• admin@digipro.com.cy
  • +357 26 955000

Learning in the Innovation Age: Disrupting and Redesigning Education Using Technology Completed

Dates: 06 & 07 Sep 2017
Hours: 07:00-15:45 (Including Coffee Break & Lunch)
Location: Nicosia
Venue: Hilton Cyprus
Company Visit: 6 Hours

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 instructors

Program Rationale

The 21st century educational environment calls for critical thinking, creative expression and collaborative problem solving. The challenge is to reinvent the education ecosystem and re-empower teachers to be more open and innovative while using practices for richer and more engaging and motivating learning.

Over the last several decades, the industrial business model has shifted to knowledge-based economy. Companies’ organizational structures are now less hierarchical and more collaborative. They fully incorporate the latest technological innovations and are equipped with transparent communication processes that facilitate knowledge management. The entire workforce is now responsible for productivity, innovation and business performance excellence.

Meanwhile, most students have to “power down” when they enter school environments, which are ill equipped to meet their learning styles and technological prowess. Young people need to be equipped early on with the skills for employment. Successful companies require workforce with a “global mind set” ready to take on the complex, interconnected, multicultural, high-skill and high-tech jobs.

OECD, European Union, UNESCO, Partnership for 21st Century Skills in USA, the European Digital Agenda and others identified the 21st century learning competencies as essential. According to the Grand Coalition for Digital Jobs Europe might face a shortage of up to 825,000 ICT professionals by 2020. The INSO-6-2014 instrument states: “ICT is crucial to boost the modernization of education and training. UK is the first country in the world to introduce coding lessons from 6-year-old students. It’s a big shakeup for teachers who face the the huge challenge to teach with confidence, enthusiasm while using technologies creatively in the classroom and adding value to learning.

The conclusion: Cypriot primary 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 Innovation Age students or risk becoming irrelevant!

Target Audience

This seminar will offer valuable insight to school principals/managers, educational curriculum consultants and master trainers of private primary educational institutions 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 seminar 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.
  • Use STEM approach for integrating Science, Technology Engineering and Mathematics for all school levels.
  • 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 social media in teaching and learning.

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

07:00 – 07:30 / Arrival & Registration

07:30 – 08:00 / Introduction and outlining objectives of the seminar.

08:00  09:30 / 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 primary schools early on,  to create a 21st Century Learning environment for the students. 

  1. How the preparedness and skill levels workforce are critical factors in the ability of Cyprus to stay competitive in the 21st century? How to use Technology for developing the 21st century skills?
  2. Why Cypriot students need to start preparing for the for the workforce demands of the 21st century?
  3.  What are the skills that are in demand for all students, regardless of student’s future plans?
  4. What is the enormous impact of primary and secondary education for students’ ability to compete?
  5. The 21st century actions: Building and assessing communication, collaboration, digital literacy and Technology proficiency skills.
Case study: Developing the framework for building civic responsibility, global awareness, leadership, responsibility and career skills for giving students the best opportunities  for success in their future lives ahead.”

09:30  09:45 / Coffee break with biscuits and snacks

09:45 – 12:15 / Phase 2: Redesigning Learning And Teaching

  1. Accepting the scale of change in the world around us.
  2. Using Integrative design: Selecting and integrating many different kinds of learning.
  3. Accepting the urgent need to rethink, re-imagine, redesign learning for the Technology-Rich and Innovation Age Global Interconnected Societies.
  4. Supporting the individual schools’ vision of learning for preparing students to be ready to tackle non anticipated challenges. 
  5. Examining all aspects learning and teaching practices to best understand the new roles that new learning environments require.
  6. Teaching for New Literacies: Introducing coding lessons from Kindergarten. How early programming programming skills teach problem-solving and critical thinking and expose children to the world of computer science.
  7. Providing resources and information on media use.
  8. Sequencing and patterns involved in programming and technology lessons reinforce creativity, critical thinking and the development of “habits of mind that are essential for the 21st century,”
  9. Using STEM approach for integrating Science, Technology (computational ideas and strategies), Engineering and Mathematical skill development for solving problems, designing projects.

Case study:

Why STEM, STEAM are essential for the future of education?

Presenting STEM, STEAM Lessons and show how they make learning more fun and engaging, not to mention provide students opportunities to use content knowledge and skills in ways that are practical and applicable to the real world.

12:15 – 13:00 /  Lunch break at Hotel's Restaurant

13:00 – 14:00 / Phease 3: Lead The Shift

  1. Presentation of the current context and definition of a clear articulated school vision.
  2. Making it happen. Primary education leaders are responsible to make it happen. 
  3. 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.

14:00 – 15:00 / Empowering students to be contributors and problem solvers.

  1. Using ICT tools to help students find their voice by teaching them to be smart consumers and creative producers,

Video presentations and interactive group discussions.

  1. Use ICT tools for collaboration and networking and that increase student impact students.
  2. Enable teacher collaborate for to build and sustaining a richer curriculum.
  3. ICT as an enabler to manage, evaluate and use information retrieved from various sources such as multimedia CD-ROMs and websites.

15:00 – 15:15 / Coffee break with biscuits and snacks

15:15 – 15:45 / Creativity and Innovation in 21st Century Education 

  1. The real barriers to creativity and innovation in schools.
  2. Creativity for thinking and learning.
  3. Developing true innovative learning environment of learners, schools, teachers and parents.
  4. “Live” demos from various web enabled recourses that support the “New comprehensive approaches to teaching and learning”.


7:00 – 7:30 / Arrival

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

8:00 – 09:30 / Getting the "right" exposure to technology while Promoting creativity, innovation, and enterpreneurship in the 21st Century classrooms. Acquiring new "Higher Order Thinking Skills".

  1. Fostering and facilitating creative learning and innovative teaching.
  2. How video games and other screen media improve visual-spatial capabilities, increase student attentional abilities.
  3. Harnessing the emerging and increasing role of ICT integration in the learning practices and how this affects the innovation-development process.
  4. Using ubiquitously the Internet search engines is causing students to become less adept at remembering things and more skilled at remembering where to find things.
  5. Presentation of “Live” demos of web enabled tools and recourses that facilitate collaboration and social interactions and subject integration between the various educational stakeholders.

Case study: Given the ease with which information can be found present the importance for students not to remember information but to have the skill and capability to search and identify for the right and information while engaging in “higher-order” processing such as contemplation, critical thinking, and problem solving.

09:30 – 09:45 / Coffee break with biscuits and snacks

09:45 – 12:15 / Phase 4: Implement The School Plan

Begin the more practical steps of implementation.

  1. 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.
  2. Emphasizing support, communication, and policy development.
  3. Encourage teachers to use social media in class to enhance learning.
  4. Navigate social media to enhance student and community engagement.
  5. Integrating social media and handling the fear cyberbullying, class distractions or other negative consequences.
  6. Communicating the school’s social media philosophy to students and parents.

12:15 – 13:00 /  Lunch break at Hotel's Restaurant

13:00 – 13:30

7. Enabling the collaboration and sharing of experiences amongst students

8. Reforming the class to operate as a “consulting company” solving creatively practical life problems

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

13:30 – 15:00 / 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.

15:00 – 15:15 / Coffee break with biscuits and snacks

15:15 – 15:45 / Practical parallel seminars 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 recourses and lesson plans.

 Participant Presentations.

  • Group presentations of sample recourses and lessons.
  • Seminar evaluation.
  • Conclusions and seminar closure.

Training Methodology

The seminar 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, seminar 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 seminar 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 www.digipro.com.cy and the class blog: http://creativelearning.digipro.com.cy/

Seminar Follow up:

Digipro will have available at www.digipro.com.cy and the class blog all relevant seminar materials. After the seminar participants will be able to continue using the portal site, sharing knowledge, communicating on line, and downloading documents.

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.

Dr Bruce is a sociologist who undertook his academic studies in Los Angeles, Galway, Amsterdam and Hull. He has lectured in universities in France, England and Ireland and worked in policy research for the European Commission in Brussels. In Ireland he worked for the government agency responsible for disability policy and was responsible for the education of specialists working in vocational rehabilitation. He was also responsible for national initiatives in professional development in the disability sector in collaboration with a number of Irish universities. He is CEO of Universal Learning Systems, an international consultancy firm specializing in research, education, training and project management. ULS undertakes projects for a number of clients in the educational, development and management sectors. Based in Ireland, ULS also has offices in Barcelona, Sao Paulo, Helsinki, Amsterdam and Chicago.

He collaborates with various universities in the United States in research and program development. He is Adjunct Professor in the Department of Rehabilitation Counselling with the University of Wisconsin-Stout and an adviser on international relations to the University of Memphis. He coordinated the Diploma in Professional Studies (Managing Diversity) operated by University College Cork and Waterford Crystal. He teaches with the National University of Ireland Galway on learning policy, diversity and systematic training. He is a Senior Research Fellow in the University of Edinburgh. He is Assistant Professor with UOC, the Open University of Catalonia in Barcelona. In 2016 he was appointed Visiting Professor in the National Changhua University of Education in Taiwan.

He has been an adviser to the Commission of the European Union’s DG Education and Culture in the Adaptability Strand of the Equal Program (Paris 2005) and has been the research coordinator for disability in the Equality Studies Unit of the Equality Authority of Ireland. He has conducted research for the Training and Employment Authority of Ireland (FÁS) with particular reference to community employment, standards, best practice and labour market outcomes for marginalized groups. He is academic adviser and course development specialist for equality and diversity training programs developed for An Garda Siochana and the Police Service of Northern Ireland under the EU Peace II initiative. A columnist with New Security Learning journal in Berlin, he is also a member of the Garda Siochana National Diversity Strategy Board. He is President of the Irish Association of Rehabilitation Professionals (IARP).

He is a long-standing member of the European Distance and E-Learning Network, the Irish Institute of Training and Development, the Institute of Guidance Counsellors the National Council for Rehabilitation Education and the California Scholarship Federation. He has lectured and published widely on the social impact of disability, labour market policy, innovative education, distance learning, social inclusion, conflict transformation, strategic change and managing diversity. He is centrally involved in innovative educational development, transformational school systems and enhanced use of ICT in schools. In 2010 he was elected Vice-President of EDEN.

Katie is a licensed K-12 integrated technology coach, K-9 principal, and K-5 teacher. A former classroom and STEAM teacher, she now works as the Professional Development Manager for BirdBrain Technologies, a spin-off educational robotics company from Carnegie Mellon University. She travels around the world leading workshops at educational technology conferences and working closely with teachers and students to integrate robotics into the general education classroom.

Post Program Activities

Following the two day seminar there will be a 6 hour on-site visit to each of the attending schools by Mrs. Chryso Christodoulou.

Participants will be encouraged to share with their colleagues the areas of improvements identified in class and the action plan developed in class and identify priorities to be covered by the training. The areas to be considered in order to meet the training objectives identified above are: the school’s strategic segments, priorities and how each segment is serviced, how the school’s value proposition is delivered and possible gaps, areas where customer expectations are not met, areas where customers are over-served, focused propositions to specific segments. 

Creating different propositions for different segments by incorporating different levels of service

  • Recognising different segment needs and the value to the school.
  • Creating different levels of service to balance value
  • Thinking through the operationalization.

 Identifying service areas which do not add value and discussing ways to de-emphasize.

  • Review features of the proposition and the value perceived by the customer – think ways to reduce of eliminating and evaluate the impact
  • One report will be jointly prepared by both consultants to be presented to each participating school.

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

I have questions