What will the future classroom be like?

How do you see the classroom in five years? What will learning look like? How will technology be used? European Schoolnet, a unique partnership organisation of 30 Ministries of Education from across Europe, wants to hear your opinion! Make your opinions heard in this five-minute survey and help shape the future classroom. All answers are anonymous, but you can leave your email to receive the report or our newsletter.

Read more about the Future Classroom Lab at http://fcl.eun.org and about European Schoolnet and trends at http://www.eun.org/observatory/trends.

Thank you!

Question Title

* 1. Which educational trends do you think will have the greatest impact on our teaching and learning in the future?

	High impact	Some impact	Little impact	No impact	No opinion
SOCIAL MEDIA: how learners share ideas and feelings will lead to learning being more ‘social’ and informal, e.g. co-creation, support for the emotional side of learning, less privacy.	SOCIAL MEDIA: how learners share ideas and feelings will lead to learning being more ‘social’ and informal, e.g. co-creation, support for the emotional side of learning, less privacy. High impact	SOCIAL MEDIA: how learners share ideas and feelings will lead to learning being more ‘social’ and informal, e.g. co-creation, support for the emotional side of learning, less privacy. Some impact	SOCIAL MEDIA: how learners share ideas and feelings will lead to learning being more ‘social’ and informal, e.g. co-creation, support for the emotional side of learning, less privacy. Little impact	SOCIAL MEDIA: how learners share ideas and feelings will lead to learning being more ‘social’ and informal, e.g. co-creation, support for the emotional side of learning, less privacy. No impact	SOCIAL MEDIA: how learners share ideas and feelings will lead to learning being more ‘social’ and informal, e.g. co-creation, support for the emotional side of learning, less privacy. No opinion
MOBILE LEARNING: we get access to knowledge through smartphones and tablets, sometimes using virtual learning environments. It is learning anytime, anywhere.	MOBILE LEARNING: we get access to knowledge through smartphones and tablets, sometimes using virtual learning environments. It is learning anytime, anywhere. High impact	MOBILE LEARNING: we get access to knowledge through smartphones and tablets, sometimes using virtual learning environments. It is learning anytime, anywhere. Some impact	MOBILE LEARNING: we get access to knowledge through smartphones and tablets, sometimes using virtual learning environments. It is learning anytime, anywhere. Little impact	MOBILE LEARNING: we get access to knowledge through smartphones and tablets, sometimes using virtual learning environments. It is learning anytime, anywhere. No impact	MOBILE LEARNING: we get access to knowledge through smartphones and tablets, sometimes using virtual learning environments. It is learning anytime, anywhere. No opinion
ACCOUNTABILITY: there will be more visibility of students’ (and teachers’) results and pressure on teachers from parents, media, politicians, employers to improve outcomes.	ACCOUNTABILITY: there will be more visibility of students’ (and teachers’) results and pressure on teachers from parents, media, politicians, employers to improve outcomes. High impact	ACCOUNTABILITY: there will be more visibility of students’ (and teachers’) results and pressure on teachers from parents, media, politicians, employers to improve outcomes. Some impact	ACCOUNTABILITY: there will be more visibility of students’ (and teachers’) results and pressure on teachers from parents, media, politicians, employers to improve outcomes. Little impact	ACCOUNTABILITY: there will be more visibility of students’ (and teachers’) results and pressure on teachers from parents, media, politicians, employers to improve outcomes. No impact	ACCOUNTABILITY: there will be more visibility of students’ (and teachers’) results and pressure on teachers from parents, media, politicians, employers to improve outcomes. No opinion
TEACHERS’ ROLE: The teacher’s role is more that of a mentor, supporting groups and individuals, in part thanks to technology saving time in lesson preparation and increasing productivity.	TEACHERS’ ROLE: The teacher’s role is more that of a mentor, supporting groups and individuals, in part thanks to technology saving time in lesson preparation and increasing productivity. High impact	TEACHERS’ ROLE: The teacher’s role is more that of a mentor, supporting groups and individuals, in part thanks to technology saving time in lesson preparation and increasing productivity. Some impact	TEACHERS’ ROLE: The teacher’s role is more that of a mentor, supporting groups and individuals, in part thanks to technology saving time in lesson preparation and increasing productivity. Little impact	TEACHERS’ ROLE: The teacher’s role is more that of a mentor, supporting groups and individuals, in part thanks to technology saving time in lesson preparation and increasing productivity. No impact	TEACHERS’ ROLE: The teacher’s role is more that of a mentor, supporting groups and individuals, in part thanks to technology saving time in lesson preparation and increasing productivity. No opinion
PERSONAL LEARNING ENVIRONMENT: the online learning environment you engage with is tailored to your personal needs, learning style and personal interests	PERSONAL LEARNING ENVIRONMENT: the online learning environment you engage with is tailored to your personal needs, learning style and personal interests High impact	PERSONAL LEARNING ENVIRONMENT: the online learning environment you engage with is tailored to your personal needs, learning style and personal interests Some impact	PERSONAL LEARNING ENVIRONMENT: the online learning environment you engage with is tailored to your personal needs, learning style and personal interests Little impact	PERSONAL LEARNING ENVIRONMENT: the online learning environment you engage with is tailored to your personal needs, learning style and personal interests No impact	PERSONAL LEARNING ENVIRONMENT: the online learning environment you engage with is tailored to your personal needs, learning style and personal interests No opinion
ADAPTABILITY: technology will intuitively adapt itself to the needs, abilities and preferences of individual students, including those with special needs	ADAPTABILITY: technology will intuitively adapt itself to the needs, abilities and preferences of individual students, including those with special needs High impact	ADAPTABILITY: technology will intuitively adapt itself to the needs, abilities and preferences of individual students, including those with special needs Some impact	ADAPTABILITY: technology will intuitively adapt itself to the needs, abilities and preferences of individual students, including those with special needs Little impact	ADAPTABILITY: technology will intuitively adapt itself to the needs, abilities and preferences of individual students, including those with special needs No impact	ADAPTABILITY: technology will intuitively adapt itself to the needs, abilities and preferences of individual students, including those with special needs No opinion
PERSONALISATION: learning will be more personalised, driven by rich assessment data and guided by learning analytics to select instructional scenarios and advise which are the most efficient for which students	PERSONALISATION: learning will be more personalised, driven by rich assessment data and guided by learning analytics to select instructional scenarios and advise which are the most efficient for which students High impact	PERSONALISATION: learning will be more personalised, driven by rich assessment data and guided by learning analytics to select instructional scenarios and advise which are the most efficient for which students Some impact	PERSONALISATION: learning will be more personalised, driven by rich assessment data and guided by learning analytics to select instructional scenarios and advise which are the most efficient for which students Little impact	PERSONALISATION: learning will be more personalised, driven by rich assessment data and guided by learning analytics to select instructional scenarios and advise which are the most efficient for which students No impact	PERSONALISATION: learning will be more personalised, driven by rich assessment data and guided by learning analytics to select instructional scenarios and advise which are the most efficient for which students No opinion
REAL WORLD: virtual experiences, simulations, other teachers/experts, real-world problems and workplaces will bring the outside world into learning	REAL WORLD: virtual experiences, simulations, other teachers/experts, real-world problems and workplaces will bring the outside world into learning High impact	REAL WORLD: virtual experiences, simulations, other teachers/experts, real-world problems and workplaces will bring the outside world into learning Some impact	REAL WORLD: virtual experiences, simulations, other teachers/experts, real-world problems and workplaces will bring the outside world into learning Little impact	REAL WORLD: virtual experiences, simulations, other teachers/experts, real-world problems and workplaces will bring the outside world into learning No impact	REAL WORLD: virtual experiences, simulations, other teachers/experts, real-world problems and workplaces will bring the outside world into learning No opinion
GAME BASED LEARNING: learning is mixed with games or with game mechanisms	GAME BASED LEARNING: learning is mixed with games or with game mechanisms High impact	GAME BASED LEARNING: learning is mixed with games or with game mechanisms Some impact	GAME BASED LEARNING: learning is mixed with games or with game mechanisms Little impact	GAME BASED LEARNING: learning is mixed with games or with game mechanisms No impact	GAME BASED LEARNING: learning is mixed with games or with game mechanisms No opinion
FLIPPED CLASSROOM: students master basic concepts of topics at home. Time spent in classroom is used to reflect, discuss, and develop topics.	FLIPPED CLASSROOM: students master basic concepts of topics at home. Time spent in classroom is used to reflect, discuss, and develop topics. High impact	FLIPPED CLASSROOM: students master basic concepts of topics at home. Time spent in classroom is used to reflect, discuss, and develop topics. Some impact	FLIPPED CLASSROOM: students master basic concepts of topics at home. Time spent in classroom is used to reflect, discuss, and develop topics. Little impact	FLIPPED CLASSROOM: students master basic concepts of topics at home. Time spent in classroom is used to reflect, discuss, and develop topics. No impact	FLIPPED CLASSROOM: students master basic concepts of topics at home. Time spent in classroom is used to reflect, discuss, and develop topics. No opinion
PROJECT-BASED LEARNING: students work on challenges and problems to investigate in groups, and organise and direct themselves as far as possible. Learning usually goes beyond traditional subjects	PROJECT-BASED LEARNING: students work on challenges and problems to investigate in groups, and organise and direct themselves as far as possible. Learning usually goes beyond traditional subjects High impact	PROJECT-BASED LEARNING: students work on challenges and problems to investigate in groups, and organise and direct themselves as far as possible. Learning usually goes beyond traditional subjects Some impact	PROJECT-BASED LEARNING: students work on challenges and problems to investigate in groups, and organise and direct themselves as far as possible. Learning usually goes beyond traditional subjects Little impact	PROJECT-BASED LEARNING: students work on challenges and problems to investigate in groups, and organise and direct themselves as far as possible. Learning usually goes beyond traditional subjects No impact	PROJECT-BASED LEARNING: students work on challenges and problems to investigate in groups, and organise and direct themselves as far as possible. Learning usually goes beyond traditional subjects No opinion
BLENDED LEARNING: classroom-based learning includes online learning accessible outside school, improving information flow between home and school, and involving parents more.	BLENDED LEARNING: classroom-based learning includes online learning accessible outside school, improving information flow between home and school, and involving parents more. High impact	BLENDED LEARNING: classroom-based learning includes online learning accessible outside school, improving information flow between home and school, and involving parents more. Some impact	BLENDED LEARNING: classroom-based learning includes online learning accessible outside school, improving information flow between home and school, and involving parents more. Little impact	BLENDED LEARNING: classroom-based learning includes online learning accessible outside school, improving information flow between home and school, and involving parents more. No impact	BLENDED LEARNING: classroom-based learning includes online learning accessible outside school, improving information flow between home and school, and involving parents more. No opinion
INFORMAL LEARNING: for increasing numbers of students learning is self-directed, in communities and personal learning networks as well as in formal school settings.	INFORMAL LEARNING: for increasing numbers of students learning is self-directed, in communities and personal learning networks as well as in formal school settings. High impact	INFORMAL LEARNING: for increasing numbers of students learning is self-directed, in communities and personal learning networks as well as in formal school settings. Some impact	INFORMAL LEARNING: for increasing numbers of students learning is self-directed, in communities and personal learning networks as well as in formal school settings. Little impact	INFORMAL LEARNING: for increasing numbers of students learning is self-directed, in communities and personal learning networks as well as in formal school settings. No impact	INFORMAL LEARNING: for increasing numbers of students learning is self-directed, in communities and personal learning networks as well as in formal school settings. No opinion
LIFELONG LEARNING: young people are more motivated to continue learning after leaving formal schooling	LIFELONG LEARNING: young people are more motivated to continue learning after leaving formal schooling High impact	LIFELONG LEARNING: young people are more motivated to continue learning after leaving formal schooling Some impact	LIFELONG LEARNING: young people are more motivated to continue learning after leaving formal schooling Little impact	LIFELONG LEARNING: young people are more motivated to continue learning after leaving formal schooling No impact	LIFELONG LEARNING: young people are more motivated to continue learning after leaving formal schooling No opinion
COLLABORATIVE LEARNING: Less working alone and more time spent on group work	COLLABORATIVE LEARNING: Less working alone and more time spent on group work High impact	COLLABORATIVE LEARNING: Less working alone and more time spent on group work Some impact	COLLABORATIVE LEARNING: Less working alone and more time spent on group work Little impact	COLLABORATIVE LEARNING: Less working alone and more time spent on group work No impact	COLLABORATIVE LEARNING: Less working alone and more time spent on group work No opinion
PERSONAL: technology will be personal, portable, even worn, and always available. Students expect to use their own tablets and smartphones in the classroom.	PERSONAL: technology will be personal, portable, even worn, and always available. Students expect to use their own tablets and smartphones in the classroom. High impact	PERSONAL: technology will be personal, portable, even worn, and always available. Students expect to use their own tablets and smartphones in the classroom. Some impact	PERSONAL: technology will be personal, portable, even worn, and always available. Students expect to use their own tablets and smartphones in the classroom. Little impact	PERSONAL: technology will be personal, portable, even worn, and always available. Students expect to use their own tablets and smartphones in the classroom. No impact	PERSONAL: technology will be personal, portable, even worn, and always available. Students expect to use their own tablets and smartphones in the classroom. No opinion
CLOUD BASED LEARNING: data, tools, software are all online and can be reached and modified from different devices.	CLOUD BASED LEARNING: data, tools, software are all online and can be reached and modified from different devices. High impact	CLOUD BASED LEARNING: data, tools, software are all online and can be reached and modified from different devices. Some impact	CLOUD BASED LEARNING: data, tools, software are all online and can be reached and modified from different devices. Little impact	CLOUD BASED LEARNING: data, tools, software are all online and can be reached and modified from different devices. No impact	CLOUD BASED LEARNING: data, tools, software are all online and can be reached and modified from different devices. No opinion
STUDENT CENTERED LEARNING: a move away from whole class teaching to pedagogies that place individual students’ needs at the heart of learning.	STUDENT CENTERED LEARNING: a move away from whole class teaching to pedagogies that place individual students’ needs at the heart of learning. High impact	STUDENT CENTERED LEARNING: a move away from whole class teaching to pedagogies that place individual students’ needs at the heart of learning. Some impact	STUDENT CENTERED LEARNING: a move away from whole class teaching to pedagogies that place individual students’ needs at the heart of learning. Little impact	STUDENT CENTERED LEARNING: a move away from whole class teaching to pedagogies that place individual students’ needs at the heart of learning. No impact	STUDENT CENTERED LEARNING: a move away from whole class teaching to pedagogies that place individual students’ needs at the heart of learning. No opinion
OPEN EDUCATIONAL RESOURCES: use of open educational resources increases, exploiting the interoperability of educational content and services whatever the device used	OPEN EDUCATIONAL RESOURCES: use of open educational resources increases, exploiting the interoperability of educational content and services whatever the device used High impact	OPEN EDUCATIONAL RESOURCES: use of open educational resources increases, exploiting the interoperability of educational content and services whatever the device used Some impact	OPEN EDUCATIONAL RESOURCES: use of open educational resources increases, exploiting the interoperability of educational content and services whatever the device used Little impact	OPEN EDUCATIONAL RESOURCES: use of open educational resources increases, exploiting the interoperability of educational content and services whatever the device used No impact	OPEN EDUCATIONAL RESOURCES: use of open educational resources increases, exploiting the interoperability of educational content and services whatever the device used No opinion
ASSESSMENT: the focus of assessments is shifting from "what you know" to "what you can do."	ASSESSMENT: the focus of assessments is shifting from "what you know" to "what you can do." High impact	ASSESSMENT: the focus of assessments is shifting from "what you know" to "what you can do." Some impact	ASSESSMENT: the focus of assessments is shifting from "what you know" to "what you can do." Little impact	ASSESSMENT: the focus of assessments is shifting from "what you know" to "what you can do." No impact	ASSESSMENT: the focus of assessments is shifting from "what you know" to "what you can do." No opinion

What will the future classroom be like?

Question Title

* 1. Which educational trends do you think will have the greatest impact on our teaching and learning in the future?

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* 2. Any other trend you think is important? Please share it!

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* 3. I would like to receive: