 Clue association also from the Portuguese Astronomical Society already know her for presentations during the conference. So without further ado, let's hear Ellen, Ellen please. I think I better speak very quickly so we can get some information in in a very short period of time. I think some of you know my long standing love affair with this country in its good and bad phases and it's always wonderful to be in Greece, wonderful to be in the school and it's always wonderful to be able to see that one never comes to Greece without change and unexpectedness happening. My morning began with lightning, thunder, storms, road floods, a manic taxi driver who managed to break three red lights, speak on his mobile phone while texting on the other phone, got me here in one place and of course we've had these wonderful power cuts and maybe this is exactly the point where I want to start what I want to say to you today. We want to talk about open to what. You've had a wonderful couple of days here sharing examples, sharing ideas, looking at the practical applications of open use of technology in classrooms and open classes. All of us love open. It's a great place to be. And when we look at this, we begin to realize that there are a number of questions however we have to ask. We are living at a time of profound change and I want to talk about three C's. I want to talk about change, I want to talk about crisis and I want to talk about context. Because we can all leave this conference or many other conferences like this thinking this is a great idea and then we go home and go to our schools or go to our communities when we are met with a wall of incomprehension or silence or even opposition. I remember colleagues of mine going away in a very important conference in Ireland and coming back and the first thing being asked of them, did you have a nice holiday? So when we go away to actually learn and think it's considered a luxury and this is different from the old nor at times attractive, what will an uncertain future bring to us? There was a time certainly if our parents generation and for some of us in the room as I look around for those of us when we were younger when it seemed that this was a linear world we would progress in stages to a very positive outcome, a legacy of the 19th century, the age of positivism. Now we are living in a time of chaos where this is not at all clear, either what is happening or what the future will bring. Where does the digital end and this has become a really important point. His voices are being raised at the moment about the impact and indeed the threat of artificial intelligence. We are beginning to see moves into areas of technology that is responsive, that knows us, that knows us very well and we don't know it and yet we created this. And then to avoid some kind of Faustian problem we need to move very rapidly to understand where the digital ends and more importantly and this is something I think we have neglected, where does the human begin. And this question of human values and human existence and human priorities is not secondary to the use of technology or its application. It goes right to the core of learning, what are we learning? And I think this is an important question because the what we learned was traditionally based on what would happen to us at the end. Our children, our students, our pupils, we ourselves would get jobs. In other words, there was an end point and now there is none. How are we learning it, which is usually the meat and potatoes of the technology we talk about in learning. How do we learn? Traditional ways of memorization, rote learning, repetition are considered passe, although they still have a role. But now how do we learn? Do we learn through accessing YouTube, Facebook, which seems to be a wonderful one, anything else. But more importantly, that third question, why are we learning it? And this brings me to the question I'll start with and end with what do we value? I think therefore that when we approach openness we need to look at a few things. Understanding this concept of open is now critical for future educational policy. Some countries, not all, and in Europe we still have national governments primarily responsible for educational policy, say that open is good. They value this and they want to go down this road. However, when we probe it a bit more deeply we find there are points of, shall we say, lack of clarity. Because open itself is deeply contradictory. Certainly in the English language, while open does mean from the active point of view we are looking outward, we are open to what we learn. Open also means that you are vulnerable, that you are capable of being probed and analyzed and not necessarily with your will. Openness therefore is an ambiguous one. It is a hedra, many, many headed. And this open exists in a changing and in a conflicted world. When we look at this and we begin to tease and unpack therefore notions and concepts of openness, we need to do that in a sense of why we're doing it. Will this be a qualitative improvement on what has gone before? Will this advance that which we wish to advance, whether it's subject specific expertise or whether it's the development of the whole person able to cope with the world we did not create in which we're increasingly powerless to shape? And this is my key point. It is not enough to be passive observers of what is going on. We must engage with it. So there are two bookmarks to frame this set of questions around openness. I want to suggest with you. One began at the beginning, one came through at the beginning of the week. And this was the OECD report, which you're probably aware of, which received quite a bit of attention in the media. And there were various interpretations of this report. I came across this in Ireland. Of course, it was headline news where people said, to thank heavens, we never invested in technology in Ireland. Thank heavens we're the third lowest user of this in Europe, because now it doesn't work. Many people came out of the caves and began to say, this proves that technology is bad. And the OECD report did nothing of the sort. What is interesting is that some of its findings have been seized on by vested interests. As you know, the work was largely connected with PISA results. The language going through some of the responses here, talk about results and outcomes. And why can't we be like South Korea and Taiwan and Hong Kong? Why can't we be? Well, the reason is we're not. And second of all, many people there are not like that either. This is a very selective skimming of selective findings. And it confuses throughout technology and the use of techne, which comes from art and computers, which are passe by their nature. Integrating technology with education is the imperative. I'm very proud of the fact that at a press conference on Thursday, our own secretary general of the Department of Education and Science in Ireland, Mr. O'Fooloo pointed out that the report and the misinterpretations of the report would have no effect whatsoever on Irish government policy of producing a digital transformation in schools that led to enhanced and deepened learning. I think this is very positive. But what is critical here is that technology in education is not something new. We have had this issue since we extended in the 16th century, literacy out from 8% of the population to G25% through the invention of the printing press. And later on, technology is intimately connected with access. The question is therefore about the role of the school of the 21st century in addressing systemic challenge. The second bookmark for this extraordinary week with the lightning and the rain and maybe Zeus is not particularly happy with the election result yesterday, I don't know, is this. We are living through a profound shock to our European system because of the not unanticipated issue of refugee crisis. And these are some of the images that are coming through. There are images, other ones that you know of, our press, our media is full of this. And this reality is not a temporary blip that will somehow be solved. It goes to the core of European responses to what we should have seen coming. If you create chaos, be not surprised when chaos arrives in your doorstep and the results of it. And what is happening is we complain about 300,000 refugees possibly coming. We talk about this, we confuse it by the way with migrants. A migrant crisis, it's not, this is about refugees. Migrants are in another day's work and that's also an internal issue. Is that we talk about this neglecting the fact that Turkey already has two million refugees. Lebanon, God help us, has one million. Jordan, 800,000, people who've lived with this for years, sit back, be mused as Europe goes through agonies over how do we respond to human rights challenges. This world of Europe that vaunted its open borders, its open movement of labor, faced with the first challenge, collapses under the weight of its own insularity. And I think this is profoundly regrettable. So let's look at some of the points there for that are important. Let's look at change. The change that's happening, if we bookmark between these two pillars of the refugee crisis and this OECD report and everything, these could be two pillars of Hercules, guiding us out to the Atlantic in a greater discovery. Or they could be the pillars of skill and carib this, okay, ready into clashes and crushes. But here's some of the dimensions. Change, we're living through its constant and often unexpected. If we had produced good research skills in ourselves and in our pupils, maybe we wouldn't find it so unexpected. But when you live in a linear world and suddenly it becomes diffuse, this change is very important. Also, when we look at the mobility we've produced, Erasmus above all, one of the most successful European programs allowing this mobility, this was a foretaste of the fact that mobility and migration that comes with it is now the norm. It is not something we can put back in Pandora's box. And this raises critical questions for our pupils and for our schools around identity and perceived threats of difference. And I think this is something that is increasing and will not go away. We live in a time of globalized economics. We cannot find national borders any longer to contain this. We cannot even find international or regional borders. We have other dimensions of this change. The end of welfare, the end of welfare is a right and this transformation is into some kind of privilege doled out to a tiny minority. A radical reversal of what 150 years of struggle led to. We have the demographic time bombs, which is one of the reasons Germany could turn around and say 600,000 refugees, wonderful. When the average age in Germany, the average family size is down to 1.2. Reductive rate, people are aging. In the state of Thuringia, I mentioned the average age of teachers, the average age is now 52. I'm nothing against 52 year old people. Some of my best friends are 52. But what it is saying is that we have within our system the seeds of major difficulties. And therefore we have knowledge deficits. We have innovation deficits. Where is the European Silicon Valley? And we have democratic deficits. The crisis we're living through and have been living through openly since 2008, I'm aware of where I'm speaking and the ramifications of that crisis in Greece that still are with us. But the first country to go into it was Ireland indicate that we are going through a seismic shift in human relationships. Where competitive pressures have increased, new forms of work organization are doing away with our assumed ideas of the job. The new diversities among us are really critically important. We now have most countries living under the reality of permanent debt. It will be there for decades to come and the response is to dismantle the public sphere. The structural imbalances, particularly within the European Union are severe and are according to the commission itself accelerating. We have a union adrift and yet another image of the drifting that we have while this is about the refugees might be about the collective wisdom of our political leadership as well. So this brings us back therefore to how do we shape our understanding and our engagement with openness in our classrooms and in our schools. I think we need to revisit the idea of purpose of learning in this age of uncertainty. I think we need to examine the fact that linear models of learning no longer exist or they're transforming profoundly. We live in a near of cognitive dissonance. What is needed by our pupils and by our students is simply not being provided and if it's not they go elsewhere. We have strong evidence that for many young people in this world of change there is an increase in alienation and anomy. What is the point? Where is it taking us? During the ODS project in which our agency had been working we were able to access a lot of wonderful information and research. One of the points that struck me during one seminar was that in the Netherlands 36% of teachers' time is taken up controlling disruptive behavior. And this is really interesting in terms of what this is saying. The labor market itself to which most of our pupils aspire at one point or another is in flux. The loss of autonomy is jobs move with stunning regularity from place to place. What this means is that adaptability and innovation are not exceptions anymore. They, like migration, are the norm. And in this new globalized paradigm we have fractured communities. Fractured communities trying to find their way to survive from day to day something that would have been inconceivable in our discourse 10 years ago. And yet it's within that that we as educators are called to respond and engage. And finally if I just mention before I move on the elephants in the room that what we're really coming to talk about is nature's power and ownership. Who runs this process? So I want to conclude by looking at some of the points therefore around the open classroom, the open classroom initiative. This is not going to go away. This is going to be a critical issue for us in the future. You yourselves as practitioners have seen how possible this is but now we need to make it not just possible but desirable and achievable. I would say first of all in terms of the internal sense that the role of the teacher is absolutely critical. Nothing is going to work in the open classroom initiative. No technology can replace no technology. The gifted voice of the institution. The impact of examination and assessment systems is itself critical. But this brings us back to how we can include an open dimension in a world that doesn't accept it. In Ireland for example, we've had our teachers on strike over the last year against any form of portfolio assessment and moving away from written examinations. All of the paper you could possibly want Rosa. And finally technology without meaning is what happens in this context. External focus for the open classroom. We all need to understand that our schools are but a subsystem of a bigger educational polity that itself includes laws and policies and strategies. The domination most countries of curriculum is critical and we need to acknowledge that and that there are many on the educational system contradictory demands and expectations. I've already talked about the intrinsic relationship to the labor market but what we are talking about in many schools and in many countries is a question of legacies of segregation, hierarchy and the obsession with results by parents, pupils and teachers alike. Tony Bates who's written something about this in 2011 made a very interesting thing that open education resources do have an important role to play in online education but they need to be properly designed and developed within a broader learning context. This context includes critical activities needed to support learning such as opportunities for student instructor and peer interaction and I think this is important within a culture of sharing such as consortium of equal partners and other frameworks that provide a context that encourages and supports sharing. My Lord, in the European Union of neoliberal debt reduction and deconstruction of the public and here comes a very strong voice from our sector and uses the word sharing. Finally, dimensions of openness. We have opportunities. We have opportunities using an open approach to develop networked innovation as many of you yourselves and your examples have indicated. We have a way to create new and dynamic pedagogies. We have a way to accelerate learning and multiply it in a dramatic and user-friendly way. There are risks. There are risks that the open approach we can advocate is confined to a few. Those that have get more and those that haven't get less and this access issue is critically important. We need not to avoid critical analysis. There are many myths around openness as I talk about and there are unquestioned assumptions very often about the neutrality of materials. Mythologies, open learning, open classrooms, open educational resources are not a panacea and finally how open is open. I'm gonna ask Mr. Snowden about that. Final point that I want to emphasize because it reflects my own background and my own work before I came to education which is around marginalization. As this question of recognizing difference is no longer an optional extra. Those who are consigned to the asylums and the sheltered homes and the segregated institutions for the last centuries are now rightly taking their place in an included society but this is not without problems. We need in our systems to accept difference, respond to difference, see the differences permanent. To have a major candidate for president in the United States in the Republican party saying that Muslims were not fit to be president. I think shows you the shocking level of ignorance when people say we will give rights to those that look, act and think just like us but nobody else. This managing diversity therefore becomes a critically issue to be authentically open. To create shared meaning in these uncertain times. To provide support and inclusion and not throw people into some technological maze. Valuing difference as a critical advantage. To maintain that creative evidence that demonstrates our own research capacity. Openness means nothing if we don't break out of the boundaries that we may unconsciously already have. Learning is and should be emancipatory not simply a supply chain. And we must shape futures and not react to them. So here is the point of critical reflection to which I'd like to hand over to our panel to our own discussion. And this is my own personal field is that whatever technology we have and we should have more and better technologies enabling us to go for imperatives of excellence. Nothing less. The paramount role of the teacher. This needs an injection of life, but blood, enthusiasm, passion and internationalization. Engaging with the real world we live in now and not yesterday's. Few of us are aware of how terminal yesterday's world is. We cannot see how it's ended because it's ended with a crash and a bang and a power cut. We need to develop sustainable research capacity in schools and not just secondary schools or universities but as I get to this stage of my life I more and more understand and see the critical importance of early childhood education. This area above all is the one area where technology can revolutionize not just the children involved but those who work with them and their families. And this brings us to maybe a renewed sense of citizenship and responsibility. My last point is there's no point having open classrooms and closed minds and that perhaps is a good point to finish on. Thank you. Is now joining us in the panel. And to start our discussion I would basically retrieve this last message from Alan. So open to what? What does it mean being open? Open is not just introducing technology we can technology is a tool we can use technology in the good way but also in the bad way. And openness implies a different state of mind implies that if a change in our culture and our organizational culture and our educational culture in the way that we understand our practice and also in the way that our institutions are organized and everything that contributes to the education process is designed and is organized as well. In this sense I would now invite to comment on this address by Alan, all the members of the panel and also would add something that was collected from you actually through the social media activity also by individual contacts with you during the days of the conference. We tried to collect what would be the main issues, the main topics that you'd like to be seen discussed by us. And probably one of the most important that summarizes a little bit your concerns is how everything that is being debated here actually is transferred to your own workplace. So how does research and this reflection can be used, can be useful and be used and be transferred to actually to your own work context and how can it help you to innovate in your practices. So I would like to hand over to Sophocles now to start the debate. I would like first as Alan mentioned the OECD report and the reaction in Ireland. For the moment we don't have government to react officially so what I can say is in a specific table of the report it's the first time that Greece scores very high. Usually we were below the ranking especially in school autonomy we were last in the previous reports. But this time when students are asked how long time they are spending online during the school day, we are at the third place with 45 minutes. What I can say from my experience working with Greek schools for 17 years now is that this is not correct. Probably this 45 minutes is connected with one teaching hour in informatics probably. So maybe people they are considering that when they are spending one hour in informatics lesson this can be online. But I think this bring us to the issue about the context and for all of us we're working in the framework of projects and initiatives thanks to the funding of the European Commission we have really the opportunity to present a big number of practices that demonstrate that when technology is used in context it can have significant results also for the students. And coming to the teacher the second issue Alan mentioned in his final list how important this for us. I would like to say that also this conference is organized in the framework of the closing of a very big initiative Open Discovery Space a policy support action that was designed really to demonstrate the bottom up innovation. So the innovation that is starting in school units is offering the opportunity to teachers to become creators of content because they know very well the needs of their schools of their classrooms of their students. So they have the opportunity through a series of using a series of tools cooperating and sharing information in an open environment that builds on the expertise from digital schools in Ireland. The initiatives coming from UK on how you can introduce innovation in schools. The German and Belgian technology to provide tools had a great impact in school communities in Balkan countries because in this project Croatia, Greece, Bulgaria, Romania and Serbia have performed extremely well and they have demonstrated that these tools can be used in the school environment helping teachers and the school as an organization to become better and better and implement innovation and activities related to innovation in their settings. So I think this is the Europe we want to cooperate to exchange best practices in different fields and in the framework of these large scale initiatives to support teachers to become really the key players of innovation. So this is my first. You're basically a teacher. How is this affecting your practice and actually contributing to innovate your own, the way that you teach? I train teachers. I have to say that from my background I have a few inputs to what has been said here. I think one thing that I bring back home from this conference is the concept of open. It's very common that we find people saying, oh no, no, no, everything I do is open. It's free, it's on the web. Go there and get it. Which is not what we should call open. Open means it's here you can use and we provide support for you to use it. We know that there are millions or billions of resources on the web. That doesn't mean that a teacher in a small island in the west coast of Africa is going to use it. They don't even know what a website is or if it exists somewhere. Open means reach out, giving it away and providing your support and sharing. I think that the word sharing is very meaningful and we have to embrace the true meaning. I think that what a witness in terms of the world of education is kind of a silent earthquake. You know, we build the houses and we pretend that we are very solid, protected from everything and we forget that we are earthlings. That earth can take away everything we built in a flash, in a second. And if we don't have each other, if we don't share, if we are not open about what we want to do, then we have nothing. And I think that what's happening to the educational system as Alan was saying, teachers are spending a lot of time just to calm down the students and to tell them, look, we need to do this together. 30% of the time of a teacher. If that is only that, I would be surprised. This is telling us that the earthquake is coming. We are not meeting the expectations of our client. And our client does not have a nationality. Our client is human beings. And if we don't use this opportunity to tell Europe and the world that we need things to be opened and shareable in an easy and effective way, then we are doing everything wrong and school is going to pay a lot for this. We're going to lose our client and quality is done by the client. If earthlings don't like what they see, they will move somewhere else. So we need to think about those things. As a teacher trainer, I think I like to listen to the teachers and see what is it that they really need and try to translate the jargon that we have in many of the European good initiatives to something that they really see the value. And they are the clients that are going to bring the world, to move this forward. So I'm very proud to be part of this panel and these initiatives and to have in my hands the opportunity to bring this in the framework of the European Science Education Academy that we announced this week because it's going to be a very important hub for sharing, for openness. Sharing meaning, not everything that is out there that is good, but everything that is out there that we find good and that we are capable to support teachers with. So I think this is a new trend in how to do things effectively and collecting a real impact in our clients. Thank you, Rosa. Antonella, you're a researcher, this time I'm right. How can research actually help the teacher community in order to do what Rosa has just told us about allowing them to be more able to choose and to understand that is a cultural shift more than just having free access to tools? In fact, in my view, research should be the basis from which to start. And starting from Ireland's presentation from this central issue of change, what in my view we should change is our attitude. We think we have this mandatory mission of integrating technology. We should watch the issue from another perspective. We should think of effective teaching and learning activities. And then according to this small research project, I would call that research. We should see how technology can help us. You mentioned the print invention which was of course revolutionary and it was technique, it was something technical which can be considered revolutionary as well as computer science and whatever. But more or less around that time we had the information. The information was a revolution because everyone could access education and that was openness, true openness. So technology, but as you were saying, tool to serve important and well thought research design projects where teaching and learning and research are two sides of the same coin. Another idea is sharing. And I wish we could start more and more sharing activities. Researchers from university and teachers work together, start active projects together and measure what we collect. In that way, we could have a proper use and integration of technology. The last thing I want to say is that apart from being a researcher at the University of Romania in the Department of Education, I'm also a NEP member. What is NEP indeed, I think is important to say here, network of academics and professionals where we want to cooperate with all the persons, the people interested in education and educational projects, technology applied to education. And so we can help and at the same time cooperate together to start new activities in this sense. So contact us and be part of the NEP area. Thank you. Sorry for this, but I think it was useful. Thank you, Antonella. Well, we'll have a second round, but at the same time, if you would like to actually ask a question, please just make a sign that I'll give you the floor. Anyway, I would like to ask Sophocles now, in what way do you feel that the schools, which is the work environment in which we actually live and the practices are delivered, are the schools prepared for this cultural change? What do you think it's needed still? What I can say is that the teachers are prepared for this cultural change. The school, as organization, as it is heavily affected by the national authorities in most of the countries, has a long way to go, according to my opinion, in most of the countries. What is really necessary? And I think, Antonella, this was also the message not only of this conference, but also of the previous conference that we have organized in the same setting four years ago. At that time, following the Mackenzie Report 2011, that was discussing how you can make benefit from a crisis, we had really the opportunity to organize here a conference with the title, Never Waste a Crisis. And I would like to remind that there are many opportunities following an economic or a social crisis. And you need really people with vision at the level of the policymaking, of course, in order to initiate this open culture to the school as an organization. And I think we are missing that. We are about 10 years after the publication of the OECD report on the future schooling. The messages are there, the guidelines, the processes are there, how we can turn our schools to learning organizations, open social centers, that where teachers can work really autonomously and they are able to deliver the best learning outcomes. So from my point of view, it's a matter of decisions at policy level in order to give the necessary freedom to the school, to the headmasters, to the leadership of the school, of course, with a specific framework in order to proceed towards this direction. Concerning the other parts of, because it's not only, let's say, the school and the headmaster, I think the teachers are demonstrating and we had a unique opportunity. The last three years we have worked with more than 9,000 teachers in the framework of this big initiative in numerous schools, in numerous countries. We have seen educational activities designed by them that are much more advanced from the existing materials in the school curriculum. So this is the challenge from my point of view. Thank you, Saffa, please. Well, since we're running a little bit out of time, I would ask a final question to Rosa, which actually leads us back to the teacher role. What do we need, what is needed in terms of teacher training, but also how the school should be reorganized in order to help to facilitate this cultural change? I think I was in a conference last week and heard something that I really liked. Usually ministers of health don't tell doctors how to make a surgery, that would be very wrong. So ministers of education shouldn't be telling teachers how to teach because teachers know what their environment is. So I think autonomy to schools, as Saffa please was saying, autonomy to teachers and provide them the information, provide them the tools, provide them the training and support they need and let them be the ones making the choice of what is the best for that particular student. I wouldn't say school or classroom, but student at the student level. Each of us will need a different assistance. So I think what we can do as leaders in any field of expertise is providing the tools, the necessary tools for the teachers to perform what they already do in an awesome manner. As Sophocles said, we had so many teachers sharing amazing things with us in spite of everything else. Now imagine if those teachers had the necessary tools and support, they would be doing a much better job than what we are seeing nowadays. Thank you Rosa. Please. I hope that you have enjoyed this part of the debate. It's a compliment, we didn't have much time to organize the debate, but this is a compliment to continuation to the reflection that was first submitted by Allen. And now we're going to the second part of this session. We're running a little bit late, but we'll try to catch up. And so as I'm, as any regular teacher, I also shoot multitask, so now it's my time to deliver the address, so thank you. Sorry for the delay, but it has also to do with the external distractions, in this case the external elements. Anyway, I'll try to be a little bit shorter in the address that I had prepared for you. Actually, the topic for our reflection was exactly this one, opening up the classroom, how inspirational ideas, creative teachers, and innovative tools are changing schools or can change schools. I would start by actually going to the same topic that has already been addressed during the conference and by Allen as well. This picture can be related to the refugee crisis as Allen was mentioning, but also to the migrant crisis. And in that sense, there is nothing new as Allen was mentioning to Europe. It's not the first time that we receive refugees. It's not the first time that we have to face large migrations. It's not also the first time that Europe is also producing refugees in the sense that European refugees go to other continents. It's not also the first time that migrants go from Europe to other continents as well. And the reasons are the same, being poverty or wars or natural disasters. So what is actually new in this crisis is probably this new sense of urgency that derives from the notion that interdependence has actually became a major problem for our society. So everything is interdependent and what happens in another place is also affecting our lives and we have to prepare for it. Of course, this has implications in terms of how the school system should interact and should be prepared to meet this challenge. This was one of the questions actually that was submitted during these activities in the social web by yourselves and was addressing in the conference. So what can we learn from this? I would suggest that we basically to apply to education a number of conclusions that we can derive from this new phenomenon, which is the need to apply an holistic approach. This has been quite an important aspect since the start of this conference. Also the focus on widening participation and outreach, participation is not just access, it's also a contribution to the knowledge production process, focus on cultural transformation as we just addressed, design more scalable formats, but at the same time also provide more personalized services, be more flexible and just about the context, the importance of context is really critical, but also be more rapid in implementing change and that is also a new thing. At the same time, managed to reduce costs, we all know that public funding has been decreasing all over the world regarding education and managed to continuously improve quality. Of course, in this sense, the use of technology has been quite an important contribution. This of course is the ODS portal, but it's just symbolically representing all the new array of tools that have been developed and are available to be used. Be used by the, of course, by teachers, by students, by the families as well. This refers to the MOOC phenomenon, but which is also an example of how these resources have escalated and are still escalating. However, going back to the OECD report and not repeating what Alan has already mentioned, what is important is also to read what the report actually says. And what it says is that it's not that technology is disrupting good learning. What it says is that the overuse of technology does not necessarily, at this stage, represent an increase in the learning quality. So in that sense, the conclusion that can be derived from this, because at the same time, if you look at the comparison, and it was done during the conference between the European countries and for instance, the Far East, the ones in the Far East were using less technology in schools or less computer in schools, but at the same time, they also show much better digital competencies than the European students. So this apparent contradiction, what shows us, is exactly the need to use technology in the best way. And to use technology in the best way is not necessarily to overuse it, is to know how to use it. And that is exactly the conclusion that Andrea Schlescher, the Director of Fertication and Skills of the OECD, suggests that there is a need to of course, change the organizational culture of schools, also teach training as well. This slide was originally developed for a research workshop on directed higher education, but it can be also used in this context. In essence, what we need to do is to shift our focus from the content to the context. And in that sense, the importance of this holistic approach to understand all the implications of use of technology in the educational process, in the learning process. Of course, this has also to do with the practice. And so we have to evermore focus on going from the use of resources and from the production, the focus on the production of resources to the support to the development of new innovative practices. And in the case of openness, as I just mentioned before, openness is not just to do with free access to materials, it has to do with the complete new approach to learning, which implies the transparency of the classroom and the ability to let people in, let people out of the classroom to interfere and to contribute to your classroom. And at the same time, expose your own students and yourself to the surrounding environment. And it is that openness, that transparency of the process that actually feeds the concept of digital openness. Of course, in this way, a scalability as well, because this implies, this slide basically implies these, or shows these need to change the cultural attitude from a teacher-centered process to a more connectivist approach to learning as well and to knowledge building. So what we have to do is, behind the access to open learning architectures, we have to focus open education in learning and understanding learning as a contextual process, which can be built and continuously rebuilt in a shared and inclusive way. In that sense, I would just retrieve one of the messages that was delivered here at the conference by one of the teachers that was awarded on Saturday, Nectarios Sagiotis, which is quite inspirational. And this means exactly the represents at the best, what is this concept of openness? So it's actually not necessarily to bring the world to the classroom, but is to rebuild the classroom in the actual work environment, daily work environment and our own in the world, actually. And this is quite inspirational and represents what should be the attitude of these teachers. Nectarios, as most of you are basically change agents, you are actually producing change and innovating the practices, but also by that innovating your schools and actually bringing change to your organizations, your schools and to our environments and to our communities. As this slide basically shows that the basic principles of education can apply being used in the traditional model or in the flip model. What is important here is what you want to achieve and so how those practices are structured. But as we don't have much time, let me just lead you to the second part of the presentation which was exactly how can an organization as Eden contribute to that change and support the teachers community. First of all, let me just introduce Eden as we see it. Eden is the largest network of open disassembly learning in Europe and we see ourselves not just as a large network of institutions, but also of academics and practitioners, but also, and most importantly, as a crossover of ideas and experiences that diversified and also a community's legacy and that is something that is important to understand when we are addressing these cultural change. In that sense, the Open Classroom Initiative which is now completing 20 years and you can see here in the slide the different titles of the different conferences starting by the last one in the lower part of the slide to the top one, you see that this is something that has been a discussion amongst us for 20 years. All of these, the transformation process, all the concepts that are implied and also the sharing of the practices and the examples. But how can these affect you and how can these be useful or even more useful to you? And in that sense, this is how we perceive that our contribution as a network can be to help sustain these change. How does it even contribute and can contribute to the innovation in schools? First of all, of course, as Sophie Coley's mention in his comment as well, by lobbying for and supporting the emergence of a very regulatory framework as well as policies and funding. Secondly, by disseminating the European legacy for expertise, this is innovation in schools, it's just a part of a broader picture in which a community of thousands of teachers of different educational levels are doing similar things. And we need to actually share those experiences and learn from each other. And apart from that, there is also the output of research and there's a strong tradition of research in Europe in these fields. So how can we actually, this creates a legacy of expertise that we need to take advantage of? Also by our tradition is also a structure in providing networking opportunities as this conference is an example. Also by providing training and certification of conferences. And that is something that will be further developing in the coming years, especially the emergence of the Eden Academy initiatives. Also by helping to bridge between research and practice as I've mentioned, by showcasing the best European practices worldwide, not just in Europe, but also learning from the communities in other continents and other regions as well. By recognizing the work of the change agencies yourselves and by inviting you all to be part of the largest European community of experts and practitioners in open and digital education. The message here is that each one of you is not alone, it's part of a community and we can of course facilitate that integration. In that sense, this is more or less the keywords are represented here. And so we do hope that we can contribute to your work. And in that sense, we are open as well as we should be, open to not only to your contribution, but also to your ideas, your suggestions, and your comments. So I hope this will be kind of interesting introduction to the ones who don't know Eden, the others who already know it, and are part of it. Well, this is just a continuation of what has been already discussed before in previous conference, but I do hope that we can help you much more in the future. Thank you very much. Continue your multitasking. Okay. Well, just a short, we're running a little bit late, but not too late still, just a short introduction to this new concept that relates to this awarding aspect that I was just mentioning. This is the first conference, this one, the open classroom here. This will be the first conference in Eden's history in which we'll be offering Eden open badges. What does it mean? It means that you, all of you, will be receiving by email. You don't need to do anything at this stage. You'll be receiving by email these badges. These badges are basically digital artifacts in the sense that represent the certification of a specific contest. In this case, we are offering two badges for the ones who spoke at the conference and the ones who participate. Well, several have accumulated both roles. But anyway, this is just the start of this new schema. This works as a typical open badge. Most of you are already familiar with the concept. Others will become more familiar in the afternoon. There was a workshop specifically dedicated to this. And our idea is to enlarge, to widen these number of badges in the future by awarding them also to specific contests that are not just the typical participation and speaking at the conference, but also how have you contributed to the social media around the conference and things like that. So these are different contests that should be awarded in the framework of a conference, in the framework of a conference conceived as a learning experience, and that we certified and that you can use it to build your own e-portfolio. So this is the presentation of these open badges. You'll be receiving them later on after the conference in your emails. And now continuing about this awarding policy of Eden. As you know, we have a number of awards that we hand over during our conferences, but we are now also inaugurating another one, which is the Best Practice Initiative Award that we'll be handing over for the first time here at the Open Press Room as well. So Ildikou will be, Ildikou Mazak, can you please? You already know her from the conference. She's the Deputy Secretary General of Eden and she'll be reading the laudation of this Best Practice Award. And so the Eden Best Practice Initiative Award is given to the presentation titled, Implementing Innovative and Drums, Implementing Innovative Learning Methods, a two schools example. The authors we are recognizing here are Maria Aguilopoulou from the Fourth General High School of Patras, Ioannis Chotelis who's sitting amongst us and I would kindly invite him to receive the award from Experimental High School of the University of Patras and two other co-authors are Maria Theodoropoulou and George Birvas from General High School of Palopio, Greece. And now the laudation. The well elaborated paper has positioned properly the important issue of school modernization. In the introduction chapter, the paper is highlighting relevant points of the conceptual environment. The good selection of the two institutions compared plays important role and has proven to be relevant basis of the activities. The activities have been integrated in a wider strategic institutional development program, knowledge management of the schools. The ICT tools were selected and used properly and in a professional modern way exploiting their best potentials. Several digital and online cooperative events have been rightly selected and carried out in different complex themes. The activities produced valuable and sustainable activities amongst the students and mobilized self generated activities of their communities. The project was accompanied by appropriate evaluation. The findings of the initiative are not only interesting and carry pedagogical research value but also serve as good example to launch and implement good practice of ICT and hence collaborative learning and institutional cooperation with long term impact. Thank you very much, congratulations. So, and that's it with 15 minutes delay. Sorry for this. Now there will be a new session we'll be completing this one and there will be a new session that will be presented by Suffolk Police. And so please once again please accompany me in the handover to the panel.