OPEN SCHOOLING pre-conference event in Heilbronn

Author: Alexandra Okada

The  Open Schooling together pre-conference event took place   on June 1st  as part of the 2022  ECSITE European Conference in Heilbronn Germany, led by Maria Zolotonosa (co-founder of Stickydot) and supported by Alix Thuillier from ECSITE.

The Open Schooling Together is a group of eleven consortiums funded by the European Union to innovate school education. Our goal is to help schools become agents of well-being. Students are engaged to solve real-life problems through the cooperation between teachers, science professionals, families, and community members.

The objectives of the workshop were:

  • To gain inspiration and reflect together about new methodologies of learning
  • To discuss challenges as well innovative pedagogical tools to find solutions

The invited speakers who presented their projects and run interactive activities with the attendees were from
2023 MIO: Maya Halevy, Chagit Tishler, Tamar Fuhrmann, Pam de Sterke

2023 SALL: Pavlos Koulouris, Claudia Aguirre     , Malvina Artheau, Didier Laval

2023 CONNECT: Alexandra Okada

2022 PHERECLOS: Torben Roug Eszter Salamon

2022 OSHUB:  Maria Vicente, Cristina Olivotto, Shaun Ussher, Brendan Owens

The event started with two engaging strategies.

1. The Pecha Kucha session invited each project to present itself in a 6 min 66 seconds presentation with 20 slides and 20 seconds per slide.

The MIO project presented by Maya provides 16 learning scenarios and open schooling navigator. She also announced the new MOOC in development The project inspires schools with  communities to “Brief, Research, Make, and Share”.

The SALL project presented by Matteo Merzagora focuses on living labs.  This refers to an open innovation methodology, user-driven where people are key actors of the innovation process. The project is centred on food  and inspires schools with  communities to “Cocreate, explore, experiment, evaluate”   in real-life

The PHERECLOS  project presented by Cyril offers six local educational clusters. It is designed to create new opportunities for educational landscapes, based on interconnected and innovation-geared activities. In this context, Children’s Universities takes the role of mediation and translation between the sectors to accelerate learning.

The OSHub project presented by Cristina Olivotto supports schools and local stakeholders to use research and innovation a tool for tackling local challenges and contributing to sustainable community development. The OS Hub is composed by Broker Team, Schools, Local Challenges and local stakeholders. The project offers a Course Handbook for teachers and promotes a long term engagement with schools.

The CONNECT project presented by Alexandra Okada embeds open schooling in the mainstream curriculum underpinned by the CARE–KNOW–DO framework. This approach aims to help students engage with real-life issues that they care about, create the need to know about and also opportunities to do science in their lives and society. The project offers open resources, learning scenarios, self-assessment tools for teachers and students, video library, best practices, policy report and fun participatory tools to increase  students’ engagement, confidence and  aspiration so that “science is for them”

Second, the Tools carrousel – round 1 where we will be sharing innovative educational tools we developed.

This activity was delivered in 4 sessions of 15 min for 4 different groups that rotated across 5 project tables.

In CONNECT, Alexandra created a game for educational providers to select a set of four cards to implement open schooling based on: (1)   students’ need, to be linked to (2) teachers’ need, then (3) select a resource and (4) science-in-the-news to engage families and scientists. Each card was a piece of a puzzle to be built on a board that contained 4 questions. All cards included a QR code linked to a real multimedia digital resource. After players completed the puzzle and explored the resource they were invited to create a card or a set of 4 cards to be added to the game related to their own OS projects. The activity was developed in pairs and took 8′ minutes. Then during the last 7′ minutes players discussed their initial insights, which means,  suggestions for improvement, potential benefits, and barriers. Some insights about the gamification activity shared by players were, for example, ‘the game will be useful for knowledge exchange’. It could be used for ‘building capacity’, ‘teachers’ training’, ‘running a workshop event’, ‘public engagement’, and ‘exploring opportunities for learning design’.

There were two  external guests that provided some insights for   evaluation and research.

Marc Fuster, Research Analyst at OECD Centre for Educational Research and Innovation talked about “OECD schooling scenarios schools as learning hubs”. He presented some insights from the report “Back to the Future of Education” OECD (2030) and highlighted the four OECD Scenarios for the Future of Schooling: McClellan,

  1. School extended, an international collaboration to expand formal education
  2. Education outsourced, more diverse with digital technology
  3. Schools as learning hubs, schools connected to their communities
  4. Learn-as you go, education anywhere anytime

By 2040 schools remain, but diversity and experimentation have become a norm.  Opening the school walls connects schools to their communities favoring ever-changing forms of learning, civic engagement, and social innovation” (OECD, 2020

Open Schooling part of Open Education is key that means integrating open collaboration, open teaching, and open educational resources as well as open assessment – all supported by enabling technologies. The OECD report mentioned three arenas for re-schooling congruent to open-schooling: the pedagogical core of the learning environment, learning leadership, schools as learning organisations, and partnerships working with stakeholders to enhance innovation. Some interesting links were shared:,

Evaluation to support evidence-based policy has a vital role. From this session there is a question for OS projects evaluators to reflect on innovation: “How are innovating in terms of: 1.resources, 2. content,3.teaching/learning process, and 4. teachers and learners’ profiles?

Comments from the audience were useful to reflect on how evaluation could support OS learning environments to enhance flexible cooperation between different types of educators (teachers, parents, professionals, and community members in open education). For that, there are some requirements necessary, for example, formative feedback tools for teachers and learners as well as formative evidence analytics for learning leadership. These should be connected also with learners’ achievements and progress through portfolios, open badges, best practices, information systems, and data management.

Another reflection was related to ‘Building capacity through partnerships is key which starts with students’ evidence of learning’. The cycle starts from the expected outcomes and is coherently co-designed, delivered, evaluated, and improved.  I found this congruent with the theory of backward designs (Wiggins and MicTighe, 1997) which highlights the first step to identifying the desired learning results, then determining the acceptable evidence, and finally planning the teaching instruction for significant learning experiences.

Jeffrey McClellan, founding principal of MC2 STEM High School in Cleveland, “Innovate – Enrich – Engage” opened this talk with an engaging question “ what would happen if the city became the campus for a public STEM high school? McClellan then provided various examples and a short video about  MC2 STEM High School.

The STEM high school started in 2008, and is part of the new and innovative school system and its campus is the city of Cleveland. Key features of the school are mastery learning and authentic STEM experiences with a trans-disciplinary project-based approach. In terms of the pedagogical model, the school adopted various approaches, for example, real-world experience, partnerships, FABLAB, content-in-context, community, and business internships, and mentoring.

His initial presentation was followed by a discussion ‘ can this model be replicated? “  McClellan then introduced three drivers: motivation,  engagement, and self-management, and compared with four barriers: behaviour, complexity, cost, and time.   

Two key aspects have then been highlighted the curriculum of big questions and  self-organised learning environments supported by formative assessment



The Butterfly of fun reaches 389,606 views

Okada & Sheehy (2020) “Factors and Recommendations to Support Students’ Enjoyment of Online Learning With Fun: A Mixed Method Study During COVID-19” journal article  was awarded as a Top paper  with more views than 94% of all Frontiers articles.

It  is now part of the  special e-book: Cooper,J; Gauna,L. Beaudry C. (2022) COVID-19 and the Educational Response: New Educational and Social Realities. Frontiers. URL (reaching 389,606 views) Elsevier; various studies are citing this paper: SCOPUS here

Playful Learning Conference

Playful Learning 20/21/22 will take place in Leicester, 6-8 July 2022.

Playful Learning is back!

  • Playful Learning 20/21/22 will now take place in July 2022.
  • Registration is now OPEN with early bird rates and special rates for students.
  • The keynotes and some presentations from 2020 remain in place, with many new sessions added to the line-up.
  • The call for sessions is now closed: successful presenters must now register to attend.

Outdoor activity

Playful Learning is pitched at the intersection of learning and play for adults. Playful in approach and outlook, yet underpinned by robust research and working practices, we provide a space where teachers, researchers and students can play, learn and think together. A space to meet other playful people and be inspired by talks, workshops, activities and events. In its home at the heart of England in Leicestershire, we have spaces that open the programme up to both indoor and outdoor activities, and evening activities that continue the playful learning and conversations after the formal programme ends.

Playful Learning 20/21/22 will take place on 6-8 July 2022 in Leicester.

PLA Conference Cambridge

PLA meeting – Cambridge May 2022


The first post-lockdown PLA meeting will take place in Cambridge at Anglia Ruskin University, to coincide with a PlayLab residency.

About this event

The first face to face meeting of the Playful Learning Association following the earlier lockdowns will be held at Anglia Ruskin University in Cambridge.

In the tradition of our previous events, everyone is warmly welcomed – whether you’re new to the Association, a veteran of the previous Special Interest Group, or based in or around Cambridge and interested in the use of play and games for adult learning.

The theme is Making Space for Play : the meeting will co-incide with a residency by a postgraduate collective from Denmark who will be setting up a ‘PlayLab’ on site. The precise content of the meeting is currently being crowd-sourced from our members, but normally includes playtests, active discussions, sharing of practice, and creation of new ideas or projects.

The event will run from midday on Thursday 19th May, through to midday on Friday 20th. There is no charge to attend, but we ask that members arrange their own transport and accommodation (suggestions below). A light lunch will be provided on arrival and departure, with refreshments throughout.

Agenda (subject to minor alterations)


12:00 – Arrival/lunch

13:00 – Welcome / ice breaker

13:30 – Climate change boardgame prototype (Matteo Menapace)

14:00 – PlayLab theory and practice (visiting PhD students, Denmark)

14:30 – Refreshments

15:00 – PlayLab experimentation

17: 00 – Games and cakes at Thrive

Later in the evening we’ll find somewhere to eat/drink, or you can do your own thing.


09:00 – Coffee

09:30 – Playing Outside: Secret Portals (group activity*)

11:00 – Refreshments

11:30 – Group mission reports

12:00 – Open slot for PLA members to offer/test/share

13:00 – Close, with grab-bag lunch provided

*Note: for this activity you will be walking around Cambridge; but you can choose to walk shorter or longer distances, and optionally co-ordinate your group from our base room.

Accomodation suggestions

There are a number of accommodations across Cambridge for most budgets, but the following are closest to the venue or train station (it’s a 20 min walk from the station to the venue).

Travelodge Newmarket Road (around £60)

Premier Inn Newmarket Road (around £50)

Ibis Cambridge Central Station (around £100)

International Conference on Global Education and the Green Economy

This is the 9th iteration of the International Research Conference series, and builds again upon  Responsible Research and Innovations (RRI),  with the theme of “Global Education and the Green Economy.” Academics and practitioners across the world are invited to share their perspectives around key and emerging challenges facing humanity and the potential for addressing these via educational and economic activity, especially examples of sustainable and green initiatives. The perspectives expected are challenges, processes, and outcomes of socially responsible research, especially its impact on communities and stakeholders.

The broad objectives of the conference series are:

  1. To provide an inclusive platform fostering an active community of researchers collaborating on issues of social significance and societal concern
  2. To advance the principles and practices of Responsible Research and Innovations (RRI) in support of researchers at all stages of their research journey
  3. To provide an open and accessible mechanism for sharing creative contributions to the research agenda across various subject matter and discipline areas.

The Scientific Conference Committee:
Professor Stephen McKinneyUniversity of Glasgow, UK Conference Chairman Dr Ravi KumarLondon School of Management Education, UK Conference
Dr Peter GrayNorwegian University of Science & Technology, Norway
Dr Sarita ParhiLondon School of Management Education, UK
Martin McAreavey University of Bolton, UK
Hassan Shifau London School of Management Education, UK
Dr Dolly Jackson-SillahLondon School of Management Education, UK
Dr Alexandra OkadaOpen University, UK

Within our broad theme, we encourage papers adopting empirical, experimental and theoretical content produced by researchers. We are particularly interested in (but not exclusively committed to):
– Education Management
– Lifelong Learning
– Economic and Social Impact of Education
– Social Impact through the Green Economy
– Innovation in Learning and Education
– Impact of Technology on Education and Green Economy Settings
– Accessibility to Education for the Disadvantaged
– New Perspectives on Global Education
– Global Impact of Green Economy Initiatives

Dr Okada will be supporting two large international networks on Global Education for Sustainability with fun participatory approaches:
(1) CONNECT Open Schooling  and
(2) OLAF – online learning to participate in this conference


PODCAST: Qualitative research – online ethnography

Sarah Huxley, a third-year Ph.D. student at the OU, produced a podcast for the OU Grad School. In this podcast, Sarah talks with Nora Dooley who is a staff member of the not-for-profit Coaches Across Continents (CAC) about qualitative research. This podcast is a resource for researchers and practitioners, seeking advice about qualitative research; and in particular online ethnography and how to work with participants.

“The conversation covers Nora’s ‘do’s and don’ts’ for researchers, as well as her reflections on surprises during data gathering, challenges, and ultimately if she found the research process fun. Sarah sums up the episode by reflecting upon her approach to the research process as one of ‘disciplined improvisation’ (based on the notion by RK Sawyer, 2004). As well as the possibilities that the pandemic catalysed in relation to thinking and working with online embodied ethnography.”

Have fun! More details and access to the podcast: HERE.

A special thanks to Nora Dooley from Coaches Across Continents  for contributing her ideas and voice, and to Mark Childs from Pedagodzilla for providing podcasting advice and support! It was much needed.

Reference: Sawyer, R. K. (2004) ‘Creative Teaching: Collaborative Discussion as Disciplined Improvisation’, Educational Researcher, 33(2), pp. 12–20. doi: 10.3102/0013189X033002012.

If you wish to reach out to Sarah, you can find her on Twitter at:

CONNECT UK-Brazil Knowledge Exchange Seminar on Open Schooling with fun participatory approaches

The International Knowledge Exchange Seminar on Open Schooling UK-BR was organised by Dr. Okada , scientific coordinator of  CONNECT and member of Rumpus Research group.

CONNECT – inclusive open schooling with engaging future-oriented science is funded by the European Union and by two Brazilian Universities.

This event was held in Milton Keynes on the 22nd of March 2022. The seminar brought together 30 experts in the field to discuss open education, participatory design, emerging technologies as well equity, diversity and inclusion. Its aim was  to  provide a forum for academics and non-academics (from enterprises) to present their work in a straightforward format, on issues that are relevant to open schooling.

To make it more inclusive the event at Berrill Theather was in Portuguese Language, livestream, recorded and shared.

The OU speakers were Alexandra Okada (WELS) who opened the event and presented open schooling in Europe, Roberta Davies (EDI) talked about Equality, Diversity and Inclusion and Lara Piccolo (STEM-KMi) discussed about participatory design of a chatbot with children.  In addition, the OU research fellow visitor Prof. Alexandre Marino Costa presented his research that started with Dr. Okada about Augmented Reality in Brazil – project funded now by the Brazil Government using open schooling. Various examples were discussed to enhance innovation ecosystems with open schooling for tackling the societal challenges of our world. The Bett-Brazil speakers were from various enterprises including Lenovo, Samsung, Kroton Education,EduInfo, Fore Education, Bedu Tech; universities: FATEC, UFSC, Jundiai, Maua, and schools: Lourenco Castanho, Language School, Marista,… and policy makers from UNDIME – a large Union of Municipalities in Education.

The poster session enabled participants to obtain and discuss information about open schooling and research developed during the 1st year of the project  CONNECT.

The Open schooling CONNECT network engaged a full range of R&I stakeholders: researchers and research organisations, policy makers at national and regional level, business and industry representatives, science education members, and civil society organisations of Brazil. It encouraged discussion, fostered improved understanding and  enabled opportunities for more in-depth engagement with the UNESCO Agenda 2030, the EU Green Deal and The NEW-GREEN DEAL of BRAZIL.

During this event, the CONNECT policy report was launched. Three workshops were organised.

Various relevant questions and opportunities for partnerships were discussed: What does “open schooling means” for our organisations? What are the key principles of Equity – Diversity and Inclusion to support open schooling for all? What are the initiatives that bring together education, enterprise and society? What are the examples of participatory design that engages students, teachers, families and researchers to produce innovation to address students’ real-life problems? What are the best practices of open schooling with emerging technologies, for example, augmented reality?

After the workshops, all participants presented their practices and initiatives.

The evaluation of this Knowledge Exchange event was very significant with three key outcomes:
1. Business benefiting from project experience and ideas shared by speakers
2. New curricula including open educational resources and tools shared by participants
3. Networks developed enabling new collaborative projects and partnerships

As an example, the event enabled the cooperation between the OU-UK Rumpus with Policymakers – The Secretary of Education in Sao Paulo – Brasil Government leader of UNDIME-SP to develop together a case study  about the open schooling “protecting the largest urban forest in the world” which is located in Brazil .  This CONNECT event  brought  key findings to the attention of key participants and decision-makers, in education, academia, industry and policy. And it will be now expanded to the wider public sector and others in the next event of BETT Brazil in May 10th , which Alexandra Okada is a keynote with Marcia Bernardes the head of UNDIME, including Silvar Ribeiro the coordinator of Social Innovation Research in Bahia UNEB   who will be talking about Environmental protection in the  semi-arid  region of Brazil ,  and Thais Castro leader of technology for inclusion in UFAM who will talk about  citizen science initiative to understand issues of Amazon – the largest tropical forest in the world.



SEE our Policy report


O Seminário Internacional sobre Open Schooling UK-BR foi organizado pelo projeto CONNECT time da The Open University financiado pela Comissão Europeia, apoiado pela BETT Brasil e grupo de Pesquisa Rumpus. Este evento foi realizado em Milton Keynes no dia 22 de março de 2022. O seminário reuniu 30 especialistas na área para discutir educação aberta, tecnologias emergentes, design participativo, bem como equidade, diversidade e inclusão.

Vários exemplos foram compartilhados para aprimorar os ecossistemas de inovação com escolarização aberta para enfrentar os desafios sociais do nosso mundo. A rede Open schooling CONNECT envolveu uma diversidade de organizações interessadas em I&I: investigadores e organizações de investigação, decisores políticos a nível nacional e regional, representantes de empresas e da indústria, membros da educação científica e organizações da sociedade civil do Brasil. Entre muitas empresas, houve participantes da Lenovo, Samsung, EduInfo, Cogna, Fore Education, Bedu Tech; universidades: FATEC, UFSC, Jundiaí, Mauá, e escolas: Lourenço Castanho, Escola de Línguas, Marista,… e formuladores de políticas da UNDIME – uma grande União de Municípios na Educação.

Durante este evento, foram discutidas várias questões relevantes: O que significa “escolarização aberta”? Quais são os princípios-chave da Equidade – Diversidade e Inclusão para apoiar a educação aberta para todos? Quais são as iniciativas que aproximam educação, empresa e sociedade? Quais são os exemplos de design participativo que envolvem alunos, professores, famílias e pesquisadores para produzir inovação para abordar os problemas da vida real dos alunos? Quais são as melhores práticas de escolarização aberta com tecnologias emergentes?

O evento começou com um painel incluindo quatro palestrantes brasileiros da OU, seguido de uma discussão em grupos e apresentações.

Foi o primeiro evento em Língua Portuguesa da Open University UK parte do projeto CONNECT.

Call for Chapters: “Engaging methods to explore fun in education”

To celebrate the third year of Rumpus Blog in 2023, we are editing a digital multimedia book

“Engaging methods to explore fun in education”

This book organised by Okada, A. Tatlow-Golden M., Fergurson R. & Sheehy K., 2023 is supported by our interactive blogposts.  Our objective is to generate a reflective dialogue with research students, practitioners, educational researchers and expert professionals about  “engaging methods to explore fun in education”. The reflections with our participants will be useful to  refine our engaging methods and transform our posts into chapters.

Some examples of blogposts which will be the starting content for chapters:

Example completed:

Drawing as a mediating artefact to support Responsible Research and Innovation with fun

Posts in development (video and more detailed information will be added):

Fun and the benefits of Sign Supported Big Books in mainstream Indonesian kindergartens

Moving Towards A Child-Guided Agentic Participatory Research Methodology: 7 To 11 Years Children’s Experiences Of Physical Activity

The value of fun in online learning

‘My PhD journey’: Exploring the doctoral process with Body Mapping and fun


Distance education and fun? Conference – Call for papers: 31 January 2022.

The call for papers for the online conference ‘Distance education: a brave new world?’ has been extended until 31 January 2022.

Some themes that might be interesting for our online learning and fun network:

Transformation in teaching and learning

  • Teachers’ creativity vs process constraints
  • Lessons learnt

Educational models, configurations and practices

  • Well-established teaching methodologies and new practices
  • Traditional, new, tested and forthcoming models of distance, blended and online learning

Perception of distance education and its mission

  • Old and new perceptions of distance education
  • Positioning in relation to traditional education


  • Abstracts may be submitted in French or in English.
  • Abstracts must be between 300 to 600 words including references (if required).
  • Conference presentations will last 10-15 minutes with 5 minutes for questions to maximise the number of sessions and increase the diversity of views and experiences.
  • The scientific committee may ask authors to amend their accepted abstracts before their publication on the conference website.
  • Authors will be asked to submit short papers (3,000 to 4,000 words including references) for publication on the conference website before the conference.
  • Selected conference proceedings will be published in a special issue of the journal Distances et médiations des savoirs (Distance and mediation of knowledge) based on the conference themes. Authors who wish to submit full papers for the special issue will be provided with further information after the conference.

The submitted abstracts will be evaluated by members of the conference scientific committee through a double-blind review process.

Please visit the ‘Submission’ tab above to submit your abstract through our online platform*.

* To be able to submit an abstract, you will need to create an account on the conference platform. Click on ‘login’ at the top of this page to create your account or follow this link.

Important dates for authors 

28 October 2021  Call for papers opens  
31 January 2022  Deadline for submissions of abstracts (300 to 600 words including references) 
28 March 2022  Notifications to authors (including possible revisions) 
15 June 2022  Deadline for submission of short papers  

(3,000 to 4,000 words including references) 

30 September 2022  Publication of short papers prior to the conference 
20-21 October 2022  Online conference  
After the conference (date to be confirmed)  Opportunity to submit full papers for publication in DMS (details to be confirmed) 

More details:

Open Education Awards for Excellence celebrates its 10th anniversary with Rumpus!

In 2021, the Open Education Awards for Excellence celebrates its 10th anniversary.

Every year for ten years, Open Education Global has recognized the brilliance within the Open Education sector through its Open Education Awards for Excellence. The winners of these awards represent works that encapsulate the aspirations of the movement, further inspire outstanding achievements, and add immeasurably to the shared wealth of the open education community.

To celebrate this milestone, the OEG will host an online event on December 7th. The occasion will be a special look back at the outstanding achievements of the open education community in the last decade.

As a past winner of two special awards, OEG  invited Dr. Okada – representing Rumpus – to be part of the celebration.

Project/Initiative: ENGAGE – equipping the next generation for active engagement with science supported by fun in learning


Award: Creative Innovation Award

Year: 2017

Project/Initiative: VR classroom – Open APP using Virtual Reality with fun in learning


Award: Open App Award

Year: 2019

These awards were very important for the network led by Dr Okada in Brazil, UK and other European countries to support research-based practices and evidence-based policy on open education enhanced by Responsible Research and Innovation.  The network has just started another large European-funded project – CONNECT – inclusive open schooling with engaging and future-oriented sciences with a large number of teachers and students in seven countries. Participants of CONNECT phase 1  were more than 100 teachers and 1500 students from the UK, Brazil, Spain Greece, and Romania.

CONNECT team has developed a topical open schooling resource CARBON NEUTRAL launched during COP26 in the UK.  The aim of this OER is to help teachers to guide students to voice their views and develop competencies with scientific literacy.


The OER Carbon neutral  produced by CONNECT consortium team was designed to promote phenomena-based learning (PhenoBL) first popularised by Finland’s initiative of revolutionising their curriculum in 2016. This buzzword is back again, but this time it is connected to the Next Generation Science Standards.

“PhenoBL is a method of understanding a phenomenon—an observable event—using various methods and perspectives, which may often overlap. PhenoBL takes a broad, multi-faceted look at events and occurrences happening in the real world, such as climate change, migration, or even the European Union. Looking at these subjects from a number of different angles helps the students to truly understand the workings of natural and societal events.” (Twig Education, 2021)

CONNECT team led by Dr. Okada has also launched the platform built by the AI enterprise EXUS to engage teachers and scientists to work together for empowering students.

Through this platform, teachers can download open schooling resources produced by 10 partners in five languages.

Inspired by OE Global, open schooling educators, learners,  researchers,  entrepreneurs,  and policymakers are now connected in CONNECT for open sustainable education of this decade 2030.

“Open education goes beyond open access of knowledge, it also includes open approaches to cocreate knowledge responsibly. Open learners and Open educators are Open Researchers Innovators at heart.” (Okada, 2019)