The HANDSON toolkit in UK

HANDSON Toolkit_Design for LearningWe are excited to announce that the HANDSON Toolkit will be presented at the University of Glasgow on 27 April 2015.

The three-hour session that provides a condensed version of the MOOC will be offered to teachers working mainly at the School of Modern Languages and Cultures. Additionally a small number of other University employees, for example from Learning and Teaching Centre, as well as the associated Glasgow International College will attend the event too.

The participants will get familiar with the Learning Design framework through a series of practical activities resulting in designing a technology-based activity relevant to their context and learners.

The workshop will take place in the Hetherington Building, Bute Gardens at 2-5 pm and will be led by Muriel Garreta Domingo and Ania Rolińska.

There are still some spaces left so anybody from Glasgow or Scotland in general who is interested in participating should get in touch with Ania at to book a space.

We are also trying to organise a similar activity in Edinburgh on 29 April.

Posted in dissemination, Sustainability

The Project y HANDSON

The Project: un associate partner para las comunidades hispano-parlantes de educadores y profesionales

The Project es una plataforma de relación profesional que aplica dinámicas de red para la colaboración productiva entre sus nodos. Dentro de The Project, existen los Labs: grupos de profesionales expertos en distintas temáticas. Es el caso the Toolab, que con su expertise en herramientas 2.0 forman a grupos de profesionales en el uso de estas herramientas.

Como parte de la estrategia de sostenibilidad del proyecto, HANDSON ha trabajado con expertos de The Project para mejorar el toolkit con su feedback y también entrar en contacto con organizaciones como la Escuela de Organización Industrial.

La expertise del equipo de Toolab permitirá que el HANDSON Toolkit llegue a una audiencia más amplia: profesionales y empresas que también tienen personas o equipos dedicados a la formación.

Además, como expertos en herramientas 2.0, han creado la lista de herramientas TIC que mostramos a continuación y que servirá para los talleres que tendrán lugar en Sevilla y Madrid a mediados de abril (ver post anterior).

Herramientas 2.0 – CC – Ana Rodera

¡Un placer colaborar con vosotros y aprender conjuntamente!

Muriel Garreta

Posted in dissemination, Sustainability

The HANDSON Toolkit and the ICT tools


The toolkit, like the HANDSON project, aims at empowering educators in the inclusion of ICT tools in the classroom. To accomplish so, the toolkit walks educators – with the guidance of one or two facilitators – in the design of an ICT-based learning activity.

Since each institution and individual is using a different set of tools – Moodle, commercial LMSs, technologies of the 2.0 web, Google Apps, etc. – it is up to the facilitators organizing the workshop to select and adapt the list of possible ICT tools that needs to be provided with the workshop materials. As an example, we want to suggest the Padagogy Wheel V4.0 developed by Allan Carrington.


Like Carrington explains, the taxonomy wheel, without the apps, was first discovered on the website of Paul Hopkin’s educational consultancy website That wheel was produced by Sharon Artley and was an adaption of Kathwohl and Anderson’s (2001) adaption of Bloom (1956). The idea is to further adapt it for the pedagogy possibilities with mobile devices, in particular the iPad.

If you are a facilitator planning to run the HANDSON toolkit, think on your target audience, their context and tools available and select the best tool set for them!


Muriel Garreta

Posted in dissemination, Sustainability

Talleres HANDSON Toolkit en Sevilla y Madrid


Los días 15, 16 y 17 de abril el equipo de la UOC de HANDSON junto con dos de los partners asociados del proyecto (The Project y Espiral) y la colaboración de las sedes de Sevilla y Madrid de la UOC realizará 5 talleres para docentes basados en el HANDSON Toolkit.

Más información en:

Sevilla (miércoles 15):

Madrid (jueves 16):

También se harán dos talleres en la Escuela de Organización Industrial y uno en Medialab-Prado.

¿Eres docente? ¿Te interesa aprender sobre el diseño de actividades de aprendizaje con herramientas TIC? ¿Quieres conocer a otros docentes?

¡El taller HANDSON toolkit es para tí!

Muriel Garreta

Posted in dissemination, Sustainability

The HANDSON toolkit is on the move!


The HANDSON project is arriving to its end but we are strongly engaged in our aim to empower educators as designers in order to facilitate the inclusion of ICT tools in education. To ensure that all the outputs of the project are available and reused in the future, we have created the HANDSON toolkit. A reduced and face to face version of the MOOC that requires much less infrastructure and time than the online course but that it also helps educators in the inclusion of ICT.

The toolkit will be used in workshops in Greece, Slovenia, Spain and United Kingdom.

Keep posted for the dates of these upcoming events! They are open to all educators, they are free and they will help you design an ICT-based learning activity!

Muriel Garreta

Posted in dissemination, Sustainability

The HANDSON Toolkit ready to go!

HANDSON ToolkitThe HANDSON toolkit is an immersive activity for educators meant to experience a learning design process in as short time as possible. This project-based format is an opportunity to touch on the pillars of learning design – empathy, iteration, rapid prototyping, reflection – without going into the theory and methods behind this approach.

Why a hands-on team-facilitated learning activity?

Learning design is an instructional design approach that places a role of designers on educators. The design activities include the definition of the educational challenge, the design of the learning activity and its implementation, evaluation and refinement all with a focus on the students and their contexts.

Learning design builds from disciplines such as user-centered design, design thinking or service design to bring a process and a set of methods for the conceptualization of educational products. It also leverages the expertise and experiences of peers to provide feedback and enhance these products.

The selection of ICT-tools

The goal of this immersive and hands-on activity is that educators design an ICT-based learning activity following a learning design process. Thus, the focus is not on the ICT tool but on the students/ end users and the context in which the learning activity is going to be implemented.

The last task of the activity is to select the ICT tools. Since these vary depending on the context, facilitators need to provide the list of tools. This will ensure that the tools are there to be used by the educators and students. Say your LMS is Moodle, a commercial tool or Google apps, then show a list according to the availability of tools in these environments.

Languages and questions

The toolkit will be soon available in Bulgarian, Catalan, English, French, Greek and Slovenian.

Do you want to know more about it? Send us a message to:

Muriel Garreta


Posted in dissemination, Sustainability

HANDSON Radio broadcast from Scotland


John’s Edutalk Radio Studio – Image Credit: John Johnston, CC BY

Every week, Scottish educators; John Johnston and David Noble, broadcast an online radio show; Edutalk in which they talk to people doing interesting things in the world of education, ICT and digital technology. Last Wednesday John interviewed Ania Rolinska, an English and Technology officer and tutor from University of Glasgow, who helped facilitate the HANDSON MOOC together with Ian Guest, Head of e-learning at an all girls school in Sheffield, England. Ian was a participant in the 3rd Pilot of the MOOC.

After providing some background on the history and variety of of MOOCs, Ian shared his personal experience of the HANDSON MOOC. Ian described some the eclectic mix of international educators that he worked with, participating in the MOOC, including Grant, a Design and Technology teacher in Australia, Natalia who co-ordinated online learning for medical practitioners in Russian and Uzbekistan and Ida from Portugal who worked with learners who had assistive needs. It gave Ian “a completely different perspective”  by working internationally with people he doesn’t meet or work with on an every day basis.

Ania described the HANDSON MOOC and explained its real value for project-based learning in combining a range of structured activities that are underpinned by theory, linked to personal projects selected by the participating teachers.  Participating teachers were also supported and encouraged through peer review and mentoring. In addition to using the MOOC’s Canvas platform some participants used their own online spaces and social media to augment the course. The peer review process worked because there was always a critical number participants available to exchange ideas and feedback on the forums, (even with seven language strands). Ania explained how the Learning Design Studio approach enabled people to design authentic teaching and learning activities including lessons, short workshops or whole courses that they could then take away and use.

Ian noted taking the MOOC was clearly linked and relevant to his work in School and that it also allowed him to become familiar with working in a MOOC environment and provide honest professional feedback to peers. “It was an incredibly powerful piece of professional development and I would advocate anybody to have a go” The broadcast  also discussed the role of mentors, facilitators and the open nature of the content and course.

Finally, Ania also mentioned that the HANDSON team plan to run a face to face version of the MOOC in Glasgow, towards the end of the project, probably in April. This should be of particular interest to teachers who wish to integrating ICT in their practice using the Learning Design Studio approach. More details will be posted here shortly.  And of course  as with the online course participants will gain and open Badge and A certificate of completion.

Click on the link below to listen, and/or download the podcast.


I would also like to thank  John for choosing to feature HANDSON in Edutalk together with Ania and Ian for these fascinating insights.  EDUtalk is organised by David Noble (@parslad) and John Johnston (@johnjohnston) who are happy to provide help and information.

Posted in dissemination, Outcomes, Target users / mentoring Tagged with: , , , , , ,

HANDSON pilot 3 Certificates

The HANDSON project has just delivered the certificates for the 72 participants who have followed and completed the 3rd edition of its MOOC (27 oct – 7 dec 2014).

Certificates have been produced in 6 different languages (bulgarian, catalan, english, french, greek and spanish) to fit the specific needs of our multilingual international audience (below is the example of a bulgarian certificate).

Example bulgarian certif for blogpost

Each certificate (pdf) has been sent directly by the Ingots project to the mailbox of each participant. It includes the candidate name and the certificate number as well as a QR code. Individuals will be able to scan the QR and authenticate the certificate from their phones or mobile devices. The certificate number can be also typed into the box at The Ingots project website to be validated.

Ian Lynch, from the MirandaNet team partner and The Ingots Project (The Learning Machine) is a HANDSON’s Associate Partner and it is collaborating with the consortium by producing and validating the certificate products.

Our congratulations to the participants and thanks again to the collaboration with the Ingots Project.


Posted in 3rd edition MOOC, Accreditation

HANDSON MOOC on Radio EduTalk

Written by Ania Rolinska

On Thursday, 12 Feb, I had a pleasure of discussing the Hands On ICT MOOC with Ian Guest and John Johnston on Radio EduTalk. EduTalk is a regular online radio show run by David Noble (@parslad) and John Johnston (@johnjohnston). It explores education, using mobile and web technologies. The discussion was very interesting as it allowed us to reflect on the HO project from the perspective of a participant (Ian) and that of a facilitator (myself).

We started off with a brief history of MOOCs and an overview of existing types: cMOOCs (connectivist pedagogy, networked learning and knowledge creation) and xMOOCs (a rigid structure with input from experts). Next we discussed which category the HO MOOC belongs.

The HO MOOC participants were asked to apply the Learning Design Studio framework to their professional contexts by working on their own project and mentoring each other in the process. So although the MOOC followed a structure of the Design Inquiry of Learning cycle, it strongly focused on artefact creation rather than just consumption of knowledge. There was a strong collaborative element in the form of peer reviews too. Being a project-based course, we agreed, the HO MOOC looked like a hybrid course and attempted to combine ‘the best of the two worlds’.

We also discussed the benefits of having participants from diverse backgrounds and contexts. Ian stressed how much he learnt from the different projects designed across the globe, e.g.:

  • an online space for design students at a secondary school by Grant MacDonald (Australia);

  • a project for learners with SENs by Ida Brandão (Portugal);

  • an orientation course in using a VLE by Natalya Bukhanova (Russia).

He appreciated the possibility of creating close working relationships with the fellow MOOCers and the opportunity of learning together.

 The definite strength of the MOOC was the peer review element which provided the participants with constant formative feedback on their work. Ian wondered whether it could have been more constructive in its criticism. Some of the MOOC researchers state critical literacies are the prerequisite for sufficient engagement with the MOOC content (Kop and Fournier, 2010). Considering the level of experience and expertise of the HO MOOCers (course stats) I think that perhaps the intensity of the experience requiring considerable time and effort investment coupled with a short time to develop close relationships with others may have affected the level of criticality when it comes to pointing out areas for improvement. Perhaps intercultural sensitivities were at play here too.

 We spent some time discussing the open and diverse nature of the course, one of the features of cMOOCs, as discussed by Downes (2009). Although the HANDSON MOOC was held in closed environments of the Canvas VLE and the Integrated Learning Design Environment (ILDE), there was nothing to stop the participants from using their own spaces. And they did so, sharing links to their prezi presentations, blog posts and padlet walls. The course was also run in 7 different languages to minimise access barriers. Related to openness is the availability of the HO toolkit for reuse and adaptation under CC licences and Natalya Bukhanova has already adapted it and is currently facilitating the course for a Russian-speaking educator community.

We concluded that the HO MOOC was a valuable CPD opportunity as it focused on the practice and working with real-life scenarios and we welcomed the possibility of seeing developments in the future use of the toolkit to reach an even wider audience.



Posted in 3rd edition MOOC, dissemination

Benefits for teachers in joining a MOOC


Dr, Charlton discusses Learning Analytics

As mentioned in the previous post Dr. Sarah Younie, Dr. Patricia Charlton and Professor Christina Preston delivered a 45 minute conference presentation at BETT 2015 on MOOCs, their benefits and future potential. The presentation introduced the concepts and rationale behind a MOOC, and and outlined how we can use them to build learning communities, by teachers for teachers through drawing on international knowledge and experience at all levels. This was exemplified when the presenters described the Learning Designer which underpins the HANDSON MOOC, the International Learning Design Challenge and also the Move-It online challenge and resources, based on providing authentic learning experience for professionals

Finally, the presentation introduced CRAM, (Course Resources Appraisal Model), a new analytical tool designed to evaluate the learning benefits and teaching costs involved in transferring traditional teaching to an online model. Again this may be very valuable in helping us to evaluate the potential and sustainability of the HANDSON MOOC.


Professor Christina Preston, Dr. Patricia Charlton and Dr. Sarah Younie

The presentation was attended over 60 people on 21st January and on the following day MirandaNet participated on a Department for Education Panel, which again made substantial reference to the HANDSON project.

Presentation Slides, 

Download (PPTX, 4.3MB)


Posted in ICT, Impact, Learning Tagged with: , , , , ,