1 - Identifying people and organisations to help create the Future Classroom Scenario
The following people should be involved in creating a Future Classroom Scenario:
Future Classroom Facilitator: The Facilitator is the person who drives the whole scenario development process. They start by identifying and contacting other stakeholders, and then work with them (using other tools in the Future Classroom Toolkit) leading up to a face-to-face workshop where the Future Classroom Scenario is written. If the Future Classroom Scenario is being created for an individual school, then a school leader, or an advanced teacher with responsibility for curriculum or school development, would be the most suitable person. If scenarios are being produced to guide or inform national or regional strategy, then an ICT coordinator or curriculum/ICT expert may be most suitable. The first task of the Future Classroom Facilitator is to form the Core Group.
Core Group: Facilitators cannot create a Future Classroom Scenario on their own. They need ideas and information from a range of other people. Together these people form the Core Group, which should include 6-8 forward-thinking and well-informed individuals from different backgrounds. For example, a secondary school using the toolkit as part of its work on future curriculum development could have a core group composed of:
- Curriculum experts – members of staff from different departments, including teaching and support staff.
- Policy and strategy stakeholders – a national or regional education/ICT coordinator, a school governor, parent and/or representative of local industry.
- Technology experts – technology suppliers, or school ICT managers.
All members of the Core Group should have a commitment to supporting innovation in education. Their first task is to identify Wider Community Stakeholders.
Wider Community Stakeholders: These might include students, other education practitioners, local employers, members of other institutions (e.g. the local university), representatives of associations (e.g. parents' associations, faith groups, etc.).
Each member of the Core Group should identify their own group of wider community stakeholders. Teachers may involve a network of other teachers, and/or their students. ICT suppliers may involve colleagues from various departments within their organisation, etc. The role of the Wider Community Stakeholders is to provide ideas, opinions and further information to inform the Core Group. The Wider Community Stakeholders do not need to meet face to face but can share ideas and information online.
Teachers and Learners: Cleary, the most important stakeholders are teachers and learners (the term student and learner are used interchangeably in this toolkit.). They can be represented in the Core Group, and as Wider Stakeholders as described above. Their contribution is particularly important in the Design and testing of Innovative Learning Activities (described in Toolsets 4 and 5.)
2 - Finding stakeholders
Here are examples of some communities where to find relevant stakeholders:
- Future Classroom Lab members (user community of the FCL website)
- European Schoolnet LinkedIn group: teachers, industry representatives, policy-makers and researchers.
- School Education Gateway: coming up