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Environmental Sustainability Training for Children through on-

line Simulation, Exploration, and Collaboration

Comenius Project 502390-LLP-1-2009-1-GR-COMENIUS-CMP

D5.2 Evaluation Report

Evaluation Activities Report

Circulation: Public

Partners: CFL, CERETETH, UTH, BSPlan, DIMPorta, ESB

Authors: R. Alimisi, H. Tsalapatas, K. Tallvid, S. O. Larsson, Z.

Protivova, H. Karagiannis, M. Mogli, E. Heidmann

Doc. Ref. N°: D5230112011V01

Version: 01

Stage: Final

Date: 30/11/2011

ENVKIDS 502390-LLP-1-2009-1-GR-COMENIUS-CMP

January 2012 Evaluation Report

COPYRIGHT

© Copyright 2009 - 2011 the ENVKIDS Consortium, consisting of:

The Centre for Research and Technology Thessaly (CERETETH)

The University of Thessaly (UTH)

Elementary School of Portaria (DIMPorta)

Basic School Planary (BSPlan)

Centre for Flexible Learning (CFL)

Sor Trondelag University College (HiST)

Ecole de Saint Barbe (ESB)

This document may not be copied, reproduced, or modified in whole or in part for

any purpose without written permission from the ENVKIDS consortium. In addi-

tion to such written permission to copy, reproduce, or modify this document in

whole or part, an acknowledgement of the authors of the document and all appli-

cable portions of the copyright notice must be clearly referenced.

All rights reserved.

This document may change without notice.

FUNDING DISCLAIMER

This project has been funded with support from the European Commission.

This publication [communication] reflects the views only of the author, and the

Commission cannot be held responsible for any use which may be made of the

information contained therein.


January 2012 Evaluation Report 3

TABLE OF CONTENTS

FUNDING DISCLAIMER 2

ACKNOWLEDGEMENT 5

CONTRIBUTORS 6

EXECUTIVE SUMMARY 7

1. INTRODUCTION 8

2. LITERATURE REVIEW: A QUALITATIVE RESEARCH APPROACH 9

2.1 METHODS FOR GATHERING DATA 10 2.1.1 Observation 11

2.2 NEED FOR TRIANGULATION 12 2.3 CASE STUDY: A RESEARCH STRATEGY 14 2.4 TEACHING EXPERIMENTS: A RESEARCH STRATEGY 16 2.5 ESTABLISHING A SAMPLING STRATEGY 17 2.6 ETHICS 18

3. INTERNAL EVALUATION 19

3.1 A BUG AND ENHANCEMENT LOGGING SERVICE 19 3.2 A DOCUMENT SHARING ZONE 21 3.3 VALIDATION SESSIONS AT CONSORTIUM MEETINGS 21

3.3.1 At the kickoff meeting, January 14-15, 2010 21 3.3.2 At the 2

nd consortium meeting, September 30 – October 1, 2010 22

3.3.3 At the 3rd

consortium meeting, April 8 –9, 2011 23 3.3.4 At the 4

th consortium meeting, September 21–22, 2011 25

4. EXTERNAL EVALUATION 26

4.1 FAMILIARIZATION STAGE PRIOR TO EXTERNAL EVALUATION ACTIVITIES 27 4.2 ON-GOING EVALUATION AT ECOLE SAINT BARBE IN FRANCE 29

4.2.1 Year 1: The group 29 4.2.2 Year 1: Description of validation activities 30 4.2.3 Year 1: Feedback on relevance, acceptance, and effectiveness 30 4.2.4 Year 1: Feedback on usability and adaptability 36 4.2.5 Year 2: The group 36 4.2.6 Year 2: Activities with the natural resources (‘my planet’) pilot 36 4.2.7 Year 2: Activities with the Energy (‘my town’) pilot. 39 4.2.8 Year 2: Activities with the ‘Everyday practices against pollution’ (‘my home’) pilot. 40 4.2.9 Year 2: Conclusionary remarks 40

4.3 ON-GOING EVALUATION AT THE BASIC SCHOOL OF PLANANY IN THE CZECH REPUBLIC 41 4.3.1 Year 1: The group 41 4.3.2 Year 1: Description of validation activities with 8-year olds 41 4.3.3 Year 1: Feedback on relevance, acceptance, and effectiveness with 8-year olds 43 4.3.4 Year 1: Feedback on usability referring to 8 year olds 44 4.3.5 Year 1: Description of validation activities with 14 year olds 45 4.3.6 Year 1: Feedback on relevance, acceptance, and effectiveness with 14 year olds 45 4.3.7 Year 1: Feedback on usability referring to 14 year olds 46 4.3.8 Year 2: The group 46 4.3.9 Year 2: The 40 “city- planners” 46 4.3.10 Year 2: Activities inspired by the “my planet” demonstrator 47 4.3.11 Year 2: Activities on the “my home” demonstrator 48 4.3.12 Year 2: Conclusionary remarks 49

4.4 ON-GOING EVALUATION AT STANTAGT, EKEN, AND OSTERN SCHOOLS IN SWEDEN 49 4.4.1 Year 1: The group 49



4.4.2 Year 1:Description of activities 49 4.4.3 Year: 1 Feedback on relevance, acceptance, and effectiveness 51 4.4.4 Year 1: Feedback on usability 52 4.4.5 Year 2: The group 53 4.4.6 Year 2: Activities with “my town” demonstrator 53 4.4.7 Year 2: Activities inspired by the “my planet” demonstrator 54 4.4.8 Year 2: Recycling, an activity inspired by the ‘my home’ demonstrator involving also

preschoolers. 54 4.4.9 Year 2: Conclusionary remarks 55

4.5 ON-GOING EVALUATION AT THE ELEMENTARY SCHOOL OF PORTARIA IN GREECE 55 4.5.1 Year 1: The group 56 4.5.2 Year 1: Discussion of activities 56 4.5.3 Year: 1 Feedback on relevance, acceptance, and effectiveness 56 4.5.4 Year 1: Feedback on usability 57 4.5.5 Year 2: The group 57 4.5.6 Year 2: The “the tree … the forest” project for 3

rd graders 57

4.5.7 Year 2: The “endangered species in Greece” project for the 3rd

and 4th

graders 58 4.5.8 Year 2: The “ecological house- ecological neighborhood” project for the 6

th graders 60

4.5.9 Year 2: Conclusionary remarks 64 4.6 ON-GOING EVALUATION AT THE UNIVERSITY OF THESSALY 65

4.6.1 Year 1: The group 65 4.6.2 Year 1: Description of validation activities 65 4.6.3 Year 1: Student reactions 66 4.6.4 Year 2: The group 67 4.6.5 Year 2: Deployment of validation activities 67 4.6.6 Year 2: Student reactions 68

5 POST PROJECT VALIDATION ACTIVITIES TO ADDITIONAL PRIMARY SCHOOLS 68 5.1 THE GROUP 69 5.2 THE DEPLOYMENT 69 5.3 STUDENTS’ REACTIONS 70 5.4 TEACHERS’ FEEDBACK 71 5.5 CONCLUSIONARY REMARKS 71

5 REPORTS OF EXTERNAL EVALUATORS 71

6.1 EXTERNAL EVALUATION REPORT BY PETROS GOUGOULAKIS 72 6.2 EXTERNAL EVALUATION REPORT BY TRYFON GOUDELIAS 82 6.3 EXTERNAL EVALUATION IN THE CONTEXT OF THE APPROVAL OF ENVKIDS TOOLS BY THE

GREEK MINISTRY OF EDUCATION 84

7 DISCUSSION AND CONCLUSIONS 84

REFERENCES 87

APPENDIX A 89



ACKNOWLEDGEMENT

We would like to acknowledge the contribution of Dr. Anna Chronaki, Assistant

Professor at the Department of Early Childhood Education at the University of

Thessaly, for her valuable contribution towards the evaluation of EnvKids activi-

ties with graduate students.



CONTRIBUTORS

Spyros Tsalapatas, University of Thessaly

Olivier Heidmann, Centre for Research and Technology Thessaly

Georgia Evagelou, University of Thessaly

Pavla Kuncova, Basic School Planany

Eva Britt Hartikainen, Municipality of Soderhamn

Mikael Nordling, Municipality of Soderhamn

Carina Nilsson, Municipality of Soderhamn

Hana Pakandlova, Basic School Planany

Landsgesellová Danuše, Basic School Planany

Skalová Lucie, Basic School Planany

Siřínková Alena, Basic School Planany

Malá Jana, Basic School Planany

Vybulková Radka, Basic School Planany

Istenčin Lukáš, Basic School Planany

Černý Václav, Basic School Planany

Dědková Eva, Basic School Planany

Němec Jan, Basic School Planany

Sixtová Leona, Basic School Planany

Nulíčková Jana, Basic School Planany

Ort Tomáš, Basic School Planany

Nastoupilová Dita, Basic School Planany

Šmahel Martin, Basic School Planany

Santolíková Kateřina, Basic School Planany

Fišlová Dagmar, Basic School Planany



EXECUTIVE SUMMARY

The EnvKids project, co-funded by the Comenius action of the Life Long Learn-

ing Programme, aims at the development of explorative and collaborative learning

frameworks that deploy virtual experimentation towards value adding learning

activities in the classroom. The project takes existing explorative and collabora-

tive practices a step further through learning design that integrates game-based,

project-based, and story-telling approaches enhanced through ICT. The method-

ologies are validated through proof-of-concept on-line educational applications

that focus on pressing environmental issues such as everyday good practices

against pollution, renewable energy production, and natural resources manage-

ment. Recognizing the importance of supporting the didactical process, the project

further develops end-to-end learning activities documented in “working sheets”

that define learning objectives, concepts-in-focus, step-by-step application usage,

collaboration initiating questions, and suggested learner activities. In addition,

teacher-supporting material is concentrated in a wiki for the exchange of good

practices of class exploration and collaboration.

This document presents a final report on EnvKids evaluation activities taking

into account evaluation objectives introduced in D5.1 EnvKids Validation Strat-

egy. The EnvKids evaluation activities are both consortium internal and external.

External evaluation takes place in Greece, Sweden, France, and the Czech Repub-

lic with the engagement of learners and teachers representing the targeted primary

education stakeholder community. The report shows clearly that evaluation con-

ducted successfully at all foreseen validation sites. The feedback obtained by the

participant educational community is positive demonstrating high relevance of

outcomes, positive acceptance, and value-adding contribution of proposed tools

and methodologies towards the enhancement of existing learning processes.

Evaluation activities were executed throughout the project implementation period

and were completed in November 2011.



1. INTRODUCTION

The EnvKids project aims at the development of explorative and collaborative

didactical frameworks that combine game-based, story-telling, and project-based

approaches towards enhancing environmental education in primary schools. The

methodologies are being validated through the development of proof-of-concept

virtual learning tools that are aimed for use in the context of wider, complete ex-

plorative and collaborative learning activities in the classroom enhancing current

instructional practices.

The EnvKids tools have a learner-centred approach. Under the umbrella title “my

home, my town, my planet” they cover wide environmental issues ranging from

pollution mitigating solutions at home, town-level energy production policies and

strategies that help control pollution and improve quality of life, and responsible

management of our planet’s natural resources including forests, biodiversity, and

water.

In addition, the project supports the teaching process through skill building ser-

vices tools for teachers, including how-to videos that demonstrate good practices

and a wiki that serves as reference and aims to support class instruction.

To ensure that the outcomes meet the needs of the targeted primary education sec-

tor, EnvKids implements a rigorous evaluation process that engages representa-

tives of stakeholders, and specifically learners and teachers with a wide geo-

graphic dispersion.

The EnvKids validation goals are outlines in D5.1 Validation Strategy. Summariz-

ing, the validation activities aim to provide feedback on the relevance, accep-

tance, adaptability, effectiveness in the learning process, and usability of

methodologies and tools. Given the young age of the target users, a qualitative

evaluation model is adopted that involves the conduction of teaching experi-

ments and deploys observation and documentation for reaching conclusions.

Evaluation is iterative and on-going with results being integrated into the applica-

tion development process.

EnvKids validation activities take place in Greece, the Czech Republic, France,

and Sweden with the direct involvement of 6 schools as well as higher education

students in pedagogics. This wide geographical footprint leverages the European



dimension of the EnvKids consortium and ensures that project outcomes will be

relevant and adaptable at across borders by taking into account strengths and chal-

lenges faced by the primary education sector in a number of countries.

The report documents activities taking place at each of the foreseen validation

sites and discusses generated feedback. In addition, the report includes findings

from internal evaluation that engages consortium partners.

2. LITERATURE REVIEW: A QUALITATIVE RESEARCH APPROACH

This section outlines basic elements from the literature concerning research meth-

ods in education; the issues that are brought into focus informed the evaluation

decisions underpinning the EnvKids validation activities in the four validation

sites. Qualitative research was carried out through case studies that embodied fea-

tures of the ‘teaching experiments’ methodology.

The choice of carrying out qualitative research was taken after approaching care-

fully and critically the nature of this type of research. To begin with, qualitative

research is a type of scientific research. Generally, scientific research consists of

an investigation that:

Attempts to address answers to a specific question

Exploits a set of procedures and practices to answer the question

Collects evidence and data

Includes the analysis of the data gathered

Produces findings that were not determined in advance

Produces findings that are applicable beyond the immediate boundaries of

the study

Produces findings that can lead to a new research question or can inform

remedial actions

Qualitative research aims at understanding a given research problem or topic from

the perspectives of the involving local population. Thus, it is especially effective

in obtaining culturally specific information about the values, opinions, behaviours,

and social contexts of particular populations. According to Shank (2002) qualita-

tive research is ‘a form of systematic empirical inquiry into meaning’ (p. 5). A



question that is raised and is worth reflecting upon is: What does “systematic”

and what does “empirical” mean?

By systematic Shank is referred to ‘planned, ordered and public’ inquiry, follow-

ing rules agreed upon by members of the qualitative research community (Ospina,

2004, n.p). By empirical, Shank means that ‘this type of inquiry is grounded in the

world of experience’ (Ospina, 2004, n.,p). Concerning the term ‘Inquiry into

meaning’, it is used to describe the process in which the researcher is trying to

explore and gain understanding of how others make sense of their experience

(Ospina, 2004, n.,p). Denzin and Lincoln (2000, p.3) advocate that qualitative

research draws upon interpretive and naturalistic approaches which means that

‘qualitative researchers study things in their natural settings, attempting to make

sense of, or to interpret, phenomena in terms of the meanings people bring to

them’.

Given the educational nature of the EnvKids project, the fact that through qualita-

tive research one can potentially study things in their natural settings and gain

understanding bringing into focus the perspectives and the culture of the partici-

pants was considered of great importance. Taking also into account that the par-

ticipants are members of the educational community (teachers and students) it was

considered of great importance to interpretively approach their perspectives offer-

ing them the opportunity to act in their natural setting (school, classroom, etc).

Last, given the four different participant countries it was likely cultural educa-

tional issues to emerge and to affect the findings. Thus, qualitative research was

well in line with the EnvKids framework.

2.1 Methods for gathering data

The three most common qualitative methods that are employed for carrying out

qualitative research are: observation, interviews, and focus groups. Each method

is particularly suited for obtaining a specific type of data.

• Observation is appropriate for ‘collecting data on naturally occurring behav-

iours in their usual contexts’ (FHM, n.d)

• Interviews are ‘optimal for collecting data on individuals’ personal histories,

perspectives, and experiences, particularly when sensitive topics are being

explored’ (FHM, n.d)



• Focus groups are ‘effective in eliciting data on the cultural norms of a group

and in generating broad overviews of issues of concern to the cultural groups

or subgroups represented’ (FHM, n.d)

In the following subsection a closer look at the method of observation will take

place as this is the main method chosen for gathering data.

2.1.1 Observation

Observation is seen to play a significant role towards qualitative research. Usually

what people claim that do differs from what they do and ‘observation provides a

reality check’ (Robson, 201, p.310). Carrying out observations is not a straight-

forward process. A critical question that is raised early in the beginning is ‘what

counts as acceptable observation evidence (Cohen et al, 2007). After deciding on

this observation it is more likely to encourage the collection of valuable observa-

tional data.

In general, according to Morrison (1993, p.80) observations enable the researcher

to collect data on:

‘The physical setting (i.e. the physical environment and its organisation)’

‘The human setting (i.e. the organization of people, the characteristics and

makeup of the groups or individuals being observed)’

‘The interactional setting (i.e. the interactions that are taking place, for-

mal, informal, planned, unplanned etc)’

‘The programme setting (i.e. the resources and their organization, peda-

gogic styles, curricula etc)’

Coupled with what has been already mentioned, observations enable the research

to record ‘non-verbal behaviour, behaviour in natural or contrived settings and

longitudinal analysis’ (Bailey, 1994, p.244). Observation results in observational

data which should provide the researcher with the opportunity to ‘enter and to

understand the situation that is being described’ (Patton, 1990, p.202).

An observation can be structured, semi-structured or unstructured. Short defini-

tions follow (Cohen et al, 2007, p. 397).



Structured observation: This type of observation knows in advance what it

is looking for. Observation categories have been worked out in advance

Semi-structured observation: This type of observation draws upon an ex-

isting agenda with categories; however the list of categories is not com-

pletely specified. The data gathered may lead to a new category. In com-

parison with the structured one this type of observation is much less prede-

termined.

Un-structured observation: This type of observation does not draw upon

any agenda. Researcher has to enter the situation and to explore what it is

taking place there and is useful to record and to be taken into considera-

tion.

In the context of EnvKids project an agenda of categories has been planned and

presented in D5.1 Validation Strategy. In fact, the validation activities aimed at

gaining feedback on the relevance, acceptance, adaptability, effectiveness in

the learning process, and usability of methodologies and tools. With this cate-

gories in mind observation carried out. However, the observation was not explic-

itly predetermined. It was opted to follow a semi-structured observation taking

into account that useful data is likely to emerge leading to useful observational

results. The evaluators’ observational data is currently being outlined in field

notes.

2.2 Need for triangulation

Various commentators on research issues bring into focus the importance of ex-

ploiting two or more methods of data collection (Cohen and Manion, 1994). The

use of triangular techniques, it is argued, will help to overcome the problem of the

so called ‘method-boundedness’ (Cohen and Manion, 1994, p. 234; Cohen et al,

2007, p.141). Boring (1953) firstly referred to this issue:

‘as long as a new construct has only the single operational definition that it

received at birth, it is just construct. When it gets two alternative operational

definitions, it is just a construct. When it gets two alternative operational

definitions, it is beginning to be validated. When the defining operations, be-

cause of proven correlations, are many then it becomes rectified’ (Boring,

1953 cited in Cohen and Manion, 1994, p.234).



Although triangulation has been characterised so far as a multi-method approach

to a problem/issue under investigation, Denzin (1970 cited in Cohen and Manion,

1994, p.235) extended this view of triangulation to take in several other types.

Based on Denzin’s typology, the extended view of triangulation is presented

through several principal types (Cohen and Manion, 1994; Cohen et al, 2007,

p.141). These types are briefly described below (based on Cohen and Manion’s

(1994, p. 236) descriptions):

Time triangulation: this type attempts to take into account the ‘factors of

change by making use of cross-sectional and longitudinal designs’

Space triangulation: this type attempts ‘to overcome the parochialism of

studies’ carried out in the same country or within the same subculture by

making use of cross-cultural techniques

Combined levels of triangulation: this type uses ‘more than one level of

analysis from the three principal levels used in the social sciences, namely,

the individual level, the interactive level (groups), and the level of collectiv-

ities (organizational, cultural or societal)’

Theoretical triangulation: ‘this type draws upon alternative or competing

theories in preference to utilizing one viewpoint only’

Investigator triangulation: this type engages more than one researcher or

observer, analyser

Methodological triangulation: ‘this type uses either (a) the same method on

different occasions, or (b) different methods on the same object of study’

In the context of EnvKids evaluation process a critical question emerged concern-

ing triangulation. Will validity be achieved? How does the EnvKids strategy deal

with bounding to specific validation methods? EnvKids validation activities aim

at overcoming such problem areas through the Space Triangulation and Investiga-

tor triangulation. More precisely, validation activities are planned to take place in

four sites: Greece, France, Sweden, and the Czech Republic. The existence of the

four countries provides the opportunity to gather data that do not depend on / are

closely associated with just one culture / country. Coupled with this, the collection

and interpretation of the data does not appertain to one individual’s view. In fact



in each country and in each school a number of people will be involved in the

collection-interpretation of the data (teachers in the four sites, postgraduate stu-

dents). Last, combined levels of triangulation do also exist. The data gathered re-

gards not only to the individuals’ level but also to the interactions among indi-

viduals as well as to a whole cultural group (i.e. schools in the four validation

sites). These facts set a basis whereupon validity of the data and the findings can

be better achieved.

2.3 Case study: a research strategy

Case study is a research strategy or, as it is commonly stated in the literature, a

research methodology. Case studies as a research methodology or strategy have

traditionally been viewed as ‘lacking rigour and objectivity when compared with

other social research methods’ (Rowley, 2002, n.p). In fact, a considerable weak

point of this approach is that the selected research group (participants) represents

a much wider cohort, and although it encourages ‘a sharpened understanding to be

gained’ the reliability of the insights may be problematic and the results may not

be generalizable (Cohen et al, 2007, p. 256). This is one of the major reasons for

being careful to ‘articulate research design and implementation’ (Rowley, 2002,

n.p). On the other hand, despite this scepticism about case studies, they are widely

used because they may offer insights that might not be achieved with other ap-

proaches (Rowley, 2002, n.p). Case studies have often been viewed as a useful

tool for the preliminary, exploratory stage of a research project, as a basis for the

development of the ‘more structured’ tools that are necessary in surveys and ex-

periments(Rowley, 2002, n.p). For example, Eisenhardt (1989) states that case

studies are:

‘Particularly well suited to new research areas or research areas for

which existing theory seems inadequate. This type of work is highly

complementary to incremental theory building from normal science

research. The former is useful in early stages of research on a topic or

when a fresh perspective is needed, whilst the latter is useful in later

stages of knowledge (pp.548-549)’.

This is however a relatively narrow conception of the application of case study

research (Rowley, 2002, n.p). Case studies are useful in providing answers to



‘How?’ and ‘Why?’ questions, and in this role can be used for exploratory, de-

scriptive, and formative research (Rowley, 2002, n.p). One of the major strength

of case studies is their ability to set causes and effects; in fact ‘they observe ef-

fects in real contexts, recognising that context is a powerful determinant of both

causes and effects’ (Cohen et al, 2007, 253). It is worth mentioning that ‘contexts

are unique and dynamic’ (Cohen et al, 2007, 253); thus it can be stated that case

studies ‘investigate and report the complex dynamic and unfolding interactions of

events, human relationship and other factors in a unique instance’ (Cohen et al,

2007, p.253).

Due to these facts there was the tendency to consider case studies ideally suited to

the EnvKids case. However, this consideration became clear only after the hall-

marks of the case studies -as introduced by Hitchcock and Hughes (1995, p.322)

were stressed and brought into focus. The hallmarks of case studies according to

Hitchcock and Hughes (1995, p.322) are:

Case study is concerned with ‘a rich and vivid description of events rele-

vant to the case’

Case study offers ‘a chronological narrative of events relevant to the case

It blends a descriptions of events with the analysis of them

It focuses on individual actors or groups of actors and seeks to understand

their perceptions of events

It is capable of stressing specific events that are relevant to the case

The researcher is integrally involved in the case

An attempt is made to portray the richness of the case in writing up the re-

port

In the context of EnvKids project, case studies were considered a useful tool as it

set the needed framework in which relevance, acceptance, adaptability, effec-

tiveness in the learning process, and usability of the methodologies and tools

underpinning the EnvKids project can be explored. Furthermore, a focus on indi-

viduals as well as on groups can occur. The case study can follow a narrative ap-

proach offering a better chronological insight in the evaluation process. This could

lead to significant results as far as EnvKids objectives are concerned. Last, the



EnvKids participants’ perception can be brought into focus and the data can be

analysed resulting in documentation.

2.4 Teaching experiments: a research strategy

According to David Ausubel (1968) ‘the most important single factor influencing

learning is what the learner already knows. Ascertain this and teach him accord-

ingly’.

Piaget contributed towards this direction through the introduction of the clinical

interviewing style (Piaget, 1930) for exploring students’ background of knowl-

edge. However, another technique well-known as the ‘teaching experiment’ was

considered potentially capable of shedding more light on how students’ concepts

change and are influenced by various pedagogical practices and approaches

(Steffe, 1983; Williams, 2007).

Cobb and Steffe (1983, p.83) defined a ‘teaching experiment’ as ‘a set of teaching

episodes and interviews that covers an extended period of time’. A teaching ex-

periment consists of three components: modelling, teaching episodes, and indi-

vidual or group interviews. The most important aspect of the teaching experiment

is ‘the modelling of the students’ responses into a coherent picture of the students’

progress over an extended period’ (Steffe and Thompson, 2000 cited in Engel-

hardt, 2003, n.p ).

Teaching episodes involve the teacher/interviewer, an observer, and the students

under investigation. These are three interwoven components. The teaching epi-

sodes are recorded and analyzed. The analysis is normally used to shape the next

teaching episode (Engelhardt, 2003, n.p). It is during this phase that the re-

searcher’s views are shaped based on responses given by the students (Engelhardt,

2003, n.p ). The role of the observer is to help the teacher/interviewer during the

process of gaining understanding offering a more objective perspective concern-

ing the interactions that are taking place during a teaching episode (Engelhardt,

2003, n.p ).

The teaching experiment is related to the learning cycle (Zollman, 1990) and So-

cratic teaching. In fact, ‘the teaching experiment resembles a Socratic dialog’

though which the elicitation of data is aimed; probing questions are formed and

set moving students to verbalise their thoughts, feelings, reasoning and explana-



tions about the undertaken activities and educational processes (Engelhardt, 2003,

n.p ).

The teaching experiment embraces also a learning cycle (Zollman, 1990). ‘A typi-

cal learning cycle consists of three stages: an exploration phase, concept introduc-

tion phase, and concept application phase. In the exploration phase, students ex-

plore the concept under investigation through hands-on activities. In the concept

introduction phase, an explanation of the observations that were performed in the

exploratory phase is given a name and further refined. In the concept application

phase, students apply the concept that they explored and later named to new situa-

tions’ (Engelhardt, 2003, n.p).

The EnvKids validation activities have been inspired from the ‘teaching experi-

ment’ practices. The EnvKids evaluation can be seen as an on-going evaluation.

Evaluation is carried out through numerous teaching episodes. However, the idea

underpinning the ‘teaching experiments’ was not explicitly followed. It was opted

to inform the participant external evaluators about this technique and to call them

to document their perceptions after engaging students in a Socratic dialogue and a

learning cycle as it is described above. However, teachers were free to implement

the teaching episodes in accordance to the class needs and culture. Socratic dialog

took place in combination with teacher’s observations. The findings resulted in a

documentation produced by the participant external evaluation. The existence of

the three interwoven components was not always a rule and appertained to the

availability of each school. To sum up, EnvKids validation activities draw upon

the idea of the ‘teaching experiment’ but do not follow it strictly.

2.5 Establishing a sampling strategy

A question that is raised early in the research is about the size of the sample. How

large should the sample for the research be? Cohen et al (2007, p.101) mention

that there is no ‘clear-cut answer’ to this question as ‘the correct sample size de-

pends on the purpose of the study and the nature of the population under scrutiny’.

Taking into consideration the objectives of the EnvKids validation (Tsalapatas et

al 2010) it was decided to avoid working with a considerably large sample; likely

such a sample could act as an obstacle in the process of a serious exploration of

students’ understanding and learning experience, leading to a shallow examina-



tion. On the other hand, having many participants in the study can encourage the

emergence of a wide range of data. However, in the context of a qualitative re-

search with an intense interpretive direction the emergence of a wide range of data

was not a priority. Additionally, it would be practically infeasible, due to time

limitations, to work in depth with considerably large sample. Thus, it was opted to

work with

The students of two French classes

The students of two Czech classes at the Basic School of Planany

The students of three Greek classes at the Elementary School of Portaria,

and specifically the 4th

, 5th

, and 6th

grades

Learners at Stantagt, Eken, and Ostern Schools in Sweden

A group of post graduate students

It can be stated that the adopted sampling strategy was ‘purposive’ (Cohen et al,

2007, p. 114) as it was intended to ‘build up a sample that is satisfactory’ to the

‘specific needs’ of the study. The weak point of this sampling strategy lies in the

fact that the purposive sampling cannot ‘represent the wider population’ (Cohen et

al, 2007, p. 115). However, such a weakness was considered to be innocuous as

the generalizable results were beyond the aims of the study. Coupled with this, the

existence of space triangulation (validation activities in four sites) could help

overcome this weakness.

2.6 Ethics

In developing the design of an educational research project, clear ethical issues

emerge based on the fact that the study is usually designed to take place in a school

environment. It is considered necessary, for ethical reasons, to explain the project

objectives and evaluation procedures to the teacher of the class, the headmaster of the

school and the parents and to obtain informed parent consent for all the students in-

volved.

The informed consent was obtained following the rules / legislation of each partici-

pant school. More precisely, the necessary process for obtaining consent was fol-

lowed in Greece, in Sweden, in France and in Czech Republic. Lastly, based on Brit-

ish Educational Research Association (BERA) guidelines, the names used in this re-



port have been changed in order to preserve and protect the identity of the partici-

pants. The real names have been used only in cases that this was permitted by the

relevant authorities. The confidential treatment of participants’ data was also taken

into consideration. The data gathered were merely used by the researchers / evalua-

tors for educational purposes.

3. INTERNAL EVALUATION

Internal evaluation takes place in an on-going manner throughout the project im-

plementation period. This process started early on, at the design-phase, integrating

partner input into the development of didactical frameworks and proof-of-concept

applications. Internal evaluation uses the following instruments:

Consortium meetings, at which interim versions of deliverables are pre-

sented for face-to-face discussion reaching conclusions on specific imple-

mentation directions and / or enhancements

On-line collaboration services for sharing information and deliverable

versions in-between consortium meetings ensuring that partners are up-to-

date on project implementation progress

The following sections provide some insight on each of these instruments.

3.1 A bug and enhancement logging service

A bug and enhancement logging service has been developed for the benefit of

consortium partners. The service is available on-line under the Teacher Resources

section of the EnvKids portal, and specifically under the address:

http://ohmpro.org/EnvKids/index.php?option=com_content&view=article&id=79

&Itemid=103

The service is aimed as a “podium” for consortium members for providing feed-

back to the development process. While the service is meant for consortium mem-

bers, it is open to the public. This means that other individuals, including teachers

and learners can log their opinion. A view of the service is provided below in Fig-

ure 1. Bug and Enhancement Database Service. The application guides the user

logging the report by asking some important information related to the report that

will be useful in the debugging phase: (i) the pilot application (ii) the screen reso-

lution used by the user (iii) the operating system the user is running.

http://ohmpro.org/envkids/index.php?option=com_content&view=article&id=79&Itemid=103




Figure 1. Bug and Enhancement Database Service.

In addition, users can review what their peers have logged through a dedicated

screen as demonstrated below in Figure 2. This functionality allows users to have

insight on the opinions of others in terms of enhancing application functionality.

Figure 2. Summary of Bugs Logged.

The bug and enhancement service also serves as a database of comments made by

partners and other users through which an interested party get some insight on the

development process.



3.2 A document sharing zone

A document sharing service allows users to upload interim versions of deliver-

ables, including text, videos, images, and more. This service is only accessible by

project members and facilitates collaboration in-between meetings. The service

can be seen below in Figure 3.

Figure 3. Upload Zone for Document Sharing.

The service has been heavily used by partners as an easy to use means for com-

municating information such as school video presentations, photos, and more.

3.3 Validation sessions at consortium meetings

This section provides summary discussions related to validation activities at the

bi-annual project consortium meetings.

3.3.1 At the kickoff meeting, January 14-15, 2010

The kickoff meeting was introductory for project objectives and the foreseen im-

plementation plan. However, even at this stage partners participated in validation

of early drafts of educational pilot applications on natural resources management,

energy production, and pollution control. The objective of the conversation was to

introduce partner feedback into the development process early on, at the de-

sign phase.

For each of the tools learning objectives were discussed taking into account the

project proposal. The conversation revolved around story-boards and specifica-

tions that served as paper blue prints of the tools to be developed in the future

and were later integrated into D3.1 EnvKids Collaborative and Explorative Meth-

odologies Report. The story boards provided an early step-by-step functionality



overview and provided the opportunity for partners to brainstorm over general

direction, the focus, the content, and the design of the tools.

Partners provided feedback on the desired appearance of the applications, stating

that they should be in par with advanced tools that children have been exposed to,

including games and other educational software. In addition, the appearance

should be friendly for the children following an engaging graphical design.

In addition, partners agreed on the content of the applications taking into account

the work plan timeline, dependencies, and deadlines to reach a design that meets

project objectives and is realistically implementable within the project implemen-

tation period.

Finally, partners agreed on the level of involvement of learners at the design

phase of the tools concluding that learners will be actively involved in the design

of the natural resources pilot application through the development of projects to

be integrated into a commonly owned outcome.

The blueprints and specifications were made available to partners on-line through

the project web site for future review and reference.

3.3.2 At the 2nd consortium meeting, September 30 – Octo-

ber 1, 2010

With the meeting taking place at a time when stable alpha (initial) versions of all

three pilot educational applications were available, the conversation focused on

actual software versions, was very concrete, and produced direct feedback. As

was appropriate at this stage of the implementation, the evaluation conversation

covered 1/3 of the meeting.

Discussions started with actual demonstrations of the three on-line tools over the

Internet, simulating expected usage in the classroom. This showed that the tools

were mature, access was easy, and network speeds were good. The demonstra-

tions were followed by vivid discussions on the content and usability of the tools.

Having already used the tools in the classroom, school partners were in a good

position to provide specific recommendations for enhancing the functionality of

the tools.



Specifically, regarding the everyday good practices against pollution pilot, in

which children explore with house improvements and behaviour towards reducing

pollution from residential activities, the partners discussed small functionality

amendments such as the consideration of house orientation on energy consump-

tion for heating and cooling, and enhancing the game-play for the behavioural part

of the tool in the form of a small learner assessment at the end in which children

are encouraged to go back to the application to discover still uncovered recom-

mendations.

Regarding the energy pilot, in which children develop a town from bottom up and

then introduce improvements for energy production, energy savings leading to

pollution control, and quality of life improvements, partners discussed combined

the town construction and enhancement phases into a single operation and made

comments on small appearance enhancements as darkening the tooltips to make

them more visible.

Regarding the natural resources management pilot, in which children review

scientific data and then develop their own “stories” on environmental sustainabil-

ity to be published through the popular Google Earth application, partners dis-

cussed the deployment of the tool in the classroom and methods for empowering

children to develop and narrate digital stories through images, small text, and even

video.

The recommendations made during this conversation are being currently inte-

grated into future versions of the tools.

The blueprints and specifications were made available to partners on-line through

the project web site for future review and reference.

3.3.3 At the 3rd consortium meeting, April 8 –9, 2011

The meeting took place at a time when stable versions of the software applications

were already under external validation with learners and teachers. As such, the

discussion focused on a review of the most up-to-date versions of the tools. The

consortium agreed that all suggestions on improvements of the software made by

either consortium members or teachers as a result of external validation activities

were properly integrated into the tools. More precisely:



My home’ pilot: The pilot was considered complete in terms of design and func-

tionality. Additions made since the previous project meeting included:

1) complete revamping of the appearance of the inside of the house to make it

more attuned to children interests as requested by partners

2) inclusion of a house orientation screen which affects the “green meter” of

the house. The orientation is not only cosmetic, it introduces discussions

on the benefits of, for example, a north-south orientation in southern coun-

tries for naturally maintaining a house cool

3) introduction of a heat pump as one of the methods of heating the house to

meet learning requirements in the Czech Republic where this is one of the

popular options

4) introduction of a final screen where the learner is informed on the number

of improvements he/she discovered and the remaining improvements that

the application integrates.

‘My town’ pilot: the main new feature of the software was offering the option of

freely moving between the city plan building phase and the energy improvements

phase of the application, which was a request of the project partners. Additional

improvements included: (1) the option of taking a screen shot of the status of the

application, which enables users to publish their outcomes (2) the option of saving

the work so that it can be continued at a later stage, for example, in another class

when the learning activity spans a longer period of time. The pilot was considered

well developed in terms of design and functionality.

My planet’ pilot: the scientific data review part of the application were at this

stage already integrated into the software application; in addition, a significant

number of learners’ projects were published to develop a sense of collective own-

ership of the outcome. The student projects consisted of short presentations on

endangered species; for example including a picture accompanied by a very short

text. The BSPlan projects were already uploaded. The ESB and DIMPorta projects

were at this stage under translation and expected to be published in the following

months. The CFL projects were still under development given that the schools

used the tools in an on-going manner throughout the spring semester of 2011. The



expectation was that all projects would be published before the end of the 2010-

2011 school year.

Teacher support videos: the videos on how to use the applications were com-

plete. The discussion focused on the development of more videos on environmen-

tal concepts related to the “my planet” pilot.

Last, early feedback from validation activities was brought into focus. The general

feeling of teachers participating in the activities was positive. Students participat-

ed in the activities voluntarily and were eagerly engaged. The tools successfully

achieved the goal of providing a starting point for discussing environmental issues

in the classroom.

3.3.4 At the 4th consortium meeting, September 21–22,

2011

With the meeting taking place at a time when stable final versions of all three pilot

educational applications have been integrated in schools, the conversation focused

mainly on partners’ experiences from the deployment of EnvKids tools in the

classroom. This discussion was particularly useful to form deployment practices

and to establish evaluation outcomes. Broadly, it was perceived that the EnvKids

tools (including video gallery, work sheets, and manuals):

1) can easily be integrated into the existing teaching practices enriching and

enhancing them

2) can easily be used by students and teachers

3) have educational value and can facilitate environmental purposes

4) can help students practice their collaborative, explorative, reflective, writ-

ing and presentation skills

5) can help students “visualize” abstract phenomena and complex environ-

mental concepts

6) can initiate the dialogue and give environmental education a new digital

boost

7) can activate a series of new interdisciplinary learning activities (i.e Drama

& environmental education projects)



8) provide opportunities for learners and experts to come closer (i.e archi-

tects, biologists etc)

9) trigger mechanisms for motivation and learning through the online content

publication facility

Partners also discussed dissemination and exploitation activities and expressed the

interest to continue post- project validation activities.

4. EXTERNAL EVALUATION

Evaluation was seen as a process capable of (if meaningfully carried out) judging

and portraying the value of EnvKids pedagogies, strategies, digital tools, and digi-

tal material. The aim of this section is to provide the reader with information con-

cerning the way external evaluation is conducted. Apart from the process under-

pinning external evaluation, this section aims to review the findings of this

evaluation to date. On-going evaluation is used to trace teaching procedures,

pedagogical methodologies, learning progress, usability, and adaptability of the

tools. More precisely the purpose of the external evaluation is five-fold:

To observe and monitor students’ engagement with the provided digital

tools. It was considered of great significance to receive a feedback con-

cerning the adaptability/acceptance of the tools

To gain insight in the teaching and learning procedures as well as infor-

mation about the way teachers use the tools in the classroom. How do

teachers integrate the tools in the learning process? What learning scenar-

ios do they implement?

To evaluate the pedagogical methodologies underpinning the EnvKids

project. For instance: Is there any evidence concerning how collaboration

and exploration were perceived?

To gain feedback about the design of the tools and their usability as well

as users’ satisfaction. Is there need for remedial actions? What does the

learning community (students and teachers) think? Do the tools meet their

needs?



To examine whether or not students’ knowledge is being further informed

and enriched and to gain insight in their learning experience towards envi-

ronmental awareness

The external evaluation is taking place in four European countries: Greece, Swe-

den, France, and the Czech Republic. In the body of this report this evaluation is

called ‘on-going evaluation’. This is to highlight the fact that evaluation was a proc-

ess in progress that lasted almost 2 years. In fact, ‘on-going evaluation constitutes

a systematic analysis by beneficiaries, project staff, or even external evaluators

concerned of the information gathered in order to come to conclusions, to judge or

to adjust and redefine the project's objectives, strategies, resources and activities

(Huizer, 1982).

In the sections below the on-going evaluation is outlined based on the reports that

each school sent. The students’ reactions and teachers’ perceptions during the two

years of the project implementation periods are brought into focus below.

4.1 Familiarization stage prior to external evaluation activities

All schools entered the evaluation process after completing ‘a familiarization

stage’. In the context of the so-called familiarization stage students (supported by

their teachers) developed videos where their school life and characteristic school

activities were presented. The presentation had an informal nature; students were

free to decide on the presentation style and form. Teachers guided students

throughout the video development process by introducing a high level structure1.

The media material on Ecole Saint Barbe, the Elementary School of Portaria, Ba-

sic School Planany, Stantagt School, Eken School, and Ostern School has been

published online and is accessible though the EnvKids website at the address:

http://ohmpro.org/envkids/index.php?option=com_content&view=article&id=71

&Itemid=88

1 More photos can be found in the Appendix (see Appendix A)





Figure 4 . A Glimpse of the Greek School Life.

Figure 5. A Glimpse of the French School Life.

Figure 6. A Glimpse of the Czech School Life.



Figure 7. A Glimpse of the Swedish School Life.

This familiarization stage was central to the EnvKids’ goals as it set a basis

whereupon collaborative interactions could occur in the future. Furthermore, this

activity encouraged learners to realize their role in the context of a multi-cultural

community in which their collaborative actions will be enacted throughout the

project.

This stage aimed at sowing the seeds for building learner curiosity and interest on

the project. The teachers, who supervised the whole video development process

and had the chance to observe closely the students’ reactions, confirmed learner

enthusiasm and active participation. This was of great significance for EnvKids

staff as it activated and boosted the next stage, the conduct of evaluation activities.

4.2 On-going evaluation at Ecole Saint Barbe in France

Evaluation activities started at Ecole Saint Barbe school in France in 2010 and

concluded in November 2011. We bring into focus first the results of the valida-

tion activities that took place the first year of the project implementation period

and then the ones that conducted by the end of the project. Teachers’ feedback is

also brought into focus.

4.2.1 Year 1: The group

Guided by their teacher, 10 and 11 year old learners enrolled in the 4th

grade

started their educational journey using the EnvKids tools and proposed activities.

The activities took place in May and June 2010.



4.2.2 Year 1: Description of validation activities

First, the validation activities on the “Everyday Good Practices against Pollution”

pilot are brought into focus; the ones on the “Natural Resources” pilot came next.

Regarding the “Everyday Good Practices against Pollution” pilot, the teacher

used the application as a discussion and collaboration initiator. The pilot, refer-

ring to the ‘my home’ part of the umbrella “my home, my town, my planet”

EnvKids theme, was used during three sessions. The children were called to work

in pairs and to keep notes of their design decisions in each step of the construction

of the house. At the end of the activity, all productions were placed on the black-

board and a discussion was raised, based on students’ design choices.

4.2.3 Year 1: Feedback on relevance, acceptance, and ef-

fectiveness

According to teacher’s perception the “Everyday Good Practices against Pollu-

tion” pilot was well in line with her teaching needs. More precisely, the class

teacher considers that the tools and the underpinning methodologies can easily

be embodied into the classroom practices allowing her to promote the collabora-

tion among the students. The classroom practices were enriched as a result of de-

ploying the pilot application and bringing into focus the pedagogical ideas under-

pinning its design.

Coupled with what has already been mentioned, according to teacher’s perception

the online demonstrator provides significant learning opportunities to her stu-

dents. As the teacher stated:

‘The pilot helped the children understand some of the environmentally-

friendly actions such as insulation, recycling, and reduction of energy’.

The teacher of the class brings also into focus the significance of the feature of the

‘immediate feedback’ which is embodied in the “Everyday Good Practices

against Pollution” pilot. According to her perception the feedback given by the

green meter encouraged students to reflect upon their choices, opening up a win-

dow to environmental issues around the world. As the teacher stated:

‘They could effectively see that the color of the house has indeed an im-

pact on energy consumption’.



Figure 8. Students Working on the “Everyday Good Practices against Pollu-

tion” Pilot.

Figure 9. Students Working on the “Everyday Good Practices against Pollu-

tion” Pilot.

It is worth mentioning that the on-line pilot attracted students’ interest; accord-

ing to the class teacher, the online tool was enthusiastically accepted by the stu-

dents who were considerably receptive to it. This was due to the fact that it was

the first time that such tools for environmental education enter the classroom set-

ting. Students have never used such tools before and thus driven by curiosity they

engaged in them with enthusiasm and excitement. As the teacher commented on

learner enthusiasm:

‘They even asked for more on-line activities and were pleased to play

with the tools several times’.



The “Natural Resources” pilot was also piloted Ecole Saint Barbe. After navi-

gating above the globe using the map-based interface of the demonstrator and

accessing information concerning environmental issues such as deforestation

rates, forest cover, carbon emissions, endangered species, water resources, and

more, the students were divided into different ‘research groups’. The task for

each group was to gather information concerning endangered species acting like

researchers. Students were given the necessary time to collect data in accordance

to their topic. The topics of interest were five: the koala, the pup, the narwhal, the

pink dolphin, and the gorilla.

Figure 10. The Data Collection Stage: Students Become Researchers.

The collected data set a basis whereupon a narrative story about these endan-

gered species was set. In the following pictures, the reader can get an idea of the

process undertaken towards the creation of the narrative stories.

Figure 11. Students Focus on the ‘Panda’ Topic.



Figure 12. Students Working on the ‘Pup’ Topic.

Figure 13. Students Working on the ‘Koala Topic’.

Figure 14. Poster Preparation on the Narwhal Topic.

The narrative stories resulted in ‘large posters’ which were displayed in public. In

this way, the narrative stories were accessible by everyone and each group could

share the work done with the other groups. As the teacher stated on the “Natural

Resources” pilot:

‘The natural resources pilot opened the children’s eyes to a more

global and world-wide issue.’



Figure 15. ‘The Pup’ Finished Project.

Figure 16. ‘The Panta’ finished project.

Figure 17. The Pink Dolphin Finished Project.



Figure 18. The Narwhal Finished Project.

Figure 19. The Grey Wolf Finished Project

Figure 20. Students’ Work published on the Blackboard.

The pedagogical methodologies underpinning this pilot seem to boost the learn-

ing process. The active role that the students were called to hold through the col-

lection of data and the development of narratives seems to encourage a focus on

and a reflection upon their learning. Connections with the information pre-



sented through the demonstrator were established setting a base whereupon likely

environmental awareness was likely to be raised. As the teacher stated:

‘I noticed a real effectiveness in the learning process. Children learn

much better when they are agents of their own learning. [...] thanks to

the Natural Resources pilot they could see the immediate impact of any

particular decision they made regarding energy savings.’

4.2.4 Year 1: Feedback on usability and adaptability

The participant students (10 to 11 years old) all had basic computer use skills.

They did not encounter any difficulty in using the EnvKids tools. According to the

class teacher’s statements, the interface of the tools was considered user-friendly

and students found it easy to control. In addition, students were observed to en-

gage easily in the didactical methodologies underpinning the EnvKids tools as

well as in the EnvKids learning activities. The students used the EnvKids applica-

tions in and out of school. The use of the pilots at home was followed by verbal

statement that brought into focus students’ feelings. Interestingly, students verbal-

ised the fact they were feeling excited because they practiced the tools at home

and introduced them to their family (siblings and parents).


During the second year of the project, twenty-four children of the Saint Barbe

School were introduced to the three pilots: the natural resources pilot, the energy

pilot and the everyday practices against pollution pilot. This was a new group of

students, not related to the group that used the tools in year 1 of the project im-

plementation period.

4.2.6 Year 2: Activities with the natural resources (‘my

planet’) pilot

The natural resources ‘my planet’ pilot was presented in the class by the teacher.

A video projector used by the teacher to introduce pupils to the EnvKids pilots

and the project web site.



The students were encouraged to practice the pilot at home as well. After this

stage, where familiarization with the application achieved, the students (in groups

of two or three) were invited to collect data on endangered species in France and

to make a relevant presentation in the classroom. The internet was exploited as a

source of information by the pupils. Each group was focused on one animal. The

data collection stage lasted a week. Students worked on their project both in

school and at home. The data were summarized and presented as posters in the

class.

Figure 21. Students Are Working On Their Project/Poster.

Figure 22. Students Present the Data that they Collected.

During the presentation students had the opportunity to receive feedback from the

teacher and their classmates on their projects/posters. Coupled with this, during



the presentation interesting questions were raised by the students (see Error! Ref-

erence source not found.).

Figure 23 The Students Raise Questions.

Figure 24 Students’ Projects.



The students were also encouraged to keep notes of points of interest during the

presentations (see Figure 25). Apart from the posters, students made paintings of

the selected animals developing their creative skills (see Figure 26).

Figure 25. The Students are Keeping Notes.

Figure 26. Demonstration of Paintings

4.2.7 Year 2: Activities with the Energy (‘my town’) pilot.

With the teacher’s help the 24 students introduced to the Energy pilot and got fa-

miliarised with the ideas underpinning the demonstrator. The teacher encouraged

students to build and design their own ‘low- energy town’. Students worked in the

classroom and at home as well. The final design was saved in a flash disk. The

proposed designs were discussed in the class. Students were encouraged to reflect

upon the pros and the cons of each design.



Figure 27. The Students’ Proposed Designs: Towns Created by the Students.

4.2.8 Year 2: Activities with the ‘Everyday practices against

pollution’ (‘my home’) pilot.

Lastly, the ‘Everyday practices against pollution’ pilot was used for a second year

in the Sainte Barbe school in France. The 24 students worked in pairs towards the

development of their own low-energy house. The teacher was calling them to

think aloud and to justify their decisions. Questions like ‘Why you did this?’,

‘What do you want to achieve?’, ‘Are you sure that this is the most environmen-

tally friendly practice?’, ‘Can you tell us how you manage to make the indicator

green?’, ‘I realised that you don’t agree with your classmate, what do you suggest

and why?’ were addressed to the pupils by the teacher. Such questions encouraged

students not only to reflect upon their choices but also to engage in environmental

literacy.

4.2.9 Year 2: Conclusionary remarks

According to the class teacher’s statements, the interface of the tools was consid-

ered user-friendly and students face no difficulty in using the pilots. The students

used the EnvKids pilots in and out of school. Students’ parents highlighted the

fact that their children notably inspired by the tools encouraged their parents and

siblings to act in more environmentally friendly ways.

The teacher once again acknowledged the usability and educational value of the

EnvKids tools. Apart from the points raised almost a year ago, it was additionally

opted that the tools when used in the context of explorative and collaborative ac-

tivities (like the one that took place with the use of the natural resources demon-

strator) can foster students’ research, reading, writing, decision making, collabora-

tive and presentation skills. The teacher also acknowledged the opportunity for

discussion offered by the EnvKids tools.



The EnvKids project was an educational valuable experience for Saint Barbe

school. It was accepted with enthusiasm by the students, who were seen to be real-

ly motivated to participate in the EnvKids activities. The ideas underpinning the

EnvKids project were also embraced by the other teachers of the schools. As a

result they spent time to learn how to use the pilot in order to integrate them in

their classes.

4.3 On-going evaluation at the Basic School of Planany in the

Czech Republic

Validation activities were carried out at the Basic School of Planany in the Czech

Republic. Guided by their teachers, the students started their educational journey

towards environmental education using the EnvKids tools and the proposed activi-

ties. In this subsection the evaluation activities that took place during the first and

the second year of the implementation period are brought into focus.


The evaluation process was coordinated by two teachers (Pavla and Lucie) in two

different classes. It is worth mentioning that several other teachers supported the

evaluation process by working as observers. The students’ ages were between 8 to

14 years old. This subsection is structured as following: First the feedback of the

one teacher, Pavla is outlined; the feedback of the second teacher, Lucie comes

next.

4.3.2 Year 1: Description of validation activities with 8-year

olds

The class teacher, named Pavla, introduced her students to the Everyday’s Prac-

tices Against Pollution Pilot. Students were called to practice on the demonstrator

after having first been involved in a rather general discussion that was covering

the following issues:

The construction of houses in general

Ideal houses to live in

Need to protect the environment

Need for environmentally friendly practices when building and managing

a house



Students were then called to work on the demonstrator and to explore environ-

mental concepts and environmentally friendly practices. Combined with the prac-

tice on the demonstrator students were called to compose descriptive texts about

the implementation of environmentally friendly houses developing their writing

skills and reflecting upon the environmental concepts and messages introduced.

Students also drew and created art crafts inspired by the EnvKids experience they

got through.

Figure 28. Students Are Drawing Inspired by the EnvKids Learning Experi-

ence.

Figure 29. Majda’s Art Craft. Figure 30. Martin’s Art Craft.



Figure 31. Art Crafts Created by the Students.


fectiveness with 8-year olds

The whole educational-validation activity was characterised as of ‘great interest’

by the class teacher. Interestingly the teacher states that almost all the students

gain understanding of the environmental concepts introduced, and perceived

clearly the environmental messages underpinning the pilot.

More precisely, Pavla brings into focus that the game-based approach to learn-

ing underpinning the demonstrator attracted students’ interest. According to

Pavla’s observation some students driven by curiosity and excitement and aiming

to explore the multiple options given by the demonstrator, were randomly clicking

around without paying attention to the green meter and to the impact of their

choices on the environment. This points to the need for teacher coordination of

class activities and a physical organization of the class environment in a manner

that focuses learner attention to one activity.

The class teacher mentions that the scaffolding provided by the demonstrator

(through the existence of the green meter) was helpful as it was supporting stu-

dents’ learning and reflection upon environmental issues. Given the positive ef-

fects of immediate learner feedback provided by the applications, the teacher sug-

gests the insertion of an additional type of scaffolding; specifically, Pavla con-

siders that support about the underlying reasons of a wrong or a correct choice

could be useful. Her suggestions are taken into considerations and will be ad-



dressed through a wiki, currently under implementation, with supporting material

that can be used as reference when using the pilot application.

As far as the integration of the tool in the classroom setting is concerned, Pavla

stated that the “Everyday Good Practices against Pollution” pilot demonstrator

was well suited to a similar topic raised in the context of the Biology module that

she teaches.

The class teachers’ feedback regards as well to the learning opportunities that

the pilot was seen to offer to the students. According to Pavla, due to the explor-

ative approach underpinning the pilot, students encouraged to discover aspects

of the following subject areas:

‘environmentally friendly practices in building a house,

environmentally friendly practices for energy saving’,

‘different ways for energy production’.

Furthermore, the pilot was also seen to promote the collaboration among the stu-

dents. The class teacher through her report feels satisfied as far as the level and

the quality of collaboration that achieved, is concerned. Last, the students’ ICT

skills were enhanced. The pilot was closely associated with this result. According

to Pavla, through the pilot students were given the chance to acquire and to prac-

tice their ICT skills.

4.3.4 Year 1: Feedback on usability referring to 8 year olds

Another issue that the class teacher brings into focus regards to the usability of

the pilot. Pavla states that in a very initial stage the students face difficulties in

using the pilot mainly due to their hesitation / fear towards the new tool. However,

they relatively soon became familiar with the tool and all the problems were over-

come.

Finally, Pavla suggests to alter the house’s template to a more cheerful and play-

ful one. Although the way the house is currently represented inside was consid-

ered as nice and elegant, an appearance that is more appeasing to children was

suggested. This feedback was taken into account and has already been integrated

into the most current version of the software application.



4.3.5 Year 1: Description of validation activities with 14

year olds

Lucie, the second teacher who carried out validation activities, worked with an-

other class of students. Like Pavla, she reports her initial thoughts, perceptions

and feedback. Lucie called the students to work individually on the “Everyday

Good Practices against Pollution” pilot. This approach deviates with the rec-

ommended usage of the tools which involves using the virtual applications in the

context of class collaboration, as opposed to individually, as conversation starters.

However, the teacher observations and perceptions were welcome and useful to-

wards validation the usage of the tools in varying learning settings. The teacher

introduced the students to the demonstrator. While students were working on the

demonstrator Lucie was raising prompt questions, calling them to reflect upon

their choices as well as to provide explanations.


fectiveness with 14 year olds

Lucie considers that the demonstrator was a useful tool for initiating discussion

and sowing the seeds for research and exploration. It is worth mentioning, that

in accordance to the teacher’s observations the level and the quality of the explo-

ration was in accordance to the students’ ICT skills.

The “Everyday Good Practices against Pollution” pilot could easily be integrated

into the learning process. Lucie contents that the demonstrator can easily be used

in the context of several modules provided by the Czech school curriculum.

The game-based approach to learning, the simulation-based design and the

internet-based features of the demonstrator attracted student’s attention. Lucie

contents that it is of significance for the teacher to handle the level of attraction, in

order to avoid entering problem areas that set in risk the learning process disorien-

tating students from the educational procedure. The need for guidance and scaf-

folding by the teacher is being brought into light to this very point. Furthermore,

according to Lucie’s perception, although students engaged in an educational ex-

perience, this learning experience was mainly perceived by the students as a

game; the exploration of environmental concepts and practices were perceived as

components of the game. Such an observation suits well to EnvKids objectives,

according to which emphasis was laid on the playful aspects of learning. Further-



more, it points to the need for effective educational use of game-based tools in the

context of learning followed by discussion and debriefing that reinforces learning.

4.3.7 Year 1: Feedback on usability referring to 14 year

olds

Usability issues are also reported by the class teacher. According to Lucie’s per-

ception the demonstrator was easy to use and students did not encounter any diffi-

culty during their engagement with it. Its interface was user friendly, attractive,

and capable of meeting the needs of an international community. The significance

of the easy access to the online demonstrator (without any complex installations)

was emphasized by Lucie as it allowed students to practice with the demonstrator

at home without concerning about technical issues. This feature was also of great

significance for the teachers who managed to install the demonstrator in the com-

puter lab with no difficulties. Last, reflecting upon the “Everyday Good Practices

against Pollution” pilot, Lucie suggests the implementation of a new model of

house closely related to the Czech architecture. As the teacher states:

‘The simulation is easy to use. Its advantage is that it is universal and attrac-

tive. I was missing [...] the real look of the Czech countryside houses.’


Validation activities were carried out throughout the second year of the project

implementation period involving multiple groups of students. Explorative and

collaborative methods and game based approaches were used to engage students

in the learning process.

4.3.9 Year 2: The 40 “city- planners”

During the second year of the project implementation period a new group of stu-

dents consisting of 40 children aged 8 to 10 was introduced to the ‘my town dem-

onstrator’. Students easily learnt how to use the demonstrator under teacher guid-

ance. The class teacher encouraged students to build cities based on specific

guidelines (i.e. build a city with one main road, many factories and one main road)

and then to focus on how the construction affects the mood of the citizens. In a

way the teacher tried to encourage students to discover/explore how the different

parameters of the design relate to each other. She then call the students to alter the

design of the city so that to improve citizens’ life and mood. Students’ ideas were



discussed in the class and the teacher was provided with the opportunity to bring

into focus advantages and disadvantages of different assets (i.e. power plants,

rubbish selection etc). The final designs were printed out. Students felt as ‘city-

planners’ and continued using the demonstrator at home. The class teacher advo-

cates that ‘due to the demonstrator the students started to understand that a city

consists of different units (industry, energy, entertainment, citizenship) that need

to coexist and to be in balance.

4.3.10 Year 2: Activities inspired by the “my planet” demon-

strator

Inspired by the EnvKids tools and mainly by the Natural Resources demonstrator,

40 pupils (9 years old) were moved to collect data about biodiversity in their re-

gion. Students were divided into three groups; each group worked with a different

biotype of plant. The data that were collected resulted into 3 posters (written in

English) and to a video presentation.

Inspired again by the natural resources demonstrator, 2 pupils (9 years old) col-

lected data on the morphology of some endangered species (plants and animals) in

their area. They then tried to reproduce their morphology by using paper, batter,

wires and plastic to create a model. The final models were exhibited in the school.

They were also digitised and uploaded to the EnvKids website. This opportunity

motivated students towards the model development.

Apart from these two activities, another one took place involving 330 children

(age group: 6-15 years old). Students were called to collect information about en-

dangered species (with a focus on animals). Sources of information were: the

internet, local people, libraries, magazines and so on. Students were encouraged

to write in English in order to practice their English language skills and to com-

municate better their findings. The project lasted one month. Students’ findings

were published in the form of posters. The teachers then set a quiz inspired by

students’ findings. Students were called to answer the questions of the quiz; to

successfully complete the task the students had to review all the posters that were

produced. In this way students were motivated to share their findings. The quiz

brought together questions from different areas: biology, English terminology,

physics, geography, chemistry, Czech language and maths.



Figure 32. Students Work in Groups Towards the Creation of their Projects.

Last, teachers during the second year of the implementation period exposed ap-

proximately 200 pupils (age group 10-15) to the Natural resources demonstrator,

calling them to interpret the data cards and to exploit the uploaded information.

The teachers point out that the Natural Resources demonstrator was of great sig-

nificant because it was bringing together: ecology, geography, history, and social

issues. The demonstrator attracted students’ interest and engaged them in the

process of interpretation and reflection. Students also accessed the material that

partner schools had uploaded as part of their evaluation activities. This opportu-

nity activated the dialogue on global environmental issues and the need for col-

laborative actions.

4.3.11 Year 2: Activities on the “my home” demonstrator

The majority of the students of the school had at this stage already been exposed

to the ‘my home demonstrator’. However, pupils of lower classes (aged 6-8) who

have not already been exposed to the tools started their educational journey in

autumn 2011. Teachers supported the young students in order to successfully and

meaningfully use the demonstrator.

The students who have already experienced the ‘my home demonstrator’ (aged 8-

10), were encouraged to go deeper in exploring ways for energy saving in house-

holds (lights, electricity consumption, night electricity, water consumption, etc)

and issues regarding food saving, bio products, planting for covering needs for



food etc. They were also encouraged to approach such solutions and issues from a

mathematical point of view. This activity lasted two full school days.


According to the class teachers’ statements, the interface of the tools was consid-

ered user-friendly and students can easily use it. Apart from the points raised al-

most a year before it was additionally opted that the tools set a basis whereupon

explorative and collaborative activities can be formed. Notably, the same conclu-

sion was reached by the teachers of the French school. The teachers acknowl-

edged the opportunity for discussion offered by the EnvKids tools and considered

the opportunity offered through feature of online publication (in the Natural Re-

sources demonstrator) rather educationally beneficial.

The EnvKids project was in overall an educationally valuable experience for

Planany School. Teachers consider that the EnvKids tools help students visualize

phenomena that are abstract and complex. The EnvKids graphical interface helped

towards this direction. At the end of the validation process teachers were interest-

ed in continuing exploiting the tools in the classroom after the completion of the

project implementation period.

4.4 On-going evaluation at Stantagt, Eken, and Ostern Schools

in Sweden

This section discusses evaluation activities in Swedish schools that took place

under the supervision of the Centre for Flexible Learning. In this subsection the

evaluation activities that took place during the first and the second year of the

implementation period are brought into focus.


The schools were evaluation took place are: the Eken School, the Stantäkt School

and the Östra Primary School. Guided by their teachers, the students started their

educational journey towards environmental education using the EnvKids tools and

the proposed activities. The children that participated in the activities were 10

second graders and 34 third graders as well as pre-schoolers at Eken.

4.4.2 Year 1:Description of activities

In this subsection the evaluation activities that took place in Sweden on the “Eve-

ryday Good Practices against Pollution” pilot, the “Energy” pilot, and the “Natural



Resources” pilot are brought into focus. The three pilots were used mainly as dis-

cussion-starters that took place in and out the classroom. In the context of the

activities students worked in pairs or in small groups.

The use of the online tools was combined with fieldtrips. The “Everyday Good

Practices against Pollution” pilot, the “Natural Resources” pilot, and the “Energy”

one acted as inspirations towards these fieldtrips.

More precisely, 10 second graders and 34 third graders accompanied by two

teachers visited the gardener of the city and the city parks. The purpose of this

fieldtrip that took place in the context of the project ‘City Parks’ was:

To show kids that Söderhamn is a lush oasis full of parks

To promote reflection upon the value of parks and their contribution to the

environment they live in

To learn about the Carbon Cycle

To gain understanding of the value of plants (mainly as air purifiers)

To sensitize kids towards the protection of the environment

The visit to the garden was of great significance for the students as they were

given the opportunity to observe the propagation of plants. They had the chance to

reflect upon the use of biological pesticides as well. Given the flowers that existed

in the garden a discussion about bees and flowers took place. Students had the

opportunity through this scenario (bees and flowers) to reflect upon the signifi-

cance of the existence of flowers for the equilibrium in the nature.

Additionally, in the context of this project students visited the City Hall Park

where useful discussions and observations took place. The importance of the exis-

tence of trees was brought into focus and the concept of the Carbon Cycle was

also introduced. Issues concerning trees in a city environment and emissions pro-

duced from transportation were brought into focus. Issues concerning trees, tem-

perature, and weather conditions were also stressed.

Last, children took photos and created drawings inspired by their visit. These out-

comes was of great significant for their art teacher who enthusiastically realized

that environmental education can be connected with the art modules leading to

aesthetical results.



Another project that took place and drew upon the on-line tools was the ‘Tree

Project’. In the framework of this project 34 third graders were called to work on

the task theme ‘nature’. The children were divided into three groups. Each group

accompanied by a teacher walked in the nature-close to the school area-aiming at

exploring the environment and gaining understanding of the different trees and

plants around. More precisely, the purpose of the visit was:

To reflect upon the changes that are taking place in the nature

To identify plants and trees

To understand the concept of photosynthesis

To reflect upon the way humans manage forests and the impact of this

management on the environment

To reflect on the age of the trees and the ways according to which one can

identify their age

To bring into focus issues concerning temperature and weather

In the context of this project discussions were combined with authentic observa-

tions in the nature. Students were given the chance to study several types of trees

(i.e beech) and plants (fungi, mosses, lingonberry, blueberry, and more) and to

study issues concerning their leaves; they reflected upon the look of the leaves in

each season and they composed relevant texts. Students were called to keep re-

cords of the temperature and the weather and to reflect upon the changes occur in

the nature and global warning effects.

4.4.3 Year: 1 Feedback on relevance, acceptance, and

effectiveness

This section discusses feedback given by the school teachers and authorities.

The feature of ‘immediate feedback’ embodied in the tools through the indicators

(i.e. the ‘green meter’ and the ‘happy citizen’ introduced in the “Energy” pilot)

was considered really useful according to the class teachers’ point of view. In fact,

teachers noticed that the indicators were giving a boost to the learning process

encouraging students to explore better solutions. The online tools encouraged stu-

dents’ collaboration as well. This fact was emphasised by the teachers through



their report where the good and effective cooperation among the students was

commented.

The online tools attracted students’ interest. Students were seen to be really

receptive and fast learners. They were fascinated with the simulations and ex-

pressed real enthusiasm as well as interest in practicing with the online tools at

home. However, this was not teachers’ case. It was perceived that the teachers

dealt with the tools with fear and hesitation. In order to overcome such obsta-

cles, ‘inspiration and implementation days’ were set by the school authorities.

During these days teachers are practicing the tools aiming to familiarise them-

selves with them. The familiarization has been planned to take place at home as

well through individual practice.

The tools can easily be integrated into the school curriculum. However, it was

perceived that the integration was not that easy for very young ages up to 6; the

young children encounter difficulties in understanding exactly and in depth all the

environmental concepts embodied in the “Energy” pilot and the “Natural Re-

sources” pilot. Such difficulties eliminated in the “Everyday Good Practices

against Pollution” pilot. Primary school students encounter no difficulty.

Students’ comments and statements after practicing on the online tools exempli-

fied the fact that their knowledge towards environmental education had been

enriched. Class discussions played a significant role towards this direction as they

set a basis whereupon enrichment of knowledge could occur.

Finally, it is worth mentioning an interesting comment of Swedish teachers on the

value adding nature of the EnvKids tools among children with special needs.

These children were very enthusiastic on using the tools and faired pretty well

using them under teacher guidance, thus enriching their learning experience.

4.4.4 Year 1: Feedback on usability

Last, usability issues were brought into focus. It was perceived that the tools were

easy to use by the students. The only difficulty that the students encountered was

to follow / remember the path / URL to the EnvKids website that leads to the

online demonstrator. Taking this comment into account the EnvKids staff altered

the path to a simpler and more straightforward one.




Evaluation activities continued throughout the second year of the implementation

period in the Eken School, the Stantäkt School and the Östra Primary School. The

three pilots inspired teachers to set projects during the second year of the imple-

mentation period including 20 third graders, 15 second graders, 10 first graders as

well as pre-schoolers at Eken. To encourage the participation of teachers in the

learning activities “inspiration and implementation days” were set by the school

authorities. These “seminars” significantly contributed to the understanding of

EnvKids objectives, methodologies, and tools by school teachers.

‘I was pleased to take part in the ‘inspiration and implementation seminar

days’. The EnvKids tools are easy to use and can foster environmental edu-

cation’ (participant teacher)

4.4.6 Year 2: Activities with “my town” demonstrator

Third graders were introduced to the “my town” demonstrator and were called to

build a green city taking into account environmental concepts and parameters.

Students worked in groups of two. The teachers pointed out that the students en-

joyed the playful learning approach of the demonstrator and worked well in

groups. The collaborative interactions among the members of the group helped the

learning process. It was also perceived that students felt as “city designers” and

this feeling impacted on their learning.

The final city designs were printed out and discussed in the class. Students were

invited to comment on each other’s design, to identify disadvantages and advan-

tages, and to critically compare the different implementations. The class teacher

was scaffolding the whole process and raising questions to encourage dialogue

and to support the thinking process. This didactic approach was integrated easily

in the classroom and was highly accepted by the children. Students through this

activity practiced their skills in argumentation and reflection.

‘Children felt as city-designers and enjoyed the whole process; it was a

well-designed game with educational potential that attracted students’ in-

terest. Students learnt how to communicate their ideas’



(the class teacher)

4.4.7 Year 2: Activities inspired by the “my planet”

demonstrator

15 second graders practiced the “my planet” demonstrator and were called to dis-

cuss environmental concepts. The class teacher tried to encourage students to see

many data-cards from different European and non-European countries. This activ-

ity not only enhanced students’ environmental thinking but also geographical

skills. Through this process students realized that environmental issues have no

borders and the protection of the environment requires international and collabo-

rative action.

After the review and the interpretation of the data-cards students were encouraged

to collect data about endangered species in Europe. Students work in groups and

presented the collected information in the whole class. The teacher then called

students to communicate their findings through the Google Earth platform. The

children drew pictures of the endangered animals and wrote short texts. The op-

portunity for publicity motivated students, who also spent considerable amount of

time to explore other students’ (from participant schools) online projects and

work.

‘Students’ observe the other uploaded projects with interest. The publicity

issue was a strong motivation’ (the class teacher)

4.4.8 Year 2: Recycling, an activity inspired by the ‘my

home’ demonstrator involving also preschoolers.

The “my home” demonstrator inspired activities about recycling. The class teach-

ers introduce the young students (1st graders and preschoolers) to the concept of

recycling thought the “my home” demonstrator. They encouraged students to re-

flect upon (a) what is recycling and (b) what images they bring in mind when

thinking of recycling. The discussion about recycling did not end there. The

young pupils were invited to actively take part in waste separation and recycling.

Field trips were organized were the participants collected garbage, which they

then sorted and tossed in the correct receptacles for recycling. The teacher encour-

aged the dialogue about the need to sort waste in order for recycling to take place.

This educational journey towards recycling concluded with a guided tour in the

Långtå recycling center. There students were offered the opportunity to discuss



with workers and experts and to gain an understanding of the whole recycling

procedure. Interesting questions were raised by the students and an educationally

invaluable dialogue took place in the Långtå recycling centre.

‘The demonstrator was an excellent tool to initiate the dialogue and to in-

spire many activities’ (the class teacher)


The EnvKids tools were received positively by teachers and students in Sweden.

According to the teachers, the tools initiated the dialogue and supported a range of

activities (research projects, argumentation-based activities, outdoor activities (i.e.

recycling), field trips (i.e. visit to the recycling centre)). It was perceived that stu-

dents’ questions and remarks were more sophisticated due to the opportunities

offered for dialogue through the EnvKids tools.

The teachers advocated that the tools could be easily integrated in existing school

practices, enriching and extending them. The opportunities for online publication

and playful learning attracted students’ interest and triggered mechanisms for

meaningful learning. Last, the seminars that were organized were very helpful for

hesitant teachers, who soon realized that technology in general and the EnvKids

tools specifically can facilitate educational purposes.

4.5 On-going evaluation at the Elementary School of Portaria

in Greece

Evaluation activities started at the primary school of Portaria in Greece in 2010

and concluded in November 2011. We bring into focus first the results of the vali-

dation activities that took place the first year of the project and then the ones that

conducted by the end of the project. Teachers’ feedback is also brought into focus.

Guided by their teachers, the primary school students started their educational

journey towards environmental education in the first year of the implementation

period through the “Everyday Good Practices against Pollution” pilot and the pro-

posed EnvKids activities. The three pilots inspired teachers to set projects during

the second year of the implementation period including 3rd

, 4th

and 6th

graders.




The pilot was used initially with the students of the 3rd

, 4th

and 5th

class, which

had 28, 19, and 18 students respectively.

4.5.2 Year 1: Discussion of activities

The online demonstrator was used mainly as a discussion-starter. After all the

students got to use the application, a class discussion took place; in the context of

this discussion the teacher called students to reflect upon their experience aiming

to explore whether or not their knowledge was further informed.

The application led also to discussions concerning ways to make houses environ-

mentally friendly. The teacher also attempted to correlate the content of the online

demonstrator to the history of the area that the school is situated in. Thus, a dis-

cussion was carried out concerning the ways houses were built in the past in the

area of Portaria, traditional material used and traditional architectural techniques

used nowadays. Environmental aspects of these techniques were brought into fo-

cus.

4.5.3 Year: 1 Feedback on relevance, acceptance, and effectiveness

According to the teacher’s observation, the students were very enthusiastic when

using the pilot and were very eager to participate both in the lesson and the dis-

cussion that followed. In accordance to the class teacher’s perception students’

learn much more effectively through this blended learning approach compared to

what they would have learn in a lesson which would be based on traditional teach-

ing techniques where computer software will be absent.

On the other hand, teachers were very positive on the deployment of the tools in

the class. This was a result of the easy integration of the tools to on-going envi-

ronmental education activities including the development of knowledge on local

architecture, endemic plants and animals, endangered plants and animals, the de-

velopment of an ecological code, the concepts of biodiversity and ecosystems,

research on ecological houses, and more. The teachers perceived the tools as

value-adding complements to existing class practices that make good use of the

schools digital equipment and lab. The enthusiasm of the teachers on the use of

the tools was further evident in a 3 day event targeting fellow primary schools in

the area of Magnesia during which EnvKids activities and validation outcomes



were presented. The audience included the 3rd

, 13th

, and 20th

Schools of Volos, the

1st and 2

nd Schools of Portaria, the 2

nd School of Zagora-Makriraxi, the 18

th and

20th

Kindergarten Schools of Volos, the 1st Athanasakeio Kindergarten of Portaria,

and the private Karaiskou Kindergarten School. In addition, the audience included

educational administrative authorities including the Prefecture of Magnesia, the

Magnesia Administrative Authority for Primary Education, the Centre for Envi-

ronmental Education of Makrinitsa, The Papadopoulos Publishing House, and the

Organization of Teachers of the Prefecture of Magnesia.

4.5.4 Year 1: Feedback on usability

The online application was easy to use and students encounter no difficulties.

They easily and enthusiastically engaged in the ideas underpinning the pilot creat-

ing opportunities for significant learning outcomes. This fact is exemplified

through the class teacher’s statement:

‘The learning process was enhanced and greatly facilitated with the use

of the pilot’.


The three pilots inspired teachers to set projects during the second year of the im-

plementation period including 3rd

, 4th

and 6th

graders. In the context of these pro-

jects students produced material which was mainly in the form of art craft, poster,

text, image- based and text- based narration. This material, where applicable, was

uploaded in the Natural Resources demonstrator enriching the jointly owed digital

library. Teachers aiming at set links between environment, society and culture

encourage students to participate in cultural discussions, to interact with experts

(i.e. an architect), to dramatize meaning (i.e. through theatrical performances), to

think upon social aspects of environmental issues. The activities that took place

during the second year are brought into focus below:

4.5.6 Year 2: The “the tree … the forest” project for 3rd graders

During the second year of the implementation period a project called ‘The tree…

the forest’ took place in the Primary School of Portaria involving 3rd

graders. The

topic of this project was “the tree”. The students were called to observe trees in

the school yard and to take pictures. In the context of this project, students made

trees using different materials (wire, tree barks) and compose stories about the



trees. Their “tree- stories” were presented in the class and wider discussion on this

experience took place.

4.5.7 Year 2: The “endangered species in Greece” project for the 3rd

and 4th graders

The 3rd

and 4th

graders were involved in a project entitled ‘Endangered species in

Greece’ that carried out during the second year of the implementation period. This

project aimed at enhancing students’ knowledge on wildlife and biodiversity. The

students collected information about seven endangered species: the wolf, the

brown bear, the deer, the black vulture, the Dalmatian pelican, the loggerhead sea

turtle (kareta- kareta) and the Monahus monahus seal. Newspapers, books and

magazines were exploited as sources of information. The internet was also an im-

portant source of information. In addition, the teachers encouraged the students to

explore the area of wildlife and biodiversity from a cultural perspective. Thereby,

students tried to collect Greek myths and local stories about different spe-

cies/animals. They also brought to school stories narrated by their grandparents

that were indicant of the presence of these animals in the area in the past.

Figure 33. Collecting Information during Project-based Activities.



In the context of a playful learning approach students read stories about animals

and experiment with the way the stories end. They were also exposed to poems

about animals and they then called to illustrate the poem or to compose their own.

A collage was also developed. Theatrical performances with animals as the main

characters did also take place. Coupled with this, traditional games with the wolf

as the main character conducted in the school yard. Films and documentaries (i.e.

The Emperor’s Journey) were also used as sources of information and sensitiza-

tion towards ecosystems and biodiversity.

Broadly, through this project students were given opportunities:

to reflect upon the way human activities affect wildlife and biodiversity

to enrich their knowledge on Greek animals and species under threat of

extinction

to reflect upon ways to protect wildlife and biodiversity

to realize that species are of great importance for the reservation of the

ecosystem.

to see the wildlife and biodiversity from a cultural perspective

Figure 34. Theatrical Performances.



Figure 35. Traditional Games with the Wolf as the Main Character.

4.5.8 Year 2: The “ecological house- ecological neighborhood” pro-

ject for the 6th graders

The 6th

graders were involved in a project entitled “ecological house- ecological

neighborhood”. This project lasted a whole academic year. Students’ work (paint-

ing, reports and statement, graphical messages) was published on a local magazine

as well as in a school magazine.

The project aimed at encouraging students:

to reflect upon energy issues

to collect and to analyze data on the consumption of energy and the

orientation of the house and then to meaningfully link this knowledge with

the ideas underpinning the ecological way of building houses

to familiarize themselves with scientific terminology, methods of research

to be motivated to collect, categorize, reflect upon and present information

to consider Internet as a significant source of information and as a tool

through which communication and collaboration can be mediated

to enrich their knowledge concerning solar energy and ways of exploiting

solar energy

to reflect upon ways according to which the general public (including

classmates and parents) can become more aware on environmental issues.

In the context of this project and inspired by the EnvKids demonstrator students

were exposed to several activities. These activities differed in nature but they all

aimed at fostering environmental education. To begin with, students were invited

to create an ecological guide about environmental friendly practices in the house,

in the city, in the market and the countryside. Furthermore, they developed a ques-



tionnaire for classmates and parents to explore whether they adopt environmental

friendly behaviors in the house.

Figure 36. Demonstration of an Environmental Guide.

Students were also called to write short statements and reports on environmental

behaviors in the house. They also developed comics related to environmental is-

sues. These works were published in the school newspaper.

Figure 37. Comic Created by Greek Students.



Figure 38. Comic Created by Greek Students.

In the context of this project, students collected data on the traditional architecture

of their area (village of Portaria) and presented their findings in the class. With the

help of a specialist (a local architect) links with bioclimatic architecture were set.

Students were given the chance to interview the architect and to address their

questions to her.

Figure 39. An Architect in the School of Portaria.

Additionally, students were given the opportunity to explore issues concerning the

movement of the sun and to engage in a role play game for gaining understanding



on coordinates and orientation. They were also involved in the construction of

solar panel (pizza boxes were used as solar boxes). Teachers moved students to

think upon solar energy production in terms of orientation of the panels towards

the sun. Students worked in groups in the school yard, conducting an experiment

with the makeshift “solar panels”.

Figure 40. Working with Makeshift “Solar Panels”.

Students also collected data on the concept of energy in its various production

forms. They did the same with the concept of ecology and the greenhouse effect.

The collected data resulted in presentations that took place in the classroom. Last,

students were given the opportunity to watch thematic videos on energy consump-

tion, the greenhouse effect, ecological houses, solar energy, and the planning of

Masdar city. The presentations as well as the thematic videos raised discussions

and debates among the children activating a learning cycle.



Figure 41 Students' presentations

Students’ projects (comics, pictures, posters, texts), where applicable, were up-

loaded online onto the “my planet” application towards the creation of a jointly

owned (by all participating schools) and publicly available digital library.


The EnvKids tools were received positively by teachers and students. According

to the teachers, the tools inspired the conduction of explorative and collaborative

projects that helped them set innovative pedagogical targets and attracted stu-

dents’ interest. In addition, teachers that coordinated the lessons and projects, ob-

served that the students enjoyed the explorative and collaborative learning meth-

odology underpinning the EnvKids demonstrators.

The teachers advocated that the students’ communicative, collaborative, and meta-

cognitive skills were enhanced. Teachers stated that students practiced their skills

in the collection, analysis, and manipulation of multiple forms of data. As far as

environmental education is concerned, teachers pointed out that EnvKids tools

inspired students’ reflection upon environmental problems. The projects executed

in the context of EnvKids learning activities encouraged students to adopt a more

responsible attitude towards energy consumption and environmentally friendly

behaviors. Students were seen motivated to take an active role towards protecting

the environment and on raising the awareness of others around them. This fact set

a basis whereupon more environmentally educated generations of children can

develop.

‘Obviously, the children understood that there is need to combine individual

practice and collaboration towards the protection of the environment’.

Teacher from the school of Portaria



4.6 On-going evaluation at the University of Thessaly

In this subsection, the on-going evaluation in the University of Thessaly is

brought into focus. Apart from external evaluation in primary schools, it was con-

sidered of great importance to gain feedback from individuals with interest in ed-

ucational technology and pedagogical design/innovation. The feedback obtained

in one day seminar that took place on 7th

October 2010 and 6th

October 2011 in-

volving 2 groups of postgraduate students that attended the Master Program ‘Digi-

tal Educational Play for Young Students’.


The individuals that participated in the validation activities were postgraduate

students in the Master program “Digital Educational Play for Young Students”

run through the University of Thessaly. All of them were teachers and highly in-

volved in educational issues. Thus, their points of view and feedback was consid-

ered useful as it could set a basis whereupon the EnvKids learning tools and

methodologies can be informed. A total 9 individuals were enrolled in the class

and were exposed to EnvKids activities. The validation activities took place the

form of a seminar on October 7, 2010.

4.6.2 Year 1: Description of validation activities

Critical questions that were raised when this evaluation was being planned con-

cerned the way according to which the evaluation would be carried out. What

should students do? How will the evaluation be conducted? How will the evalua-

tion be structured? Where should students focus on? What tools are needed? In

which way will postgraduates be introduced to the three demonstrators? How will

supervise and assess their work? What about time-limits?

Discussions with the professor, academic leader of the group of the postgraduate

students were planned and carried out. The discussion focused on ways of evaluat-

ing technological tools from a methodological, practical and technical perspective.

The class professor/academic leader guided this discussion.

Students were encouraged to form a methodological approach towards the evalua-

tion of the EnvKids tool and to consider other useful practices to support the com-

plex evaluation process. The need to critically approach the EnvKids tools and

pedagogies, to collaboratively implement learning scenarios -given the tools-and



to keep a digital diary about their thoughts, observations and ideas soon emerged.

In addition, students reflected upon the practice of videotaping parts of their work,

reporting critical decisions, obstacles and emerging debates. Obviously, for these

purposes students realized that they would need a camera, field notes and ‘online

spaces’ (mainly blogs or wikis or web - Google sites) to represent their field

notes, difficulties and conscious thoughts. It was opted that the EnvKids tools

inspired the discussion towards practices of evaluation.

In overall, the three demonstrators were presented by the EnvKids consortium

members; students were encouraged to verbalize their initial thoughts as well as to

work with the tools in the context of a familiarization approach. A significant dis-

cussion about methodological approaches for evaluation in the area of ICT in Ed-

ucation was encouraged.

4.6.3 Year 1: Student reactions

During the presentation of the three pilots / demonstrators, the students were free

to express their thoughts, concerns and ideas. Although this was a preliminary

stage of engagement with the tools, it was opted to keep rough / informal notes of

students’ initial reactions and comments.

It was opted that students were interested in the EnvKids tools and revealed this

fact through their initial questions. It is worth mentioning that the questions can-

not be seen as pure and strong evidence; however, beyond all dispute they em-

body a positive tendency towards the online tools and the underpinning ideas.

Some of the participant comments are included below as indication of the accep-

tance of the tools.

Stella on the “Everyday Good Practices against Pollution” pilot:

‘Looks nice! Is it for free?’

Nektaria on the “Everyday Good Practices against Pollution” pilot:

‘Can we download it to practice it with the kids in school?’

Maria on the “Everyday Good Practices against Pollution” pilot:

‘Cool!! Students will feel like architects’

Sofia on the “Everyday Good Practices against Pollution” pilot:



‘Easy to use!! Maybe it can be integrated in Kindergarten’

In addition, the students had very positive comments on the potential use of the

tools in learning scenarios covering additional subjects. Specifically, they sug-

gested the deployment of the “Energy” pilot in activities related to urban design

that could benefit from the city planning nature of the application.


The second seminar on the EnvKids tools took place, almost a year after, on the

6th

of October, 2011 involving again postgraduate students from the Master pro-

gram “Digital Educational Play for Young Students”, run through the University

of Thessaly. A total 7 individuals were enrolled in the class and were exposed to

EnvKids activities. This was a new group of students, different from the group

that was engaged in year 1 of the validation activities. The group consisted of

teachers and other professionals who were either highly involved in educational

issues or interested in the area of ICT in Education. Thus, their points of view and

feedback was of great significance for the EnvKids consortium.

4.6.5 Year 2: Deployment of validation activities

The seminar started with the demonstration of the three pilots in the class. The

teacher resources (video gallery, work sheets, wiki, manuals) were also demon-

strated. Students were then encouraged to visit the EnvKids site and to see all the

material that has been produced and uploaded online. They then called either indi-

vidually or in groups of two to practice using the EnvKids tools.

Discussions with the professor, academic leader of the group of the postgraduate

students were carried out. Students were called to reflect upon the education value

of the demonstrator and to come up with ideas about ways to integrate the tools in

a meaningful way in the class.

Through this discussion it was attempted to critically approach the EnvKids tools

and pedagogies, to meaningfully set a base whereupon the EnvKids tools can be

used. Students were encouraged to verbalize their thoughts and ideas and if feasi-

ble (and given their personal interest) to use and evaluate the tools in a real class-

room setting.

Particular attention was paid to:



The pedagogical design of the tools

The content and focus of the applications in relation to the age of the tar-

geted learners (primary education.

The teacher support material in the form of learning sheets, good practice

recommendation videos, and wiki.

In other words, the validation process viewed the tools as part of wider blended

learning activities taking into account teacher support processes.

4.6.6 Year 2: Student reactions

It was opted that students were interested in the EnvKids applications and ac-

knowledged the fact that the tools were easy to use. Students pointed out that if

the tools are meaningfully introduced in the class by the teacher, they will provide

great opportunities for learning and problematizing upon environmental issues and

concepts.

The students had a strong pedagogical background, being teachers themselves.

Their technological background was less developed and one of the objectives of

the seminar was to expose them to good practices on technology-enhanced learn-

ing.

The students were able to recognize the fact that a combination of pedagogics and

technology can, when effectively deployed, have positive educational effects on

learners. They pointed to the potential advantages of using game-based ap-

proaches, as the ones introduced by EnvKids, and discussed methods for reinforc-

ing knowledge. They understood in the context of class discussion that debriefing

methodologies after using software tools can act as a means for helping learners

understand their choices during game-play, avoiding random solutions without

conscious thinking. In addition, students pointed to the benefits of focusing on

educational concepts, as opposed to details, on engaging interfaces, and on feed-

back mechanisms for building knowledge among the target group of primary edu-

cation learners.

5 Post project validation activities to additional primary schools

In addition to what has been promised in the project proposal, the EnvKids con-

sortium had the opportunity to further deploy the EnvKids tools to the 1st Primary



School of Nigritas, Serres, Greece. More precisely, the ‘my home’ and ‘my town’

demonstrators were using in the context of class activities in the 1st Primary

School of Nigritas (Serres, Greece) in December 2011.

5.1 The group

Seventeen (17) 6th

graders were involved in the additional EnvKids learning pro-

cess that took place in December 2011. The learning session was managed by the

head-teacher, the teacher class, and an external facilitator, specifically a student at

the University of Thessaly Computer Engineering Department. A projector was

used to help introducing the two demonstrators to the whole class.

5.2 The deployment

Firstly, the teachers tried to engage students in a dialogue about environmental

behaviors and practices in our daily life. Through this discussion teachers tried to

refer to environmental concepts that the students will meet in the “my home” de-

monstrator. In this way a basis was set for a more fruitful engagement in the ap-

plication. Students were then introduced to the “my home” application and they

were called to collaboratively build an environmental house. Prior to that teachers

had demonstrated the basic features of the application in the whole class using a

projector. Teachers were inviting students to think aloud and to reflect upon their

choices. Questions like: ‘how does the location affect the design of the house, the

color of the walls, the orientation etc?’ were raised in the class. Through this pro-

cess a digital but green house was built by the 17 students.

In a similar way, the students were introduced to the “my town” demonstrator.

The teachers raised discussion in the class and then presented the basic features of

the demonstrator. Students were then encouraged to collaboratively build a city

taking into account environmental criteria and parameters. Last, students were

moved to work individually with the ‘my town demonstrator’ at home and to

bring their designs in the class for discussion.



Figure 42. The Demonstration of the EnvKids Tools in the 1st Primary School

of Nigrita Serres, Greece.

Figure 43. The Demonstration of the EnvKids Tools in the 1st Primary School

of Nigrita Serres (GR)

5.3 Students’ reactions

The students’ were seen to be motivated by the game-based nature of the demon-

strators. They defined the learning process as “a game with didactical character”.

Students faced no difficulty in using the demonstrator because they were familiar

with this kind of technology. The EnvKids learning process was considered by the

students disassociated with the traditional ways of teaching and associated with

playful practices; this fact aroused their interest towards EnvKids learning activi-



ties. The interface was considered attractive and user friendly. The demonstrators

initiated dialogue in the class and students could easily participate guided by their

teachers. Students encountered no difficulty in carrying out the EnvKids activities.

5.4 Teachers’ feedback

The teachers were interested in the EnvKids tools and they reflected upon the way

according to which the EnvKids tools can be better integrated in the class. Teach-

ers soon enthusiastically realized that the EnvKids tools provide them with excel-

lent opportunities to introduce environmental concepts in the class and to promote

relevant conversation. The tools were also considered capable of triggering mech-

anisms for a) the development of critical thinking skills b) reflection upon envi-

ronmental friendly behaviors and daily attitudes. The EnvKids tools were consid-

ered useful for engaging students in environmental education in a playful and ex-

plorative way. Last, the teachers acknowledged the graphical interface of the tools

which was attractive and made tools easy to use; teachers were happy to know

about the EnvKids pilot application and interested in continue exploiting them in

the class.

5.5 Conclusionary remarks

The EnvKids tools were considered useful for engaging students in environmental

education. Teachers think that the tools can be easily integrated in the learning

process and facilitate educational purposes. The multimodal representation of in-

formation offered by the EnvKids tools was considered of great importance for

the demonstration of complex environmental concepts. Teachers acknowledged

the fact that the new technologies can support the learning process and together

with teacher guidance can lead to significant learning outcomes.

5 REPORTS OF EXTERNAL EVALUATORS

The last evaluation activity of the EnvKids project involved the engagement of 2

external experts who were asked to provide their professional opinion on the

pedagogical value of the EnvKids tools, methodologies, and learning activities.

The experts were selected based on their past experience in educational settings,

including technology-enhanced learning. The reports are presented below.



6.1 External evaluation report by Petros Gougoulakis

This section presents the evaluation report by the external evaluator Petros

Gougoulakis. Petros Gougoulakis is a Senior Lecturer in educational sciences at

the Department of Education, Stockholm University. His PhD thesis The Study

Circle: Lifelong learning ... in Swedish! A non-formal meeting place for discus-

sion and learning for all (2001) deals with the Swedish Popular Adult Education

and its most prevailing study method, the study circle.

He has since 1993 worked as a teacher-trainer for various categories of teachers

and been involved in several research projects concerning non-formal and formal

adult education. One of his academic engagements has dealt with developmental

work, supported by the National Agency for Higher Education, aiming at produc-

ing multi-media study material as well as examining the effects of new Infor-

mation and Communication Technology in the ordinary school education.

Petros Gougoulakis has extensive experience of European research cooperation

and recently he participated in the multilateral Leonardo Da Vinci project

“QF2TEACH - Qualified to Teach”, aiming to determine the core competencies

needed by learning facilitators in Adult and Continuing Education in Europe. He

is member of The European Society for Research in Education of Adults

(ESREA) and of the Hellenic Adult Education Association.

Dr. Gougoulakis was asked to provide his expert opinion on the pedagogical po-

tential of the EnvKids outcomes, including methodologies, tools, and technology.

The text is presented exactly as it was submitted by the external expert with no

modifications or revisions; a signed copy is available on the EnvKids website in

PDF format.

Revision report by Petros Gougoulakis on the potential educational benefits of

the EnvKids2 tools and methodologies in primary environmental education

Introduction

2 Environmental Sustainability Training for Children through on-line Simulation, Explora-

tion, and Collaboration (EnvKids)

Comenius Project 502390-LLLP-1-2009-GR-COMENIUS-CMP



The undersigned has been assigned to review the EnvKids products and deliver an

opinion on the potential educational benefits of the EnvKids tools and methodolo-

gies for Primary Environmental Education. The mandated audit will especially

look upon

a. the tools technical design with respect to their usefulness in the virtual

space as a means to initiate and promote cooperation and dialogue in the

classroom

b. the usability and esthetics of the tools graphical interfaces

c. the tools advantages in terms of promoting an exploratory approach that

culminates in increased awareness and learning of a particular topic based

on the didactic arrangement of the two applications, i.e. "The House dem-

onstrator" and "The Town demonstrator".

EnvKids tools are examined towards its aims which are

a. to enhance environmental education at the primary school level through

advanced explorative and collaborative didactical frameworks that take

advantage of information and communication technology

b. to help children develop awareness on sustainable environmental prac-

tices and experiment with emerging environmentally friendly solutions

and services that help save energy and reduce pollution.

The specific goals of the EnvKids project are:

To develop age appropriate explorative and collaborative didactical meth-

odologies for environmental and more generally science education target-

ing elementary school children.

To encourage experimentation and critical thinking among youngsters on

environmental sustainability and environmentally-friendly behavior.

To develop proof of concept on-line explorative educational applications

targeting youngsters and taking advantage of internet technology facilitat-



ing vivid presentations and easy to use interfaces and hiding underlying

computational complexity.

To build collective knowledge among teachers on science instruction

through Web 2.0 technology-enabled community-building and know-how

sharing services.

To support the teaching process on environmental education through good

practice didactical guidelines targeting instructors.

To widely disseminate the proposed methodologies and services through-

out the European educational and ICT services communities.

ENVKIDS pedagogical approach is designed to facilitate children's explorations

of the natural world with the assistance of the technology and aesthetics of elec-

tronic games that the intended group is familiar with. It is also meant to promote

practical experimentation as part of wider educational activities. The on-line ap-

plications and tools are designed to be language-independent with the purpose of

overcoming linguistic barriers among the expected users. Moreover, the educa-

tional activities are designed to be implemented as a series of steps in order to, as

it is assumed, to stimulate critical thinking, problem-solving, discovering of con-

cepts and developing of individual perceptions on environmental sustainability.

The concept of the EnvKids tools is grounded in the thinking of socio-cultural

theory that requires mediated learning through the use of ICT artifacts, as well as

a skilled instructor’s mentoring permitting and encouraging active participation of

the learners through computer-mediated communication and collaboration. Ulti-

mately, the material is designed for the purpose of promoting explorative learning

activities taking into advantage of a child’s natural curiosity and fostering problem

solving skills and ability to communicate and share experiences with peers in

other countries under the guidance of their teachers in the context of a school net-

work.

Methodology – technology - pedagogy

When discussing teaching and learning, we enter the field of didactics, namely the

art of teaching, which is defined by specific choices, attitudes and actions of par-



ticipants in the learning process in specific historical, social and cultural contexts.

There are some key didactical issues that each teacher has to relate to, which are

inherent to the planning and implementation of any educational and learning ac-

tivity, namely

I. The issue of Legitimacy: it refers to the teacher's choices related to the educa-

tional process and goals. In time and circumstance, the role and function of educa-

tion (or of educational programs) change and sometimes focus more on discipline,

other times on development, participation, sense, etc.

II. The issue of Choice: it refers to the choice of curriculum and to what the con-

tent of teaching should be. This issue becomes even more imperative in today's

era of information and knowledge. It is clear that under no circumstances can edu-

cation offer a complete and comprehensive picture of human knowledge, without

risking to give precedence to quantity, thus reducing the quality of educational

content. Perhaps the solution lies in the principle of representativeness (Exem-

plaritetsprincip) of Martin Wagenschein (1974)3, which suggests selecting a lim-

ited number of topics in the fields of specific training in order to be able to deepen

and, of course, to enjoy real learning.

III. The issue of Communication: it refers to the choices of teaching methods

and the organization of the learning process. The forms of teaching communica-

tion update the power relations between the actors of teaching and raise ethical

issues for professional educators (see also Gougoulakis, 2010)4.

IV. The issue of Identity: it refers to the structure and the core of the teaching

subject. In other words, it distinguishes an area of knowledge from another and

ultimately affects the planning of our teaching actions and the way we reflect

about them (Abrandt Dahlgren & Carlsson 2009; Kalantzis & Cope, 2008)5.

3 Wagenschein, Μ. (1974). Die Pedagogische Dimension der Physik). Berlin: Krämer.

4 Gougoulakis, P. (2010). Quality for Adult Educators? I: Horsdal, Marianne (red.). Communica-

tion, Collaboration and Creativity. Researching Adult learning. University Press of Southern

Denmark, s. 117-145.

5 Abrandt Dahlgren, M. & Carlsson, I. (Eds.) (2009). Lärande på vuxnas vis – vetenskap och

beprövad erfarenhet. Lund: Studentlitteratur;



EnvKids as tools for instruction need to consider the character of desirable rela-

tions between three main entities (units, elements) usually depicted in the shape of

the "didactic triangle" 6(see Figure 1). Students, teachers and learning content

form the corners of the didactic triangle while the edges of the triangle represent

the relationships between these three entities. Every one of the interrelated entities

- teacher, student and subject - has a function but depending on how they interact

the learning outcome will vary.

We have to keep in mind that EnvKids context is that of formal schooling and

only secondarily is it designed to serve as support for pupils´ self-initiated and

self-directed learning. Formal school instruction is a planned activity where stu-

dents will learn something predetermined. Teachers participate in this learning

with thoughtful staging of situations conducive to learning.

The didactic triangle is used as an illustration of the learning process, a model

aimed at

Kalantzis, M. & Cope, B. (2008). New Learning. Elements of a Science of Education. Cambridge:

University Press.

6 Kansanen, P. & Meri, M. (1999). The didactic relation in the teaching-studying-learning process.

In B. Hudson, F. Buchberger, P. Kansanen, & H. Seel (Eds.), Didaktik/Fachdidaktik as Science(-s)

of the Teaching Profession. TNTEE Publications, 2(1), 107-116.

CONTEXT

of learning

situation



considering the entire teaching and learning situation, which in this case is about

ecological awareness. Applying the model in the planning of environmental sus-

tainability for children the context of the teaching situation must be taken into

account, since teaching does not occur in a vacuum.

One component of the triangle is the content. The didactic content deals with the

issue of legitimacy of the teaching process, including the knowledge skills and

attitudes it strives to develop not only among pupils but also among teachers. It is

obvious that EnvKids is targeting a variety of competencies which cover, in prin-

ciple, all the EU's eight key competences for lifelong learning. The technology

may inherently occupy a relatively dominant position in EnvKids didactic content.

It is an established truth that the technology not only affects the forms of mediated

communication but also the nature of the mediated content. For that reason, edu-

cators need to reflect on the relationship between the educational content and the

used ICT- technologies so that the latter would be subjected to the former. There

is therefore a risk that designers of educational materials, and to a greater degree

the teachers, operate from within narrow views of the Didactic triangle. For ex-

ample it is likely to assume that the teachers in their computer-based instruction

depart from how they themselves relate to the computer and not how their stu-

dents relate to the computer.7 This fact is further complicated when one considers

the differences in teachers' and students' IT skills and computer use habits. In the

case of EnvKids is evident that the ambition was to emulate the aesthetics and

potential of computer-game technology in the design of the educational tools, but

there is a need of more empirical studies to survey how teachers exploit computer-

based technologies into supporting learning of a scientific content and the skills

that are required. In order to avoid focusing solely on the corners of the Didactic

Triangle professionals and researchers should also pay attention, even on the

edges of the triangle. The best course, undoubtedly, is to consider the entire didac-

tic triangle in the teaching/learning situation.

Concerning the second corner in the triangle, the students, it is of importance the

view teachers profess regarding students learning abilities and learning styles, as

7 Compare: Berglund, A. & Lister, R. (2010). Introductory Programming and the Didactic Trian-

gle. Proc. 12th Australasian Computing Education Conference (ACE 2010), Brisbane, Australia.



both the content and their teaching style affects students’ motivation and learning

approaches, e.g. “deep learners" or "surface learners ", in the terminology of Mar-

ton & Booth, 19978. EnvKids tools seem to have taken a stand for cultivating

deep-learning approaches given that it is part of a multimodal Didactic design.

The “Teacher” corner of the triangle deals with how teachers view their profes-

sional role in general. The light here is shed on the teacher’s personal theory (-ies)

of teaching. Mainly there are two distinct categories which get their character de-

pending if the content or the learner is at the focus of teaching. In the content-

focused category the student is regarded either as a container that must be filled

with knowledge or as a raw material to be moulded into a finished product. A

variation of that category is a blind focus on the used educational artefacts, for

example ICT-instruments, which tends to be equated with the content. Between

these two main categories emerge a variety of modifications.

EnvKids tools emphasizes the student's active role in the learning process by per-

ceiving learning as an exploration in collaboration, “a learning journey”, that rests

on a solid foundation of knowledge.

EnvKids is not produced to replace any existing materials in the schools' ordinary

environmental education. Fully developed the educational tools are meant to serve

as a supplement in order to

add further dimensions in applied teaching methodologies,

support on-line exploratory learning tools in addition to the existing prac-

tices,

promote collaboration among European schools, and

enhance the pupils learning experience developing at the same time their

ICT skills.

8 Marton, F., & Booth, S. (1997). Learning and awareness. Mahwah, New Jersey, USA: Lawrence

Erlbaum

Associates.



EnvKids in its entirety - from perception, pedagogical philosophy, website con-

struction, educational products and the documentation presented there - is impres-

sive and rests on a robust scientific basis. Its strength lies in its potential for fur-

ther expansion in order to "deploy virtual experimentation as a method for allow-

ing children to independently discover sustainable solutions through demonstra-

tors that are based on a “what if” paradigm that encourages an entrepreneurial

spirit”, arranging on-line interaction with peers and “fostering collaboration of

children in a European school network thus broadening their perspective and

developing a European identity”.

Based on the two applications, My Home: Pollution demonstrator and My

Town: Energy demonstrator, the following could be asserted:

1. The construction rationale behind the mentioned tools represents two differ-

ent pedagogical approaches with the exception of the graphic design and the

aesthetic sensation that is similar in both. My Home is based on a conceptual

framework that allows no room for experimentation, discovery and creativity,

but most of it is contrived and controlled from start to end. The child catches

the point of the game at once, delivers the required correct answers to get full

scores and the excitement probably disappears soon. On the other hand, the

material is a good foundation to build on and further develop and secure their

function in a blended learning approach that combines in-class instruction,

virtual demonstrators, on-site visits, and on-line collaboration. Important role

in this context plays the teacher who can use the computer-based application

in combination with reflective discussions on issues emanating from the chil-

dren's own experiences, living conditions and the real life. It makes demands

on teachers' familiarity with different approaches (teaching methods) that

promote exploration and collaboration, and on her/his ability to work multid-

isciplinary and in association with other colleagues. It's about a relationship

that in the didactic triangle is mainly covered by the dimension pupil-content.

2. The other virtual demonstrator, My Town, is technically more advanced as it

integrates game-based approaches making it less framed and guided enabling

creativity, flexibility, experimentation, exploration as well as promoting col-

laboration and critical thinking of another quality than in the case of My



Home. EnvKids consortium delineates a qualifying theoretical reasoning and

justification for their learning methodology, not least in The EnvKids Explor-

ative and Collaborative Learning Methodologies Report (D3.1). My Town

demonstrator works, probably, best and more effective in diverse teaching

situations, if accompanied by deliberative discussions, reflective processing,

input of new information (theories and facts) etc. which is anchored to the

students' reality and experience. Kolbs9 model (see Figure 2) on experience-

based learning can illustrate the learning process which apparently is advo-

cated by EnvKids.

The more sophisticated the didactic approach is, the greater are the demands

on teachers' skills, both subject-specific technical skills as well as ICT-

specific competence, for the facilitation and creation of optimal learning ex-

periences.

Figure 2. Kolb's Learning Cycle

9 Kolb, D.A. (1984) Experiential Learning: Experience as the source of learning and development.

Englewood Cliffs, N.J.: Prentice Hall



Another world is feasible!

The circle symbolizes a learning process that individuals, groups and organiza-

tions going through in the course of which they experience, reflect, theorize, and

act in order to develop knowledge of a particular phenomenon. Learners enter the

circle in any of its points with the knowledge they already possess. Once they

have passed through all the points they have made an experience and expanded

their knowledge base, which then becomes the new starting point of a human be-

ings perennial educational circle. The model attempts to capture the individual,

interactive and progressive character of the learning process based on the premise

that the learner is active in his/her own learning and want to gain control of the

own experiences in the quest for meaning. The learning process is at the same

time holistic and integrates both affective and cognitive aspects, as well as cogni-

tive aspects i.e. those dealing with the needs, desires, power, control, uncertainty,

pending, etc. (see Higgs & Edwards (1999:89). In the search for meaningful learn-

ing the learner acts within specific contexts interacting with others, and that way

re-evaluate experiences by forming and transforming new insights.

In the light of what has previously been addressed it should be finally noted that

EnvKids as pedagogical concept and materialization meets all the qualifications to

provide an infrastructure for school-based environmental education accommo-

dated to the children’s media habits, living conditions and experiences in an era of

intense IT communication and cross-border cooperation. Environmental aware-

ness in a global perspective is an educational challenge and should permeate all

learning. EnvKids represents a promising initiative that need to be encouraged,

supported and disseminated for further development.

EnvKids as an educational tool is a product of a collaborative community and

depended for its continued development of a broader community of educators,

researchers and ITC experts. Not least responsible school authorities on national

and local level need to be convinced of the EnvKids educative potential, and to

gain their support, if it will survive as an autonomous learning community. Its

goals can only be achieved if the decision makers and especially teachers, includ-

ing teacher educators, embrace its philosophy. Another world is feasible!



6.2 External evaluation report by Tryfon Goudelias

This section presents the evaluation report by the external evaluator Tryfon

Goudelias.

Tryfon Goudelias is a primary school teacher in Greece. He has worked as a

teacher for 27 years. He has attended several IT seminars for teachers organised

under the auspices of the Ministry of Education and the Hellenic Mathematical

Society. He is also a certified IT instructor level B for teachers in the Greek

schooling system. He has been a lecturer in IT seminars for teachers, organised by

the Ministry of Education since 2010. He has a keen interest in the pedagogical

use of IT and maintains a Blog with IT resources and references for Greek pri-

mary education teachers



6.3 External evaluation in the context of the approval of EnvKids tools

by the Greek Ministry of Education

Finally, and as discussed in detail in D6.1 Adoption Strategy Report the EnvKids

consortium pursued formally the approval of the EnvKids tools by the Greek Min-

istry of Education for use as complementary digital material in primary education.

The submission took place in July of 2011 and approval was received on Decem-

ber 22, 2011.

The approval process requires rigorous evaluation of submitted software tools by

educational experts of the Greek Pedagogical Institute, the organization responsi-

ble for developing or approving school text books and other educational material

for primary, secondary, and higher education. As such, the EnvKids tools under-

went additional external evaluation during this process, the results of which were

positive. The tools were approved as “pedagogically sound” for use by learners in

the 5th

and 6th

grades of primary education as complementary educational mate-

rial.

7 DISCUSSION AND CONCLUSIONS

This document presented a final report on EnvKids evaluation activities that took

place during the two years of the project implementation period. The document

aimed to provide the reader with insight on the direction, development, and results

of activities that started early on at the project implementation period and contin-

ued until the end of the project implementation period. Validation activities and

results are brought into focus for the first and the second year of the implementa-

tion period aiming at releasing the ‘on-going nature’ of the evaluation process.

Validation activities took place in the Elementary School of Portaria in Greece,

Ecole Saint Barbe in France, Basic School Planany in the Czech Republic, three

Swedish schools under the coordination of the Centre for Flexible Learning and

specifically Stantagt, Ostern, and Eken School, and finally at the University of

Thessaly with the involvement of graduate students in pedagogics.

The EnvKids methodologies, proposed technology, learning tools, and learning

activities were well accepted by the target primary education sector. Both learners

and teachers provided positive input on the value-adding character of the tools for



enrich the learning experience in the context of wider explorative and collabora-

tive blended learning activities. The strengths of the environmental education so-

lutions include: easy integration, especially for older children, to existing explor-

ative and collaborative practices such as excursions or school projects on the envi-

ronment. The easy integration is a result of addressing environmental issues that

are already the subject of on-going school activities such as biodiversity, envi-

ronmentally friendly house improvements, and renewable energy sources; related

learning activities are enhanced through the EnvKids digital tools that serve as

complementary educational content. On the other hand, users had very positive

comments on the application user interfaces, which were engaging for children,

easy to use, and met expectations of a digitally-literate young generation.

Coupled with these, the tools were considered useful for facilitating environ-

mental educational purposes. It was perceived that the EnvKids tools help stu-

dents ‘visualise’ abstract phenomena and complex environmental concepts. This

visualisation takes place in a playfully explorative way that attracts students’ in-

terest.

The EnvKids tools can set a basis whereupon collaborative and explorative learn-

ing activities can be carried out. It was perceived that these activities, which are

based in collaboration and exploration, are often interdisciplinary and help stu-

dents develop their collaborative, explorative, reflective, writing and presentation

skills. If the nature of the activity allows it, students may develop research skills

and become familiar with research stages such as: data collection, identification of

the problem area, data analysis and data presentation.

Another issue that emerged was that the EnvKids tools provide opportunities for

young students to think in more scientific ways through their reflection upon sci-

entific processes and experts’ statements (i.e. architects, biologists, etc).

The EnvKids tools also engaged students in dialogue about environmental issues

and fostered the expression of ideas and concerns. Teachers commented that the

active participation of children on the development of part of the educational tools

through digitally narrated stories published in the context of a jointly owned

Google Earth information layer triggered mechanisms for motivation towards



learning and was particularly empowering for children who saw their work pub-

licly available.

Opportunities for carrying out post- project validation activities emerged, extend-

ing the EnvKids audience. The EnvKids consortium aims at taking advantage of

such opportunities in order to engage more and more students and teachers in real

EnvKids validation activities.



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APPENDIX A

Here one can view pictures concerning the familiarization stage in the four valida-

tion parts. The pictures are screenshots of the original videos.

Figures 25 - 28: The Greek School Life

Figures: 29 - 32: The French School Life

Figures: 33 -36: The Czech School Life

Figures: 37 - 40: The Swedish School Life

Figure 44

Figure 45



Figure 46

Figure 47

Figure 48



Figure 49

Figure 50

Figure 51



Figure 52

Figure 53

Figure 54



Figure 55

Figure 56

Figure 57

Figure 58

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