1
Vasilis Maglaris
• Current status of the Up2U
Theodoros Karounos
Dimitris Pantazatos
24th May 2018 Panagiotis Angelopoulos • Results of the first module of CPD
(Survey Results etc)
• Feedback regarding the pedagogical
Vasilis Maglaris
aspects of the CPD
Mary Grammatikou
• Next steps for engaging schools
Theodoros Karounos
• Possible improvements on Up2U
Dimitris Pantazatos platform
17th June 2018 Panagiotis Angelopoulos • Future plans for the Module 2 of the CPD
Eirini Kouletsi • How can Up2U be used on a classroom
environment
Stavroula Misthou
• Up2U next steps
Alexandra-Anna
Gasparinatou
Kostis Kontogiannis
Panagiota Kotarinou
Katerina Glezou
Eleni Rompola
Vasilis Maglaris
Mary Grammatikou
Dimitris Pantazatos
Deliverable D5.1
2nd October Panagiotis Angelopoulos • Status of the project
2018
Eirini Kouletsi • CPD Module 2 next steps
Stavroula Misthou • Organizing the next Meeting with the
teachers
Alexandra-Anna
Gasparinatou • Discussion on teachers’ participation on
Module 2 of the CPD
Kostis Kontogiannis
Panagiota Kotarinou
Katerina Glezou
Eleni Rompola
Mary Grammatikou
Vasilis Maglaris
Theodoros Karounos
Dimitris Pantazatos
The Polish National-SMC held many meetings with the Pilot coordination team at PSNC.
The Polish National-SMC:
• Dariusz Stachecki - Coordinator

• Karolina Antkowiak
• Marta Wysocka
• Robert Celuch
• Artur Rudnicki
Pilot coordination team at PSNC:
• Tomasz Kuczyński
• Krzysztof Kurowski
• Bogdan Ludwiczak
Deliverable D5.1
• Michał Zimniewicz
Apart from the specific meetings, the leader of the National-SMC stays in touch with other members
on regular basis.
Date Participants Topics discussed
20th April 2017 Dariusz Stachecki • Engagement of initial pilot schools

• Surveys for WP3/WP5
Tomasz Kuczyński
Bogdan Ludwiczak
Michał Zimniewicz

• Surveys for WP3/WP5
Tomasz Kuczyński
Bogdan Ludwiczak
Michał Zimniewicz

Karolina Antkowiak • Surveys for WP3/WP5
Tomasz Kuczyński
Bogdan Ludwiczak
Michał Zimniewicz
8th December 2017 Dariusz Stachecki • Status of the project

• Plans to engage schools
Tomasz Kuczyński • Tools of the Up2U platform
Krzysztof Kurowski
Bogdan Ludwiczak
Michał Zimniewicz
Deliverable D5.1
15th December 2017 Dariusz Stachecki • Status of the project
• Plans to engage schools
Tomasz Kuczyński • Tools of the Up2U platform
Krzysztof Kurowski
Bogdan Ludwiczak
Michał Zimniewicz
5th March 2018 Dariusz Stachecki • Preparation of the 1st CPD module
• Selection of Up2U tools and features
for CPD
Tomasz Kuczyński
Michał Zimniewicz • Reaching out pilot schools
9th May 2018 Dariusz Stachecki • Preparation of the 1st CPD module
for CPD
Tomasz Kuczyński
Michał Zimniewicz • Reaching out pilot schools
6th June 2018 Dariusz Stachecki • Preparation of the 1st CPD module
for CPD
Tomasz Kuczyński
Michał Zimniewicz
7th June 2018 Dariusz Stachecki • The 1st CPD module and future plans
Karolina Antkowiak • Up2U tools, features, possible
improvements
Robert Celuch
Marta Wysocka
Tomasz Kuczyński
Michał Zimniewicz
25th July 2018 Dariusz Stachecki • Status of the 1st CPD module
• Survey to collect MVP feedback
Tomasz Kuczyński • Plans for the 2nd module
Michał Zimniewicz
Deliverable D5.1
10th August 2018 Dariusz Stachecki • Survey to collect MVP feedback
Robert Celuch • Plans for the 2nd module
Artur Rudnicki
26th August 2018 Dariusz Stachecki • Survey to collect MVP feedback

Karolina Antkowiak • Plans for the 2nd module
12th September 2018 Dariusz Stachecki • Survey to collect MVP feedback

Robert Celuch
Marta Wysocka
Artur Rudnicki
26th September 2018 Dariusz Stachecki • Survey to collect MVP feedback

Marta Wysocka
Deliverable D5.1
Annex C – SMC Meetings and Minutes
SMC conducted several regular meetings during the first eighteen months of the project. In addition
to the regular meetings there was also an invitation to SMC to join the meetings of the project’s
management team every Wednesday. More specifically, after the preliminary paper-based review of
the project (April 2018), SMC started participating in all weekly meetings with the Up2U management
team. In this way, SMC members discussed and analysed with the management team the EU’s
comments regarding pedagogical aspects. They held discussions on adding new external members to
the SMC. In addition, many discussions took place with regards to new learning methodologies and
scenarios that can be taken into account for the Up2U CPD. The meetings were fruitful and supported
progress of Up2U’s pedagogy improvements aspects.
The meetings below are relevant to some of the regular SMC meetings in the project.
Date: 3-4-2017
Participants:
• Peter Szegedi (P.S.)

• Mary Grammatikou (M.G.)
• Stefano Lariccia (S.L.)
• Antonio Vieira de Castro (A.C.)
• Katerina Papakonstantinou (K.P.)
• Theodoros G. Karounos (T.K.)
• Ingrid Barth (I.B.)
Agenda of the Meeting:
1. First meeting of the SMC.

2. Status of the Project.
3. National SMSs creation and work planning.
4. Next Steps.
Deliverable D5.1
Glossary
Topics Discussed
1. Each member introduced himself/herself to the other members.

2. The current status of the project was discussed.
3. National SMCs (National SMCs) creation was discussed (who can be members, structure, etc.).
Each pilot country should create a National SMC as soon as possible.
4. A survey regarding teachers’ pedagogical skills should be created. This survey will be part of
the Del. 5.2.
Date: 27-11-2017
Participants:
• Peter Szegedi (P.S.)

• Antonella Poce (A.P.)
1. SMC completion with the new members.

2. Time schedule for the pilots and the role of National SMCs.
3. Discussion on the CPD content.
4. Last discussion on questionnaires providing in D5.2.
5. AoB.
Topics Discussed
1. Introduction of Antonella Poce as the first new external SMC member (P.S. and M.G.
introduced Up2U project and SMC role).
2. The composition of the National SMC and their contribution to the pilot activities was
discussed.
Deliverable D5.1
Glossary
3. Regarding the time schedule for the trainings, this will be further discussed in Athens’ Up2U
Techno-pedagogical meeting in Athens on 23-25/1/2018.
4. CPD material: as a first step, materials should be developed centrally for each UP2U module,
and then all pilot partners should prepare a possible country specific Pilot course(s).
5. Discussion of the questionnaires conducted by D5.2. A discussion for the pedagogical
implications and aspects of these results also took place, focusing on how these results can
inform the training activities.
Action Items
1. UROMA (who was responsible for the D5.2 and the questionnaires) will prepare a
presentation on the results of the questionnaires providing in D5.2. (Before next SMC
meeting).
2. A.C. and S.L. will check the Up2U Learning Platform and how it can be used in formal learning
scenarios. (Before next SMC Meeting)
3. S.L. and A.C will review the User Guides for tools and will propose improvements (if needed)
(Before next SMC Meeting)
Date: 6-2-2018
Participants:

1. Results of the Up2U techno-pedagogical meeting

2. Creation of pedagogical material
3. Structure of Module 1 of the CPD
4. Learning Methodologies for the first module of the CPD
5. AoB
Deliverable D5.1
Glossary
Topics Discussed
1. The next steps regarding the CPD modules were fully addressed on the Up2U techno-
pedagogical meeting. Module 1 of the first CPD cycle will start in Greece (in March) and after
that in Italy and Poland.
2. Pedagogical material for Module 1 of the CPD: Up2U should not only focus on the
technological aspects of the tools, so discussions focused on how tools can be used in the
classroom.
3. Module 1 of the CPD will consist of sessions. The first session will be based on the
technological aspects of the Up2U platform and the rest will focus on the learning scenarios
and student-centred teaching models.
4. Up2U will focus on student-centred teaching models. I. B. suggested some well-known
student-centred models that can be used for Module 1 of the CPD and can be further analysed
during the sessions.
Action Items
1. I.B. and S.L. will contact WP5 to discuss about the student-centred models that should be used
on the first module of the CPD. The structure of the Module 1 will be presented. (until 21/2).
2. S.L. will examine with UROMA the pedagogical material that Up2U can offer for the next
months during the first module of the CPD.
3. M.G. will examine with P.A. in Greek schools the status for accepting a student-centred model.
Date: 15-5-2018
Participants:

1. How the results of the first phase of the CPD will be used.
2. Agreement of a common resource bank of pedagogical material.
3. The creation of national SMCs in all pilot countries.
Deliverable D5.1
Glossary
4. Local support team for the platform after the CPD.

5. Train-the-trainers model in a second level of CPD.
6. CPD learning material library.
7. Scenarios creation with the participant teachers.
8. External members/experts who should be added to SMC.
9. AoB.
Topics Discussed
1. Discussion of the results of CPD - feedback of participating teachers has been positive (for
Greece until now).
2. The majority of the pedagogical material should be shared by the pilot countries.
3. National SMC should be created in all the pilot countries (until now only Greece, Italy and
Poland have National SMCs).
4. A cascade ‘Train the Trainers’ model will be followed, to be implemented from September to
December 2018. The cascading procedure should follow these steps:
a. Appointment as a curriculum area expert on the National SMC (after the
acknowledgement of specific teachers’ special efforts).
b. Recognized the teachers that can work as experts of the Up2U Ecosystem (after the
acknowledgement of specific teachers’ special efforts).
5. A library for Up2U’s learning materials will be created in the next phase. Regarding both
pedagogical and technical support team a dedicated forum, or a FAQ list, or a chatbot can be
also created.
6. Discussion on adding external members in the SMC. Despo Ktoridou (UNIC) is a candidate.
More candidates that could join the SMC in future as external members are Antonio Augenti
(MIUR Counselling and former MIUR manager); Fabio Nascimbeni (University teacher,
volunteer in Open Education), Roberto Natalini (CNR) and Roberto Maragliano (Pedagogist
expert at MIUR).
Action Items
1. M.G will examine which actions can be taken by which partners (promoting the Up2U
ecosystem, dissemination, providing material for next countries) (Before 15/6).
2. UROMA will create some presentations to be shared, on pedagogical aspects and technology
(Until 15/6).
3. M.G. will contact WP2 in order to create a webpage or a mini-site dedicated on the CPD
learning materials.
Deliverable D5.1
Glossary
Date: 23-5-2018
Participants:

• Despo Ktoridou (D.K.)
1. Supplementing SMC with new external members.

2. Discussion about the next steps of the CPD and improvements.
3. AoB.
Topics Discussed
1. Introduction of Despo Ktoridou as the first new External Member of SMC (by M.G.).
2. D.K. made comments about the Up2U project so far. She mentioned that the involvement of
the industry stakeholders is crucial for the sustainability and the maintenance of the
platform.
3. All the members agreed that Up2U should continue looking on the pedagogical methodologies
in the next steps.
4. A hybrid learning environment should be adapted in the first phase of the CPD. The first
sessions of the CPD should be based on the technological aspects of the Up2U platform and
then be matched with the pedagogical skills and aspects, especially how to teach with Up2U-
specific pedagogical tools. Consistency is a major issue for all education programs and should
be further examined.
5. Pedagogical material is needed and should be created for the next steps of the CPD.
Action Items
2. M.G. and S.L. will contact all the Up2U tool owners in order to provide updated versions of
video, user guide and a presentation for each tool. (Before 15/6).
Deliverable D5.1
Glossary
3. S.L. with UROMA will check for updated pedagogical material based on the learning
methodologies that are implemented on Up2U.
Deliverable D5.1

Deliverable D5.1 Subject Matter Committee and Training Programme Plan

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Deliverable D5.1 (Revised)

Contractual Date: 30-06-2018

© GEANT Association on behalf of the Up2U project.

Version Date Description of change Person

2 05-05-18 Second draft M. Grammatikou, I. Barth, J.

4 29-06-18 Review by the coordinator Francesca Pagazzano

5 19-07-18 Comments of the coordinator M. Grammatikou, I. Barth

6 20-07-18 Final M. Grammatikou

7 12-10-18 Revised document by adding the M. Grammatikou

9 16-10-18 Final Annex M. Grammatikou

10 29-10-18 Final Internal Review GEANT

11 01-11-18 Final Version for submission M. Grammatikou

3 The Up2U CPD Plan 5

4 Up2U CPD for the lifetime of the Project 7

5 Description of CPD Modules 10

6 Up2U CPD Schedule 16

Annex A - Greek Pilot Proposed Schedule 19

Annex B – National SMC Members and Meetings 21

Annex C – SMC Meetings and Minutes 31

The composition of the SMC is:

• Internal Permanent Members (from within the project):

External representatives include:

• Two well-known experts on integrating new teaching methods with technology:

CPD Continuous Professional Development programme.

Table 1: Definition of terms

3.1 Up2U CPD Goals

• Defining the structure of the CPD programme.

3.2 Target Audience

4.1 CPD Roadmap – Structure

4.2 Up2U CPD Model

Table 2: Instructional components - Module 1

In Module 2, more emphasis will be placed on the following 3 events of instruction:

assess Use qualitative analysis methods to assess progress.

enhance Enhance retention and transfer - help teachers to structure

Table 3: Instructional components - Module 2

5.1 Description of Module 1

• Five main components.

The five main components of Module 1:

Four central Up2U concepts:

1. Up2U core of target skills and competences

• Critical thinking and Problem-Solving.

2. Flexibility of NGDLE and ‘Open Garden’

3. Flexibility of student-centered teaching models and pedagogical approaches – no 'one right

Module 1 introduces teachers to a range of student-centered teaching models and pedagogical

Three key questions to be addressed in Module 1:

1. What are some research-based strategies for developing students’ skills?

These strategies include:

Online & Face-to-Face Sessions

Closing Session - Follow Up, Evaluation & References

Four types of ongoing support will be available for teachers in Module 2:

5.2.2 Module 2 - Suggested Session Plan

5.3 Description of Module 3

Suggestions for Module 3 (Sessions and Local Events)

• Conducted as local events.

April – May 2017 • First contact with schools

January – March 2018 • Up2U prepares Module 1 of CPD.

Table 4: Up2U CPD Schedule

Hands on experience on tools Group-work Hands-on

From Μay to Αugust, free

• Proposing the most effective ways of approaching different communities of teachers.

Members Participating School

Panagiotis Angelopoulos - Coordinator 1st Gymnasium of Vrilissia