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One to One Learning Framework for Transforming the 21st Century Education Completed


Dates: 03 & 04 Sep 2015
Hours: 07:00 - 15:30
Location: Nicosia
Venue: Hilton Cyprus
Company Visit: 6 Hours
Language: English

The programme includes:

  • Two full-days seminar at a luxurious venue.
  • Half a day consulting session for each participating company.
  • An extensive report for each participating company formulated to their needs. The report will include recommendations and suggestions for further consideration by the management.
  • Full access to a seminar blog containing all presentations and further additional support materials and resources for each seminar participant.
  • Full lunch and three coffee breaks for the two-days seminar for each seminar participant.
  • No VAT is imposed to Digipro Executive Management Seminars. Please contact us for clarifications.


Human Resource Development Authority of Cyprus

Lead Instructor

Chryso Christodoulou

instructor Chryso Christodoulou

Ms. Chryso Christodoulou is the founder of FUNecole® Research Institute and the co-founder of Digipro Education Ltd. Her academic background is. View seminar instructor


Program Rationale

21st Century pupils have the frontal lobe of their brains stimulated by video games, television, cellular devices, and instantaneous web-based communication for many hours each day. One of the common causes of boredom in the classroom is pupils’ perception that the methods of how the curriculum is delivered to them are irrelevant to how they learn. 21st Century schools face the challenge of making standardized curriculum rich and relevant for the pupils who have instant access to anything that they want to learn on their own. Educational stakeholders recognise that it is time, right now, for educational systems to develop strategies that connect with pupils that need to excel in a complex, interconnected 21st Century world.

“The 21st Century Learning framework for school transformations with ICT” will be a guide for schools as they envision, plan, implement, evaluate and expand 21st century learning practices in their schools. Innovative school transformation initiatives should lay the foundation on which new learning dynamics can be built. These initiatives can create a platform for reform, for re-imagining what school could be, and for building a more authentic, relevant and worthwhile learning environment for young people in the 21st Century. How should education be structured to meet the needs of students in this 21st century world? How do we now define “School”, “Teacher” “Student” and "Curriculum"? Schools in the 21st century will be laced with a project-based curriculum for life aimed at engaging students in addressing real-world problems, issues important to humanity, and questions that matter.

This is a dramatic departure from the factory-model education of the past. It is abandonment, finally, of textbook-driven, teacher-centered, paper and pencil schooling. It means a new way of understanding the concept of “knowledge”, a new definition of the “educated person”. A new way of designing and delivering the curriculum is required. Cypriot students face the complexity and diversity of a world that needs flexible, creative and innovative minds. Students demand changes and seek for autonomous learning. How can Cyprus continue to compete and survive in a global economy if the entering workforce is made up of high school graduates who lack the new skills they need, and of university graduates who are mostly “adequate” rather than “excellent”?

Cypriot educational institutions both at primary and secondary levels need to face the challenge of reforming curricula and instruction. All educational stakeholders recognize that it is time for tremendous improvements for in the readiness of new workforce entrants. “Excellence” is the standard for global competitiveness. Educational systems in Cyprus need to develop strategies that connect with students in the 21st century classrooms and workplaces.

The conclusion: Cypriot schools need to reform and re imagine learning to offer authentic interesting and relevant experiences. Teaching and learning must transform urgently to meet the needs of the new millennium students or risk becoming irrelevant!



Think Tank On Global Education
Fernando M. Reimers with Mrs.Chryso Christodoulou during the Think Tank On Global Education Organized by the Graduate School of Harvard University In May 2015

Think Tank On Global Education

Target Audience

This seminar will offer valuable insight to school principals/managers, educational curriculum consultants and master trainers of private primary, secondary, higher and educational institutes approved by Ministry Of Education and Culture. All above schools need to transform and develop their educational practices that will lead their students towards the 21st century skills.


Program Objectives

By the end of this workshop participants will be in a position to:

  • To comprehend how ubiquitous access to technology make possible for contemporary teaching and learning and the compelling case for change.
  • Demonstrate how ICT facilitates new forms of thinking and learning that require the cultivation of the different and wide ranging skills necessary for the 21st century future citizens.
  • Understand how best to lead the inevitable shift of transforming schools through the 5 change phases.
  • Formulate the most effective implementation of the initiatives on which a shift is built
  • Structure evaluation so that it is continuous and impactful.
  • Promote the usage of new web-based comprehensive instruction practices that successfully to infuse technology into the 21st century school curricula.
  • Show how to prepare learners for the technology-rich and culturally-diverse modern societies.
  • Re-define of the role of the teacher who has to make room for other types of learning (e.g. self learning, peer learning, curiosity driven learning, experiential learning that lead students to the learning to learn paradigm.
  • Learn how to implement comprehensive approaches in context–based learning, inquiry-based techniques and innovative student centric pedagogical practices.
  • Present best practice Learning Environments both for primary and secondary levels that utilize web-based learning resources that support and enhance the 21st century educational movement.

Program Outline

DAY one

7:00 – 7:30 / Arrival and registration

7:30 – 8:00 / Introduction and outlining objectives of the workshop.

8:00 – 9:30 / What is the compelling case for change? Enabling dynamic school transformations.

Phase 1: Understand the Compelling Case For Change

The global and economic trends and the reality of the technology-rich world in which today’s students live. Setting up a foundation of ubiquitous access to modern technology which will enable Cypriot schools to create a 21st Century Learning environment for the students.

  • How the preparedness and skill levels workforce are critical factors in the ability of Cyprus to stay competitive in the 21st century?
  • Why Cypriot students need to start preparing for the for the workforce demands of the 21st century?
  • What are the skills that are in demand for all students, regardless of student’s future plans?
  • What is the enormous impact of primary and secondary education for students’ ability to

Case study: Developing the framework that best reflects the school culture that will give students their best opportunity for success in their life ahead.”

9:30 – 9:45 / Break

9:45 – 11:45 / Phase 2: Redesign Learning And Teaching

  • Accepting the scale of change in the world around us.
  • Accepting the urgent need to rethink, re-imagine, redesign the very nature of teaching and learning in a technology-rich world.
  • Supporting the indivitual schools’ vision of learning.
    Examining all aspects learning and teaching practices to best understand the new roles that new learning environments require.
  • Cultivating thinking, creativity, learning, collaboration and regulation.
  • The shift of focus towards a more experiential learning: more active, cumulative, constructive, goal-directed, diagnostic and reflective learning.
  • The need for more independent learning: more discovery-oriented, contextual, problem-oriented, case-based, socially and intrinsically motivated learning.

11:45 – 12:15 / Lunch break

12:15 – 13:15 / Phase 3: Lead The Shift

  • Presentation of the current context and definition of a clear articulated school vision.
  • Making it happen. School leaders are responsible to make it happen.
  • Moving from vision to reality by developing and initiating strategies to create a sustainable initiative that all stakeholders understand and support and in which educators at all levels are not only eager to participate but have the support they need to help achieve the initiative goals.

13:15 – 14:15 / Learning through new creative ways.

  • Using ICT tools to support the curricular objectives, Video presentations and interactive group discussions.
  • Promoting and using ICT tools that enhance the learning processes and enable the cultivation of creative learning and innovative teaching.
  • ICT as an enabler to manage, evaluate and use information retrieved from various sources such as multimedia CD-ROMs and websites.

14:15 – 14:30 / Break

14:30 – 15:30 / Creativity and Innovation in education.

  • The real barriers to creativity and innovation in schools.
  • Creativity for thinking and learning.
  • Developing true innovative Learning Environment of learners, schools, teachers and parents.
  • “Live” demos from various web enabled recourses that support the “New comprehensive approaches to teaching and learning”.
DAY Two

7:00 – 7:30 / Arrival

7:30 – 8:00 / Recapitulation of first day

8:00 – 9:30 / Demo. Promoting creativity, innovation and entrepreneurship in the 21st century classrooms.

  • Fostering and facilitating creative learning and innovative teaching.
  • Harnessing the emerging and increasing role of ICT integration in the learning practices and how this affects the innovation-development process.
  • Enabling a trusted multicultural classroom and school atmosphere.
  • Presentation of “Live” demos of web enabled tools and recourses that facilitate collaboration and social interactions between the various educational stakeholders.

9:30 – 9:45 / Break

9:45 – 11:45 / Phase 4: Implement The School Plan

Begin the more practical steps of implementation.

  • Assessing what you already have, what they need, and what they should select in terms of infrastructure, hardware, and software to help achieve their goals.
  • Emphasizing support, communication, and policy development

11:45 – 12:15 / Lunch Break

12:15 – 12:45

  • Enabling the collaboration and sharing of experiences amongst students.
  • Reforming the class to operate as a “consulting company” solving creatively practical life problems.

Case study 1. Enhancing knowledge capitalization via online collaborative methods.

12:45 – 14:15 / Phase 5: Review. Evaluate. Grow.

Effective evaluation of your initiative is the backbone of its success. Review and evaluation should be conducted at regular intervals as your initiative matures.

14:15 – 14:30 / Coffee break

14:30 – 15:30 / Demonstration of practical ways to:

Practical parallel workshops by participants.

Participants use their newly acquired knowledge and skills formulate school transformation action plans and work with web enabled resources and tools to prepare own resources and lesson plans.

Participant Presentations.

  • Group presentations of sample recourses and lessons.
  • Workshop evaluation.
  • Conclusions and workshop closure.

Training Methodology

The workshop methodology aims to support participants in how to expand their own personal skills and knowledge. This aim will be accomplished by providing robust and well-designed case studies, integrating sample educational demos, presenting and discussing real life scenarios, performing group assignments and demonstrating web enabled tools and recourses. There will be also presentations using PowerPoint slides, videos and various other multimedia tools.

Furthermore, workshop participants will be guided in a very concise and condensed way, both on the strategic side as on the practical classroom management side. Participants will be asked to bring their own materials into the seminar and will be encouraged to interact with the lecturers and other participants. This workshop will follow a very pragmatic approach that will enable the active participant interaction.

The seminar notes are going to be available to participants in hard copies and in electronic form on a CD and available on line at Digipro Website and the class blog: Creative Learning Blog

Formation Evaluation

Evaluation is conceptually related to the glass box approach, in which the primary objective is to gain a greater understanding of impact that the workshop has made to the participants (The word itself has its origins in the French word evaluer---to calculate from a mathematical expression or to express in terms of something already known.)

Their will be continuous workshop assessments for evaluating and measuring the workshop effectiveness throughout the duration of the workshop. This is going to be performed with the aid of group work exercises, key lessons learned assessments, open discussions and plenary presentations.

The participants at the end of the workshop will be requested to fill out evaluation forms that will give their feedback in terms of the following key points:

  • Their general views in regard to their participation to the workshop
  • The extent that they have increased their knowledge, skill and perspective
  • The relevance of the workshop to their daily activities
  • The knowledge and effectiveness of the presenter
  • The quality of the seminar material/handouts.
  • The best features/elements/issues as they were raised at the workshop
  • Their willingness to participate in other seminar with the same presenter/training institution

Additionally there will be conducted an internal evaluation activity in regard to organisation administration and seminar management issues


Program Faculty

Ms. Chryso Christodoulou is the founder of FUNecole® Research Institute and the co-founder of Digipro Education Ltd. Her academic background is in Computer Science and Education. She is the designer and author of the FUNecole® for Cambridge ICT Starters Initial Steps endorsed by University of Cambridge International Examinations and recognized best practice educational approach by the European Commission. Ms. Christodoulou is an external educational expert for the Institute of Prospective Technological Studies (IPTS) on various educational research projects. She is a program committee member for the Institute of Electrical and Electronics Engineers’ (IEEE) Computer society. Mrs Christodoulou participates as keynote speaker and panelist at numerous conferences, seminars and workshops around the world. Ms. Christodoulou´s work has been published in scholarly and policy publications, such as IEEE Xplore and the European Parliament Magazine. She is a recognized as an entrepreneurship expert by OECD and is one of 350 European Ambassadors of Entrepreneurship.



Post Program Activities

The in-company visit will include a review of the individual plans prepared by the participants during the seminar/workshop and an in-depth presentation and brainstorming discussion. Specifically this discussion will focus on:

  • Devising a school comprehensive 5 Phases school strategy and action plan on how to enable all these transformations to take place for each particular school.
  • The new 21st century skills movement and the usage of new web enable teaching tools and recourses.
  • Practical ways of implementing technological tools and multidisciplinary learning environments to teach towards academic excellence.
  • Practical ways of re-define of the role of the teacher who needs to be enabled to cultivate student’s minds to be flexible, creative, critical and innovative.
  • Demonstrate how the new comprehensive approaches in context–based learning, inquiry-based techniques and student centric practices can inspire students in becoming creators and owners of knowledge and skills.
  • Present the enormous impact these transformations will impose on primary and secondary schools, teachers, students and parents.
  • After this session Chryso Christodoulou will prepare a comprehensive report for every participating school institution that will contain comprehensive consultation on how the schools can proceed further and beyond the scope of this seminar and into practical ways of implementing these strategies into the school ethos.


Testimonials

Chryso developed and delivered an engaging and valuable seminar for educators. She is flexible, listens well and was able to adapt her expertise to our group’s and the individuals within the group’s needs. Her experiential approach reinforces learning and provided our participants with much to think about, skills to apply when back in their own workplace and strategies to use when leading and working with students. Feedback was excellent from all participants. Top qualities: Great Results, High Integrity, Creative.  I also liked the fact that the seminar offered links to many useful online resources. It was also important to learn about Global Skills. Thank you Chryso!

Arlette Shohmelian
Secondary Team Leader
Highgate Private School


Deploying One to One Computing Framework April 2015


Subsidy, Attendance, and Cancellation Policy

HRDA Subsidy and Seminar Attendance

  • A company’s participant is eligible for subsidy when their Social Insurance and Industrial Training contributions have been settled in full by the time of registration/seminar. In case of ineligibility/disqualification, the company will be invoiced the full amount per participant.
  • A company’s participant is eligible for subsidy if he/she completes an obligatory attendance of 75% or more (both during seminar and company visit). In case of failure to complete the attendance, the company will be invoiced the full amount, per participant.

Cancellation and Substitution Policy

  • Cancellations can be accepted up to 5 working days prior to the seminar without penalties. For any cancellations received after the deadline (or no-shows) the company will be invoiced the full amount per participant.
  • Substitutions can be accepted any time prior to the seminar without penalties.

Approved By Human Resource Development Authority of Cyprus

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