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From DOW: Deliverable will describe and analyse Up2U’s pedagogical principles and policiy, analytical descriptions of the user roles, actions, social interactions, automated mediated actions, a preliminary model of the expected external interactions (for modelling support to the development of the API) and a set of suggestions and recommendations for the graphic user interface development.


Deliverable 5.2 (M10):

Interaction model design

1 Introduction

Brief Task description;  Work-flow schedule and steps executed for finalizing the tasks; Cooperation with other partners (NTUA, TAU)


2 Up2U’s pedagogical principles and policy: which models?


2.1 Exploring Pedagogic Patterns (Constructivism, Cooperative schools, Trialogical Learning Approach models) and Media environment

2.2 Transversal Skills for 21. Century for Teachers and Students: a necessary base for Up2U strategy

2.3 Formal and Informal Learning: how to integrate? An Up2U challenge

2.4  Towards an educational Ecosystem



3 Designing Up2U Teacher Learning Path: Survey, portraits and scenarios

3.1 Methodology: 3 main activities

3.2 Activity 1. Student Skills Need for a successful Tertiary Education access: a survey addressed to school and university teachers.

3.2.1 Designing a survey: criteria and indicators Transversal skills and technologic infrastructures

3.2.2 Partner collaboration on designing survey and collecting data

3.3. Interpreting data: from student needs to teachers need for designing a teacher UP2U learning path  

3.3.1 Teacher Skills practices  emerging from the survey: which tools teachers generally use

3.3.2 Teacher skills need for improving transversal skills and technologic competences:  which tools teachers require using

3.4. Activity 2. Teacher portraits: different technologic approaches in compared training

3.5 Activity 3. Learning scenarios analysis: how technology is and should be used in a project-based didactics

3.5.1 Project partners support

3.5.2 The best practices

3.6 Up2U teacher skill: First concept


4) Interaction model first hypothesis

4.1 The expected external interactions: an introduction (see also 2.3)

4.2 Teachers’ Competences: a preliminary framework

4.3 Creating a Learning path from Teacher Competences Framework

4.3.1 Methodology and design

4.4 Evaluation of learning path implementation process on Up2U-Moodle

4.4.1 Critical points and possible corrective measures

4.5 Experiencing alternative LMS: Commons

4.5.1 Critical points and possible corrective measures

4.6 Students expected competences

4.6.1 Competence Measurability

4.7 Integrated formal/informal learning as an expected external interaction


5 User Experience

5.1 For a Smart and User friendly learning system

5.2 Graphic User interface development: suggestions and recommendations


6. Conclusions

6.1 Results

6.2  Impact


7. Bibliography


8. Annexes