A Review of Cloud-based Features and Methodologies

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1 School on the Cloud D5.1

A Review of

Cloud-based Futures and

Methodologies

May 2015

SchoolontheCloud.eu

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Deliverable Title: A Review of Cloud-based Features and Methodologies, Working Group 4

Deliverable Nr: 5.1

Date: May 2015

Version: 2.0

Dissemination Level: Public

Author: Prof. K. Koutsopoulos (Leader WG4: i-Future)

Contributors: Sylvia Ciaperoni (Cesie), Yannis Kotsanis (Doukas School)

Project Title: School on the Cloud (SoC)

Project Nr: 543221–LLP–1–2013–1–GR-KA3- KA3NW

Project Start Date: January 1, 2014

Duration: 36 months

European Commission: Lifelong Learning Program - ICT Key Action 3 European Project

This project has been funded with support from the European Commission, Lifelong Learning

Programme of the European Union. This publication 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.

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“School on Cloud: Connecting Education to the Cloud for Digital

Citizenship”

European Commission: Lifelong Learning Program

ICT Key Action 3 European Project

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A Review of Cloud-based Futures and Methodologies

Working Group 4: Deliverable 5.1

Author: Prof. K. Koutsopoulos

Leader WG4

Contributors: Sylvia Ciaperoni (5.2.2 & 6.3) Yannis Kotsanis (9)

Due date of deliverable : February 2015 (Version 1.0)

Final date of deliverable: May 2015 (Version 2.0)

Start date of project : January 1, 2014

Duration : 36 months

Dissemination Level : Public

Abstract: As technology has become an agent of immense change, it has forced upon the

education system Cloud Computing which in the future will have significant ripple effect. The

description and evaluation of these effects represent one of the principal goals of the School on

the Cloud Network and is expressed in this document whose main objective is to review Cloud

based futures and methodologies. That is, responding to the need for examining future

enhancements of this technology on education this document presents a review of state-of-the-

art research on the future of Cloud based education and elaborates on foresight methods and

their application within the working plan of the School on the Cloud Network.

With the support of the Lifelong Learning Programme of the European Union

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In order to connect education to the Cloud and to explore how education should respond to

new ICT developments in the form of cloud computing, there is a need to narrow the

existing divide between education and Cloud computing. That is, we are in need of

developing guidelines for the education sector as well as examining future enhancements of

this technology on education. The last goal is the objective of this document whose aim is to

review cloud based futures and methodologies.

The document in addition to the introduction (section 1) and conclusion (sections7) has two

parts:

The first one presents, evaluates and synthesizes the major factors involved in the School

on Cloud Network. More specifically, it presents a short description of the goals,

objectives and the working plan of the School on the Cloud network (section 2), a

synthesized overview of Cloud Computing (section 3) and provides a comprehensive

view of the future developments of cloud-based applications in education (section 4).

The second elaborates on foresight methods as they relate to the School on the Cloud

network. More specifically, it presents a synthesized description of methods available in

accomplishing such foresight efforts (section 5) and an elaborate description of the

methods chosen for the network's foresight exercise as well as the preparation and

follow-up activities of that application that will be run at the School on the Cloud

network general meeting in Palermo Italy (section 6)

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TABLE OF CONTENTS

................................................................................................................................................ 4

................................................................................................................................. 7

.................................................................................... 9

2.1 School on the Cloud (SoC): A European Digital Citizenship Network ............................... 9

2.2 Working Group 4 of SoC ......................................................................................................... 10

........................................................................................................................ 11

3.1 Overview .................................................................................................................................... 11

3.2 Essential Characteristics......................................................................................................... 11

3.2.1 On-demand self-service ................................................................................................... 12

3.2.2 Broad network access ...................................................................................................... 12

3.2.3 Resource pooling .............................................................................................................. 12

3.2.4 Rapid elasticity .................................................................................................................. 12

3.2.5 Measured service ............................................................................................................. 12

3.3 Forms of Services .................................................................................................................... 12

3.3.1 Software as a Service (SaaS) ......................................................................................... 13

2.3.2 Platform as a Service (PaaS) ......................................................................................... 13

3.3.3 Infrastructure as a Service (IaaS) .................................................................................. 13

3.4 Deployment or Cloud Computing Types .............................................................................. 14

3.4.1 Private Cloud ..................................................................................................................... 15

....................................................................................... 17

4.1 What Cloud Computing Brings to Education ....................................................................... 17

4.2 Trends in Society ..................................................................................................................... 21

4.3 Trends in Technology .............................................................................................................. 23

4.4 Trends in Education ................................................................................................................. 24

4.5 Innovation .................................................................................................................................. 31

4.6 Challenges for the Future of Education ................................................................................ 34

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.............................................................................. 37

5.1 Foresight .................................................................................................................................... 37

5.1.1 Nature ................................................................................................................................. 37

5.1.2 Purpose .............................................................................................................................. 38

5.1.3 View .................................................................................................................................... 39

5.1.4 Process .............................................................................................................................. 39

5.2 Methods Chosen ...................................................................................................................... 40

5.2.1 Delphi Method ................................................................................................................... 41

5.2.2 Six Thinking Hats .............................................................................................................. 44

5.2.3 Brainstorming .................................................................................................................... 48

................................................................ 49

6.1 Overview .................................................................................................................................... 49

6.2 Application of the Delphi Method ........................................................................................... 51

6.2.1 Procedure........................................................................................................................... 51

6.3 Application of the Six Thinking Hats ..................................................................................... 56

6.3.1 Procedure........................................................................................................................... 56

6.3.2 Imaginary Thinking Hats: How and When to use the Hats......................................... 57

6.4 Application of the Brainstorming Approach .......................................................................... 61

6.4.1 Process .............................................................................................................................. 61

6.4.2 Brainstorming persona ..................................................................................................... 62

.................................................................................................................................. 64

.................................................................................................................................... 66

................................................................................................................................ 71

9.1 Methods-Methodology ................................................................................................................. 71

9.2 Foresight General ........................................................................................................................ 77

9.3 Delphi methods ............................................................................................................................ 79

9.4 Modified Delphi ............................................................................................................................. 81

9.5 Six Thinking Hats ......................................................................................................................... 84

9.6 Expert Panel ................................................................................................................................. 85

9.7 Cloud education Around the World ........................................................................................... 85

9.8 Future of Education ..................................................................................................................... 86

9.9 Future of Cloud Computing ........................................................................................................ 90

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The purpose of education is to successfully prepare students for the future, and therefore we cannot continue educating them in ways that address education and market needs of the past (Fullan and Langworthy, 2013). The world has changed in ways that are not always easy to understand so it is difficult to accurately predict the future needs, and prepare students for these changes and needs. Thus, a new, fresh, authentic, unbounded, and exciting educational approach is needed to educate students for the complex and challenging future (Gialamas et.al.,2013). This implies radical changes in the needs of teaching, learning, managing and leading in education. The question then is clear and unambiguous: what will the future in education be and how can we go about determining it? In particular there is a need to find a way in designing an environment of engagement with creativity and innovation which should be the educational norm and not the exception. Moreover, all educational institutions must inspire their students to develop the wisdom to transform their educational experience into social, economic, environmental, intellectual and ethical resources to improve their life. That is, academic institutions, now more than ever, have to provide educational opportunities and experiences which must shift the education process in ways that alter the approaches we catalyze learning and innovation as well as the ways which complement and enrich the individual’s personal learning space. In response to these perspectives, the networked information economy has emerged which is unleashing two powerful forces on education. First, easy access to high-speed networks is empowering individuals to access and use ICT. People, as prosumers, can now discover, consume and produce information resources and services globally. Furthermore, applications combined with new social computing approaches are inviting people to share in the creation and ownership of and learning from information on emerging virtual environments. Second, ubiquitous access to high-speed networks along with open standards and content, and techniques for virtualization is making it possible to leverage education through scale economies in unprecedented ways. What appears to be emerging are the ability for large-scale computing, high network bandwidth, huge data storage and protection, and many related services. Cloud computing can fulfill all these capabilities because it represents a fundamental change in the way computing power is generated and distributed. It should be evident that this technology can be a powerful way to apply a new student-centered approach. Indeed as Microsoft (2012) has declared “With Cloud computing in education, you get powerful software and massive computing resources where and when you need them (and we may add in any way you desire, in order to apply new educational approaches)... Cloud services can be used to combine on-demand computing and storage, familiar experience with on-demand scalability and online services for anywhere, anytime access to powerful web-based tools.” Indeed demand for the expanded use of technology in education to raise academic achievement comes from virtually all constituents, from European agencies, national governments, local school boards, teachers, parents, and students themselves. Tablets, notebooks and other mobile devices take learning out of computer labs and libraries and put it directly into student’s hands. Developing digital curricula allows teachers to create new levels of interactivity that are ideal for individual and group learning, developing core competences, STEM and language immersion. Mobile devices open up a universe of possibilities for science labs, distance learning, and student-centered projects. Teachers have new ways to assess students’ individual progress and needs and if necessary provide additional instruction to students before they fall significantly behind. In sum, much of the literature (Johnson, 2012; Bradshaw et al., 2012; Miller, 2009) indicates that on the one hand these ideas have been taken into serious consideration. But on the other hand and

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most importantly many issues need to be resolved and a better understanding of them have to be achieved. From this brief discussion it should be evident that there is a need to connect education to the Cloud and to explore how education should respond to new ICT developments in the form of cloud computing that are rapidly transforming the world of education. That is, to narrow the existing divide between education and Cloud computing by developing guidelines for the education sector, by encouraging collaboration and knowledge exchange as well as examining future enhancements of this technology on education. The last goal is within the general objective of this document whose goal is to review cloud based futures and methodologies. The document in addition to the introduction and conclusion has two parts. The first one presents, evaluates and synthesizes the major factors involved in the project, namely the School on Cloud network (SoC) (section 2), the Cloud Computing (section 3) and their future developments (section 4). The second part elaborates on foresight, the available methods in accomplishing such efforts and the methods chosen for the SoC network (section 5), as well as the application of the chosen methods including the preparation and follow-up activities of the workshop to be run at the SoC general meeting in Palermo Italy ( section 6).

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2.1 School on the Cloud (SoC): A European Digital Citizenship Network

The needs, considerations and ideas presented previously, were shared by many ICT experts and educators, some of which had an opportunity in a CEDEFOP study visit for ICT in education in Spain on April 2012, to discuss issues and initiatives in their countries related to the emergence of Cloud technologies and the plethora of mobile apps and tools available for education. These discussions resulted in the idea for the School on Cloud (SoC) network proposal by a core group of partners. The group continued these discussions in a preliminary meeting held at Doukas School in Athens (the coordinating institution and a very innovative Greek school) in November of 2012, in order to clarify the goals, products and needs the SoC network should address and how it would operate. Based on these, a proposal was submitted and approved creating The School on Cloud: connecting education to the Cloud for digital citizenship network (SoC Network). The SoC network started in a summit meeting in March of 2014 seeking to explore how education should respond to the new ICT developments in the form of Cloud–based applications that are rapidly transforming our society, including education. The aim is to overcome the existing divide between education and Cloud computing. That is, a basic objective of the SoC network is to evaluate the state of the art, by examining and assessing a wide range of topics related to Cloud education such as: tools, methodologies, pedagogical issues and visions. More specifically SoC aims to:

Address the impact Cloud computing will likely have on the management of education institutions (schools, universities, VETs, Adult Education Providers etc)

Identify methods and approaches to teaching and learning with the Cloud-based technologies

Promote Cloud-based tools and digital educational content, relating its use to key competences

Collect, validate and widely disseminate the use of digital content

Encourage teachers and educators to innovate, using digital technology and resources creatively

Moreover, the SoC network seeks to achieve its goal and objectives by addressing the following two key questions: How should education respond to cloud-based technologies? What is the impact, now and in the future, on education stakeholders and teachers? Indeed these goals and objectives are achievable because, as learning becomes increasingly digital, online access becomes the necessary vehicle for the emerging Cloud-based developments (Donert, 2013) and thus offers a new integrated way to access and administer education. This is an approach that aligns with the way we think, share, learn and collaborate outside the classroom, which in turn allows education to bring into learning: dynamic, interactive, multimedia and learning activities. That is to say, teachers can track individuals and groups and assess how a topic or lesson has been received, while students are able to work in teams, collect shared data, and organize information – regardless of time, date or physical location. In this way Cloud-based activities offer an opportunity to transform the role of both ends of pedagogy - teachers and students – as it helps young people to access any learning at any place and any time from any teacher with the right expertise. However, selecting, implementing and managing Cloud-based services, school-wide collaborative tools, educational forms etc. are not easy tasks. Although the future of education and learning is expected to be in the Cloud, there remain many issues to be resolved related to their interface during that transition (Donert and Bonanou, 2014). That is to say, that although there is a rich

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production of research projects and applications on the future of Education on one hand and on Cloud computing on the other, each area has been examined individually with no real concern for their interaction. The literature has yet to provide answers to issues concerning the future of their interface. In other words, presently there is a need for examining the future of Cloud based Education, which has to address both areas as they are combined and interact.

2.2 Working Group 4 of SoC

One of the most pivotal aspects of ICT developments has been the difficulty to examine mid- to long-term future perspectives. In response to that need and within the SoC framework of a combined approach to Cloud based Education, Working Group 4 (WG 4) is charged with examining “Future scenarios for Education on the Cloud”. The goal of this group is thus to examine a series of issues related to the future of the interface between education and Cloud Computing, which justifies the purpose of this report. More specifically, the objectives and deliverables of WG 4 are to:

Review state-of-the-art research on the Cloud and produce a research report on the state of the art and methodologies of “futures” thinking (Deliverable: D5.1).

Use the partner conference to examine significant issues affecting the use of the Cloud Computing in education and create a report on scenarios for the future (Deliverable: D5.2). The aim of this is to develop scenarios built around carefully constructed plots based on trends, towards the balanced thinking about a number of possible alternative futures.

Create a series of press releases on the power of the Cloud and the potential and drawbacks (such as ethics, IPR) to raise the profile of the work of the network to a broad audience (Deliverable: D5.3).

Prepare and run a workshop on futures at the second summit conference (Deliverable: D5.4).

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3.1 Overview

In order to appreciate the SoC approach the concept of cloud computing needs to be to fully understood and how its components can be utilized in the operation of such an approach. There seems to be many definitions of cloud computing around. The global management consulting firm of McKinsey found that there are 22 possible separate definitions of cloud computing, none of them dealing with educational concerns. In fact, no common standard or definition for cloud computing seems to exist (Grossman, 2009; Voas and Zhang, 2009). However, despite the many definitions and the various terms suggested by many computer experts and Cloud users, the concept of Cloud Computing can be described as an ICT technology that can be fully determined in a three dimensional space consisting of the characteristics axis, the type of service axis and the form of deployment axis (Fig. 1), axes that are integral parts of SoC (Mell and Grance 2011).

Figure 1: Cloud Computing Framework

More specifically, Cloud Computing possesses five essential characteristics (On demand service, Network access, Resource pooling, Rapid elasticity and Measured service) (Schouten. 2014) that can provide ubiquitous, rapid, convenient and with minimal management effort or service provider interaction, three forms of services (Infrastructure, Platform and a Software) that can be deployed in four fundamental types of Cloud framework (Private, Community, Public and Hybrid) (NIST, U.S Department of Commerce, 2013). Creating in this way a framework which can successfully serve and support the SoC approach to education.

3.2 Essential Characteristics

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Cloud computing poses the following five, termed by the US NIST, essential

characteristics:

3.2.1 On-demand self-service

A customer can obtain computing capabilities, such as server time and network

storage, as needed (on demand) automatically without requiring human interaction

with each service

3.2.2 Broad network access

Capabilities are available over the network and accessed through standard

mechanisms that promote use by various platforms (e.g., mobile phones, tablets,

laptops, and workstations).

3.2.3 Resource pooling

The provider offers computing resources that are pooled to serve many customers

using a multi-tenant model, with different physical and virtual resources dynamically

assigned and reassigned according to customer demand.

3.2.4 Rapid elasticity

Capabilities can be elastically provided and released, in some cases automatically, to

respond to demand. To the customer, the capabilities available may appear unlimited

and can be appropriated in any quantity at any time.

3.2.5 Measured service

Cloud systems automatically control and optimize resource use appropriate to the

type of service needed (e.g., storage, processing, bandwidth, and active user

accounts). Resource usage can be monitored, controlled, and reported, providing

transparency for both the provider and the customer of the service.

It should be evident that all these characteristics have a direct application to the SoC

approach, for e- education cannot be achieved without: multitasking, the ability to

handle a large number of users and applications, the need for flexibility as well as the

ability to meet changing demands.

3.3 Forms of Services

The providers of Cloud computing offer three fundamental forms of services: the

Infrastructure as a Service (IaaS), the Platform as a Service (PaaS), and the

Software as a Service (SaaS). Between them there is a pecking order, where IaaS

is the most basic and each higher form of service abstracts from the details of the

lower form as shown on Fig.2. Of course in the literature many other services have

been proposed such as: Strategy-as-a-Service, Collaboration-as-a-Service, Business

Process-as-a-Service, Database-as-a-Service, Network-as-a-Service (NaaS) and

Communication-as-a-Service (CaaS) some of which have been accepted by the ITU

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(International Telecommunication Union). However, all of these are derivatives and

not as fundamental as the following:

Figure 2: Forms of Services

3.3.1 Software as a Service (SaaS)

It is the most basic form of Cloud services and offers users computers (physical or

more often virtual machines as well as other resources) Basically, by using software

as a service (SaaS) applications are accessible from various users devices such as a

client interface (e.g. web-based email), or a program interface.

2.3.2 Platform as a Service (PaaS)

In this form of service Cloud providers offer the users the capability to deploy onto

the cloud infrastructure consumer-created or acquired applications. This way users

as application developers can develop and run their software solutions on a cloud

platform without the cost and complexity of buying and managing the underlying

hardware and software layers.

3.3.3 Infrastructure as a Service (IaaS)

The providers of IaaS services offer the user capabilities such as processing, storage

and networks as well as other fundamental computing resources. This way the user

is able to deploy and run arbitrary software, which can include operating systems and

applications software on the cloud infrastructure.

Cloud Computing allows all categories of education users (students, teachers and

administrators) to access stored files, e-mail, database and other applications from

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anywhere on request (Nicholson, 2009). This reaffirms that the forms of services

provided by Cloud Computing can be successfully utilized by the SoC approach to

education. However for a successful application of SoC, access to software and

databases on-demand, as well as capabilities such as provision of processing,

storage, networks and other computing resources are not common to all the

participants of the education system (see Fig. 3).

Figure 3: Capabilities of Education Stakeholders

As a result it is necessary to identify the form, the type and the provider of service, in

order to be efficient from the point of view of costs and capabilities, but mainly in

terms of satisfying the specific needs of students, staff and administration of the

institution.

3.4 Deployment or Cloud Computing Types

Cloud deployment is a composition of at least four distinct Cloud Computing types

(private, community, public and hybrid, Fig. 4) that represent unique cloud

infrastructures which theoretically are bound together by standardized or proprietary

technology so they can provide data and application portability (however, much more

needs to be done to achieve true portability).

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Figure 4 Deployment or Computing Types

3.4.1 Private Cloud

A private Cloud is a computing type infrastructure provisioned and operated for the

exclusive use of a single organization, comprising multiple consumers (e.g., business

units) operating in different flexible ways. That is, it can be: managed internally, by a

third-party or some combination of them; hosted internally or externally; operated by

the organization or a third party

3.4.2 Community Cloud

This Cloud Computing type shares the infrastructure between several members of a

specific community of users or organizations who share common concerns (e.g.,

mission, security requirements, policy, and compliance considerations). This type of

infrastructure, as the previous one, operates in different flexible ways

3.4.3 Public Cloud

This type of Cloud computing exists when the infrastructure or the services are

rendered over a network that is open for use by the general public. This type may be

also owned, managed, and operated by a business, academic, or government

organization, or some combination of them. It can also exist on or outside the

premises of the Cloud provider.

3.4.4 Hybrid Cloud

This type of Cloud Computing is a composition of two or more distinct cloud

infrastructures (private, community, or public) from different service providers, which

although they remain unique entities at the same time they are bound together by

standardized or proprietary technology which enables data and application portability.

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In terms of the SoC approach with the exception of the private cloud all the other

computing types can be utilized. The choice depends on its goals, conditions and

requirements.

To summarize, Cloud Computing not only represent the appropriate tool to use in the

SoC and it qualifies as an ideal environment for its support and development, but

SoC can became the basis for determining the future of education. That is to say,

although all stakeholders of the education system already use many of the

capabilities of Cloud technology in their personal lives (Ercan, 2010), in their

education environment they require additional capabilities. This may indicate the road

towards the future, more specifically, we should consider what the future of education

will be and how the advantages of Cloud Computing can help in providing students

with the ability to work and communicate without taking into account space and time.

Concerning the teaching staff, we should consider how in the future they will receive

the benefits of unlimited support in: preparing their teaching portfolio (presentations

of lessons, conferences, articles, etc.), teaching practice (methods and teaching

techniques, study materials, feedback) and evaluating (methods and techniques of

evaluation and management) of the results? Finally, how the leader/expert can be

provided with the ability to express his visions and design them as well as the

manager who should implement and evaluate an integrated educational Cloud

framework?

All these questions of course concern the objectives of WG 4 and represent the

foresight part of the SoC project which is examined next.

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The world is changing by getting both smaller and bigger at the same time. The world

shrinks for technology allows us to communicate with anyone at any place around

the world. Conversely, the explosion of available information expands our view of the

world. The ability to communicate globally and το handle the information explosion

requires the role of education to adapt. The challenge is to prepare the children of

today for a world that has yet to be created, for jobs yet to be invented, and for

technologies yet undreamed.

In addition, the basic dictum that “Technology changes, Education survives”

signifies the role of education as a societal necessity and the need to project recent

and expected technology developments into the future, in order to explore their

potential implications to education. ICT changes, in the form of Cloud-based

technologies, provide the power to fundamentally change how education

stakeholders‘ cooperate and collaborate. As a result the SoC concept substantiates

the ability of the education community to use these changes to adapt the whole

system of education. However, if we accept that the SoC presents a tool and an

opportunity to redefine the role Cloud Computing plays in implementing an education

strategy. Then the basic goal of its Working Group 4 which is focusing on future

scenarios for Education on the Cloud and the reason for this report is to evaluate the

current use and examine the future evolutionary path of cloud-based applications in

education.

4.1 What Cloud Computing Brings to Education

Experience and the literature (IBM 2013; Gaytos, 2012; Sultan, 2010) shows that

there is a range of resources and services available to education via Cloud

Computing, whether they concern infrastructure, services, solutions or the

introduction of new processes. That is, Cloud Computing brings many benefits to

education of which the following are considered the most commonly referred and

important.

4.1.1 Savings: The cloud promotes in general and in education in particular a cost effective use of ITC resources, by reducing the cost through the:

Sharing IT equipment which are centralized in the cloud and thus deliver economies of scale and eliminate the need for costly local infrastructures.

Sharing the provision of software licenses, management skills, physical security for servers usually are under- or over-sized and not used to their maximum potential.

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Reduction in the size and complexity of the number of machines and programs installed and utilized at each site, for the cost of licenses and maintenance is less.

Decrease in the number of applications that are installed and run in the computers at each site, for the Cloud provides access to an unlimited number of users.

Cost of services which is based on the actual use of resources (pay-per-use billing).

Savings in human resources for the technical staff required to manage in-house machines is minimum.

Freeing up the Capex budget, for the Cloud involves the operational expenditure model (Opex)

4.1.2 Flexibility: One of the main benefits of Cloud-based teaching and learning is

that it can prevent individual investments in equipment, programs etc. The reason is

that the centralized infrastructures of cloud computing promote flexibility in various

ways, including the following as they were reported by IBM:

"Speed of adjusting to change: Centralizing and standardizing the available

resources enables faster upgrades in line with technological progress and/or

changes to demand and requirements.

Smooth adjustment to ICT resources: (e.g., servers, storage space, calculating

power, application authorities, content) and how they are made available, thanks

to the flexibility of the infrastructure, and the ease of accessing resources based

on needs (since, with cloud-based ICT, a new version of the application or any

application software can be more easily distributed to users).

Flexibility in implementing teaching content: including, for personalized

learning, a customized teaching process that meets the needs and specific

difficulties of each student (or each profile of student); students are then able to

draw from the whole of the content available, as well as find the information and

tools they are looking for that are appropriate to their stage of education.

Flexibility in terms of the number of machines needed: Cloud architecture can

potentially support every type of client hardware and application (albeit with a

number of exceptions, depending on the service-provider).

Self-service potential for students, teachers and education establishments; and

Flexibility of learning, giving easy access to courses and content at any time,

any place; options to learn outside the school itself, as well as outside of the

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school calendar (holidays, ongoing learning after-school/postgraduate training)".

(IBM, 2010)

4.1.3 Effectiveness: Cloud Computing by promoting a dynamic exchange and

participation between teachers, pupils and students, their social network and parents,

leads first into finding the appropriate to the stage of education information and tools.

But more importantly to an effective learning and teaching process. That is, Cloud

Computing provides a more productive learning for the students leading among

others to :the rise in their level of understanding and achievement, increased chance

of success, gaining a clearer view of the realities of their future working life, etc. In

terms of teachers and administrators Cloud Computing provides them with the tools

to pool and implement effective management practices.

4.1.4 Sharing: Cloud Computing provides the means in every institution to avoid the

duplication of resources that exist elsewhere. That is, skills, good practices,

applications, teaching content and infrastructures can be pooled and shared.

Moreover, the sharing of equipment leads into harmonizing and making it easier to

support resources, as well as avoiding the problems of incompatibility or the difficulty

of integration between various tools and systems .Finally sharing teaching material

and subject content avoids educational inequalities and the present day issue of

―poorly performing‖ or ―second-rate‖ schools and thus promises fairer access to

educational and learning resources. Overall, Cloud Computing sharing capabilities

represent a major input into:

Bridging the digital divide.

Promoting a new way of making education more accessible.

Ultimately reducing digital social inequalities.

4.1.5 Real time Access: Cloud computing allows students and teachers to access in

real time useful and free information from anywhere in the world in a matter of

seconds. In education, this holds a special importance for it provides teachers and

students a paramount tool in the learning process that of constantly updating their

stock of information.

4.1.6 Reduces the Risk of Obsolescence: For all practical purposes Cloud

Computing provides an ―anti-obsolescence‖ insurance against technological

changes, because it can cope better and more efficiently with their increasingly rapid

development. In addition it ensures the constant upgrading of all documents for it is

done in a centralized, systematic, at a single central point manner.

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4.1.7 Reduces Users' Carbon Footprint: Cloud Computing benefits are not, as

most computer experts think, only related to how much its users can save as well as

provide them with the other educational advantages mentioned previously. Users of

cloud computing are more likely to significantly reduce users' carbon footprint. In an

era (the year 2014 was the warmest year since temperature records are kept) where

the need for educational establishments to become more sustainable, there is an

increasing value in improving the institutions‘ carbon footprint and energy costs. As a

result, virtualized services such as those offered by cloud computing should be

considered an important contribution towards that goal and an added benefit of that

educational approach.

4.1.8 Cloud Computing Concerns: Cloud computing, as indicated above, is a

valuable tool in servicing education. However, like in any other service of this scale

and complexity, there are bound to be concerns about the technology‘s

maturity(Sultan, 2010). The most important of those concerns are:

Control: A major concern of education stakeholders (from politicians to school

administrators and teachers) is to surrender control of their resources to outside

providers who can change anytime the underlying technology without their

consent.

Security: There are security concerns about Cloud Computing not only from the

education community but from all its users. Specialists and plain users agree that

the cloud‘s economies of scale and flexibility are both a friend and a foe from a

security point of view. That is, the biggest challenge in cloud computing is the

security and privacy problems caused by its multi-tenancy nature and the

outsourcing of infrastructure, sensitive data and critical applications. As a result,

the massive concentrations of resources and data present a very attractive target

to hackers. However, cloud-based defenses are continuously becoming more

robust, scalable and cost-effective.

Legal Issues and Privacy: Despite the fact that there is an increasing number of

institutions, regions and countries applying Cloud based education, any large

scale or universal implementation of cloud services by educational establishments

have to wait until law-makers both at the European and national level complete

(EU) or begin (member states) to address the legal issues that relate to privacy

and data protection in the context of cloud computing. However, some cloud

providers are already addressing these issues by using state-of-the-art encryption

technologies.

Vendor Lock and Failures: Another concern of the education community is

vendor lock and failures. More specifically, there are serious repercussions for the

education institutions who are the end users trusting their data to vendors who

offer their services through proprietary APIs and own the data centers and thus

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are susceptible to their whims and failures. Of course there are efforts to relieve

these fears. For example, a solution can be to base the APIs on open source

message standards such as SOAP or REST and force institutions to work with

reliable well established companies who are likely to be around for many years to

come.

Reliability: Another concern in Cloud based education is reliability of the

providers. Up to now providers respond to service outages by providing service

credits. However, those credits are cold comfort for classes missed by students

and teachers cut off from their teaching material. The solution is to increase the

pace of improving reliability.

4.2 Trends in Society

From the previous discussion, it should be evident that although Cloud computing is

not simply a novice technology that promises to deliver many exciting things. It is

already a reality and there are many educational implementations of it. Nevertheless

evaluating the maturity it has reached, its present and anticipated pace of growth as

well as its trends are not easily attainable objectives, but they are achievable as long

as there is a good grasp of them. That is, in order to fulfill the objective of evaluating

the future scenarios for Cloud Computing based Education there is a need to

examine trends and developments and their implications as well as their limitations at

the interface of Cloud Computing and education. Following is such an examination of

the trends which are emerging from developments in society, in technology and in

education.

In terms of societal trends, the literature (Molebash,2013; Facer and Sandford,2010;

Cliff et al. 2008; Goodings 2009; Horst 2009; Jewitt 2009; Reich 2009; Riley 2009;

Young & Muller 2009) shows that in our society the following long-term developments

have become particularly important in challenging our assumptions about education.

4.2.1 Towards denser, deeper and more diverse information landscape:

nowadays we "know more stuff about more stuff" because our ability to gather, store,

examine, archive and circulate more data, in more diverse forms, about more

aspects of ourselves and our world, is and will keep increasing more than ever

before. The reasons are many but simple and are related to social trends towards:

"accountability and security, the decreasing cost and increasing availability of digital

storage capacity, the development of new forms of genetic information, the ability to

digitally tag almost any physical object, space or person, the ability to represent

information in diverse modes"( Sultan, 2010).

4.2.2 Towards Constant Connectivity: The ability to be constantly connected to

knowledge, resources, people and tools is a reality for persons in countries with an

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advanced technology and infrastructure. in the very near future it will be available to

all in every place. That is, individuals will have the capacity to remain in ‗perpetual

contact‘ with diverse networks, communities, institutions and persons, both physical

and virtual.

4.2.3 Towards personal cloud: As a collateral development of the previous trend

there is and will continue to be a rise in mobile and personal technologies and a

lowering of barriers to data storage. As a result, individuals increasingly are or soon

will be likely to ‗wrap‘ their information landscape around themselves rather than

managing it through institutions.

4.2.4 Towards Working and living alongside machines: As I am writing these

lines, I communicated with a computer on the other end of my telephone line who

fixed the wi-fi which had stopped working. Nowadays we have become increasingly

accustomed to machines taking on more roles previously occupied by humans

across both professional and manual occupations as well as in homes and

workplaces. As a result, it becomes increasingly normal to accept the presence of

"machines" in our lives, but at the same time it raises significant ethical and practical

issues and generate public debate relating to questions of dependence and

autonomy, and of privacy and trust, particularly with regards to sensitive data and

critical systems. These dilemmas are of particular importance to Education.

4.2.5 Towards a Multicultural Society and Schools : Demographic trends follow a

divergent path in the developed and the less developed countries, resulting at the

first level in mass population moves between them (legal and illegal immigration) and

on a second level the creation of a multicultural society which in turn results in

multicultural schools.

4.2.6 Towards a Knowledge Society and Economy?: Today's society operating at

the interface of demographic and technological changes has polarized expert into

believing that the future is either in the development of a ‗smart‘ economy based on

knowledge and innovation or that knowledge economy is utopian. That is, on one

hand technological developments lead into a knowledge society and economy where

highly competitive R&D activities and knowledge work are the driving forces. On the

other hand the same factors it is believed to enable centralized groups to manage

ever greater numbers of people across dispersed locations These developments may

bring an end to current hopes of a universal, democratic ‗knowledge economy‘ and a

rise in massive inequalities.

4.2.7 Towards a Digital Native Society: Digital natives, those born after 1980, are

characterized as having access to networked digital technologies and the skills to

use them. Their lives (social interaction, friendships, civic and other activities) are

mediated by digital technologies and they have never known any other way of life.

However ‗digital natives‘ will, like their parents before them, need to learn to use the

new technological advancements that are keep coming. For example, in an age

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when news often spreads virtually through social media, most experts feel it is critical

that young people learn how to analyze and evaluate the authenticity of the myriad of

messages they encounter every day. As a result, substantial changes in the

distribution of educational resources will be required to fulfill the educational needs of

this population cohort who will be required to learn the rest of their lives .

4.2.8 Towards the Dictum "Geography matters but not Distance": As

technological developments lead to a ‗sense of presence‘ in remote interactions, and

as such interactions are developing between families, friends and co-workers, the

notion of being ‗together apart‘ is becoming a familiar aspect of working, interacting

and entertaining ourselves. That is, the separation of ‗information resources‘ from

physical locations will become widespread resulting in the diminution of the

importance of location. On the other hand, Geography will continue to influence the

access of individuals and groups to digital networks, for physical geography

determines their pricing, infrastructure, legal constraints and regulation. Moreover,

the "face to face" interaction will retain its importance for many, especially social,

aspects of our lives, because physical proximity is paramount for them. For example,

people will continue to use "place" and physical location as a marker for identity.

4.3 Trends in Technology

Technological changes that have an impact on our lives have started some time ago,

but their important characteristic is that they are continuing operating, developing and

increasing their influence in our society and in education in particular

(Molebash,2013). As a result, the suggestion of Alan Greenspan, the Chairman of the

Federal Reserve Board who said in 1997 that "One of the most central dynamic

forces [in the economy] is the accelerated expansion of computer and

telecommunications technologies...clearly our educational institutions will continue to

play an important role in preparing workers to meet these demands", still holds today.

Among the most important trends present are the following:

4.3.1 Technology will continue to have an impact on education: The rate of

technology change and growth has been exponential and is not likely to decrease.

Technology nowadays is widely used at all levels of education, influencing teaching

and learning methods and expectations. That is, technological innovations are

changing the very way that schools teach and students learn. For academic

institutions, charged with equipping graduates to compete in today‘s knowledge

economy, have to employ among other online and distance learning, sophisticated

learning-management systems, multi-modal teaching, changing curricula and

spawning rich forms of online research and collaboration. As a result, technological

innovations will continue to have a major influence on teaching and learning

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methodologies in the near future. In fact, technology will become a core factor in

determining the nature, the form and the structure of education.

4.3.2 Moore's Law will Continue to Operate: Gordon Moore, the cofounder of Intel

Corporation in 1965 suggested (half in jest) that technology doubles in processing

power approximately every 18 months and at the same time the price for that

technology declines by about 35% a year relative to this power. This trend of

increased power at lower cost, known as Moore's Law, has been operating since that

time and it is likely to continue in the immediate future.

4.3.3 Metcalfe's Law will Continue to Operate: The combination of better, faster

and cheaper computers and the increased bandwidth has caused a boon in the

network community. Based on this, Bob Metcalfe, inventor of the Ethernet, suggested

that the power of a network increases proportionally by the square of the number of

users, which is known as the Metcalfe's Law. That is, as the power of the computer

increases, so do the capabilities of communications media including glass fibers,

copper wires, and wireless communication systems. this trend which started some

time ago is expected to continue at least in the immediate future.

4.3.4 Technology Fusion will Continue to Operate: A few years ago there was a

sharp distinctions between computers, photos, publishing, TV/video, and

telecommunications. Now the distinctions between these media are blurring.

However, as Molebash (2013) has put it "Bringing them together results in the whole

having greater impact than each individual part...". Given that in education most of

these media are extensively utilized, this merger is considered as the most significant

trend in education and technology. As a result, technology fusion has and will

continue to have a significant impact on education.

4.4 Trends in Education

As it was mentioned previously there have been significant advances in Information

and Communications Technology (ICT) in the form of cloud computing that continue

unabated up to now. As a result, there is an increasingly perceived vision that cloud

based education (designed and provided in the form of optional, tailored services,

with operators and teaching establishments pooling their resources) will soon be the

single most important path towards future education. In other words, it is suggested

that the use of cloud computing in the classroom will have an impact on the

fundamental elements of classroom education (the subjects taught and the teaching

and learning methods in attaining them), as well the changing role of several

influential factors.

4.4.1 Subjects: In terms of the teaching subjects it is suggested that cloud

computing will become the 4th fundamental subject that students should master

(after reading, writing and arithmetic). That is, education is being transformed into a

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model consisting of providing an additional subject that is commoditized and

delivered along with the traditional subjects of reading, writing and arithmetic. In other

words, in this model, students in addition to learning how to read, write and do

arithmetic calculations, they need to be efficient in using the cloud to access all forms

of educational material, based on their requirements without regard to where these

are coming from or how they are delivered. In other words the new (computing)

subject, together with the other three fundamental ones, will provide a new teaching

and learning approach which is essential to meet the basic needs of the 21st century

student.

Therefore, what is suggested is: first, despite the advancement of modern education

approaches the basic subjects will continue to be provided to all students, because

they provide them with the necessary dexterities that later on in their lives will allow

them to accomplish the necessary daily life tasks. Second and most important in the

basic school subjects cloud computing should be included. That is, ICT in the form of

cloud computing will be taught to students together with the other three fundamental

subjects. Thus this vision of the foursome set of fundamental subjects will transform

the entire education structure in the 21st century into a different form of education.

4.4.2 Learning: Policy makers, researchers and plain everyday experience indicate

that with the advent of the 21st century a fundamental transformation of education is

needed to address the new dexterities and competences required. Indeed several

studies (i.e. European Commission/ Horizon Report Europe: 2014 Schools Edition,

European Commission/Ala-Machida et. al., 2010 and Beyond Current Horizons

Programme/Facer and Sanford, 2010) have shown that future developments, related

to required skills and competences, will changes schools over the next 20 years.

Among these changes the most important are:

Learning will Focus on Four Object Competences: In the future, in order to

focus on knowledge the most important basic future skills will be analytical and

critical dexterities, problem solving, collaboration, negotiation, innovation and self

management, which, however require Languages (good handling of reading and

writing), Mathematics and the help of Cloud Computing. That is, the four

fundamental subjects approach is considered crucial for developing one‘s

competences over the course of a lifetime.

Learning will be Tailored to the Needs of Individuals: In the future, in order to

encourage individual learners to develop their own talents and interests, the

educational approaches should be tailored to their individual needs, learning styles

and preferences. But, such a goal can only be achieved only using Cloud

Computing which can provide the students with the necessary skills and

competences, which in turn allow the rigid walls of the classroom to be transform

into the random, moving shape of the internet.

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Learning will be Based on a New Vision: A broader concept than the previous

one was introduced by Redecker et. al.,(2011),who have suggested that a three

axis vision of personalization, collaboration and informalization (informal learning)

will be at the core of learning in the future. That is, these three principles for

organizing learning and teaching will be the guiding force in the school of future,

which will be characterized by lifelong and life-wide learning and shaped by the

ubiquity of Information and Communication Technologies in the form of Cloud

Computing.

Learning will be Active and Connected to Real Life: In the future, in order for

the younger generation to learn to grow up as part of society and be aware of what

takes place around them, learning is required to be active and constructive and

take place in social interaction with other learners, teachers and third parties. In

this way, student's learning will be connected to real life, to nature and to the local

and global community.

Learning will be Towards Open, Flexible and Networked Relationships: In the

future, to limit barriers to students in order to participate across institutions,

cultures and educational settings, it requires: the development of compatible

personal learning records owned and managed by the students themselves;

interoperable systems and standards that will enable students to demonstrate

attainment and experience across diverse settings; the arrangements and tools

that will enable students to take advantage of learning opportunities across

different providers; and the means to support students and teachers to navigate

the future complex environment effectively. Of course none other than Cloud

Computing can provide students and teachers the ability to accomplish each one

of those as well as their combination.

Online Learning will Continue to Gain Acceptance: Online learning has been

part of the university education for a long time and its use is increasing unabated.

However, this trend is now extending to the lower levels of education which are

rapidly adapting to the new technologies. In essence, online learning has enjoyed

a renaissance over the last few years and has sparked an explosion of

development, new ideas, and experimentation. That is, online pedagogical models

are proliferating all over the world and in all levels of education. For example, in

Europe, the European Commission‘s ―Opening Up Education" has put into place

several initiatives to stimulate their development. The major reasons online

learning is expected to transform teaching and learning are:

o It is less expensive to deliver than classroom-based education because it does

not require physical plant.

o It is accessible to learners anytime and anywhere.

o It appeals to the Net Generation‘s unique needs and expectations in many

ways.

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Finally this trend is especially important to institutions with a public-service

mandate, for they consider online learning a key to advancing their mission of

placing education within reach of people who might otherwise not be able to

access it.

Distance Learning will Continue to Gain Acceptance: Distance education is

also becoming increasingly acceptable not only at the university level, but at the

lower education levels as well. Educational institutions are leveraging advanced

technologies to put education within reach of many more individuals than any

other time in history. This trend is more likely to be strengthened in the future.

Hybrid Learning will Continue to Gain Acceptance: As students become

familiar with and adept at using the Internet, classroom pedagogical approaches

increasingly include hybrid learning strategies and this trend is expected to

continue. Hybrid learning models by using both the physical and the virtual

learning environments allow teachers to engage students in a broader variety of

ways, extend their learning day and increase the focus on collaboration within the

classroom. On the other hand these models, when designed and implemented

effectively, enable students to use the school day for group work and project-

based activities, while using the network to access readings, videos, and other

learning materials on their own time, leveraging the best of both environments.

Non- Formal Learning will Continue to Gain Acceptance: As citizens continue

to be active and focus on the kinds of self-directed, curiosity-based learning, then

the trend toward a non-traditional, non-formal learning will continue to increase.

That is, as more people are able to connect to the Internet and pursue inquiries at

their leisure from wherever place they choose, there will be an increasing

acceptance of this form of learning as well as formalizing it. In addition, there is a

realization that non-formal learning has great value for students as well. Many

experts believe that blending outside learning experiences into formal education

will create a dynamic environment that fosters experimentation, curiosity, and

creativity and most importantly a propensity for learning that will endure

throughout a student‘s lifetime.

Network learning will determine the design of a curriculum: Such a curriculum

would enable students to learn to work effectively within social networks and to

develop strategies to establish and mobilize social networks for their own

purposes. That is, students should be provided with tools, resources and skills to

among others: manage information, develop experience of working remotely,

explore the human–machine relationships, involved in socio-technical networks

etc. However, such skills and dexterities characterize Cloud Computing and

certainly can be utilized fulfill that future development.

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4.4.3 Teaching: The previous discussion clearly indicates that in the learning and the

digital landscape in which education is operating, comparable teaching trends are

present to fulfill the new needs for subjects and learning (Vuorikari et. al 2010). Some

of those are:

Collaborative Teaching: The existence of collaborative applications tools such as

wikis, videoconferencing, interactive whiteboards and social networking, on one

hand are encouraging students to collaborate between themselves and on the

other they are enabling teachers to participate in the same lessons. That is,

collaboration can also be established not only between pupils, but also between

students and teachers as well as with others outside the classroom. The last

network opens up teaching to outside contributors, such as a specialist in a

subject being studied who might, for example, be a parent or colleague of a

parent.

Collective Teaching: Another trend in innovative teaching is the collective one,

which enables several teachers to participate in the same lessons with other

teachers, resulting in the virtual presence of several teachers for the same subject.

Personalized Teaching: With the rapid advances in technology (before we

completely assimilate "Web 2.0", we are heralding "Web 3.0") the new teaching

environment, which enables teachers to spontaneously manage metadata,

structure and filter data and disseminate knowledge, it can provide alternatives for

the selection of the teaching content that matches the profile of every individual

student.

Parents Teaching: The Involvement of parents in the teaching process is not only

desirable, but attainable. For example, portals or solutions along the lines of digital

work spaces (DSW) certainly enable parents to follow the academic progress of

their children, using comparative data (i.e. evaluating data from students of the

same age from other institution, areas or even countries). The availability of this

kind of information can serve as a springboard at first level for the interaction with

teachers and in a second level for their direct involvement in their children's'

education.

Real-time Assessment: Another trend in teaching is the use of technology in

applying innovative systematic and regular assessments in order to monitor and

track the activities and educational progress of each student. The results of the

assessment can then be send to a central point to be analyzed and assessed

leading to recommendations in real-time. This assessment approach certainly will

change the nature or purpose of traditional exams and tests.

Predictive Analysis" A collateral to the previous trend is the notion of gathering

information and applying analytical diagrams that make it possible to assess a

student‘s progress on a day-to-day basis, which however at the end enables

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teachers to have quick and easy adjustments to their teaching material (e.i., the

type of exercises being used) as well as the method of supervision and guidance

used. Of course the ultimate goal is to create a dynamic educational process

designed to reduce the risk of failure or dropping out. For all involved in teaching

know that having assessment data in real time, it is possible to predict student's

failure and identify the signs if someone is going off the rails or is losing his

motivation at school. In this way the teacher can be immediately aware of the

situation and can take the necessary actions.

4.4.4 The Changing Role of Educational Elements: Cloud Computing with the

recourses it provides to educational elements, it forces them to adapt to the

developing situations, which in turn change their role in the education process.

Among them the most adept to change role are:

Teachers: All the trends mentioned previously can become a reality only when

teachers are trained to exploit the available resources and tools to support the new

tailor-made learning pathways and experiences, which are motivating, engaging,

efficient, relevant and challenging. That is, Teachers must be capable of:

o guiding students in the new ―time-space‖ that is created;

o guiding and advising them in their various methods of learning (including via

social networks, online discover, etc.);

o acting as referees to avoid bad habits (e.g., filtering unsound knowledge

gleaned from the internet or from ―friends‖ on social networks); and

o basing their teaching on collaboration between students and promoting their

more energetic participation in classes, something that is fuelled by

unencumbered access to information.

That is, teachers are increasingly expected to be adept at a variety of Cloud

Computing approaches for content delivery, learner support, and assessment; to

collaborate with other teachers both inside and outside their schools; to routinely

use digital strategies in their work with students and act as guides and mentors;

and to organize their own work and comply with administrative documentation and

reporting requirements.

School Administrators: The administration of any institution has to adapt and

reflect the new ways of teaching and learning. Educational changes have brought

about new conditions that need to be imposed and become operational, such as :

o New forms of curricula.

o Assessment approaches and networking.

o New practices that work, find ways to share, make visible and learnable their

results

o Both, top-down and bottom-up approaches to make changes happen.

o Support Innovation in all educational and administrative aspect of an institution

o Facilitate the monitoring and dissemination of good practices.

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Transforming of Knowledge: With the emergence of new technologies, teaching

strategies and pedagogical approaches will undergo drastic changes as to the

transfer of knowledge. That is, the current change in teaching context (internet

versus the blackboard) clearly implies a new relationship with knowledge, namely

that knowledge is now easier to access and can be used differently. As a result,

there is a notable difference between teaching an individual and running flexible

learning communities. The reason is that virtual communities operate in different

ways, depending of course on the area of learning and the people involved, than a

single individual. This means that students can be in the same classroom, but

operating in virtual networks the knowledge that each one will be receiving will be

very different from each other

Social Media: Technological developments have brought about changes the way

people interact, present ideas and information or in other words have brought in

our lives social media. By the end of 2014, the agency "We are Social" declared

that there were around 310 million active social media users in Europe, accounting

for 40% of the continent‘s population. A large part of them are students and

teachers who routinely use social media to communicate with each other on

school matters and keeping up to date on assignments. That is, social networks

have a different role for the education shareholders, who are using them as

professional communities of practice, as learning communities, and as a platform

to share information about assignments, content and interesting stories about

topics students are studying in class.

.

Open Education Resources: Cloud Computing is an efficient conduit for open

educational resources (OER),which can be described as materials that can be

freely copied, freely mixed with other material, and free of barriers to access,

sharing, and educational use. The last few years the use of these materials in the

education environment has change considerably not only in terms of their constant

growth in breadth and quality but mainly as a matter of policy in schools, especially

in the many disciplines in which high quality educational content is more abundant

than ever. That is the role of OER has been changing as it relates to the creation,

circulation, and standardization of educational resources (UNESCO,OER Paris,

declaration , 2012)

Data-Driven Learning and Assessment: Another important change that Cloud

Computing has brought about is the role of data sources in the education process.

That is, there is a change in using data sources for personalizing the learning

experience, for ongoing formative assessment of learning and for performance

measurement, which have led to the development of a new role of data sources

and a relatively new field named data-driven learning and assessment. The goal of

this field is to build better pedagogies, empower students to take an active part in

their learning, target at-risk student populations and assess factors affecting

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completion and student success. In this way teachers get crucial insights into

student progress and interaction with online texts, courseware, and learning

environments used to deliver instruction.

Given that to a great extent the world of education follow and is influenced by those

trends and changes, Cloud Computing will bring changes and developments in the

way education is revised or innovated and is presented next.

4.5 Innovation

The benefits of Cloud Computing offered to the education system as recourses (i.e.

centralized and optimized, sharing, on demand, ability to evolve, etc.) provides the

system with the ability to revise the way in which education institutions and students

and teachers are able to use equipment, applications and subjects' content. Several

initiatives have been taken in the last few years providing such technological

innovations to teaching and learning. Among them the most interesting, based on

Cloud Computing techniques and technologies, are the following (IBM, 2010):

4.5.1 Creating an Intelligent Classroom: Cloud Computing by providing the

recourses for a set of tools and applications can contribute in creating a classroom

with a quality and effectiveness of teaching that can be considered intelligent. Among

such tools and applications the following are the most interesting:

Access to courses, syllabuses, documentation and information, regardless of the

location of the learner, which can be in the classroom, in the school‘s yard, at

home, travelling, or in the library.

Access of students (individually or in group) to the same learning subject content,

which allows for a much sought after collaboration between students.

Access on an individual basis (personalized) to the learning resources which best

suit the individual student‘s needs and learning difficulties. Providing of course to

the student freedom of choice by the student (including guidance by the teacher).

Access to the teaching recourses of one institution to students and teachers from

another (close or further away) so that they can share material, practices etc.

Access to real time assessment results of tests, exams and homework, which are

centrally available. Such a tool, in addition of providing immediate identification of

each student‘s needs and difficulties, more importantly it provides the means to

place current results in a personal or other context (i.e. to compared them with

fellow students, as well as with the student's, the teacher's and the school's

academic history).

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4.5.2 Creating a Virtual Classroom: Cloud Computing by providing the necessary

communication and collaboration tools can help bring down the walls of the

classroom and give rise to the virtual classroom, because it can promote exchanges,

group work and inter-school projects. More specifically it enables:

Students of the same age located in distant institutions, towns or countries to

share in the experience of any class being taught online.

Teachers in a certain location to teach classes in a different school, town, country

or even continent, complete with the required material.

Researchers can have instant access to research and discoveries from any a

parallel or linked center around the world.

That is, platforms and content hosted in the cloud enable: students to approach

topics in a wider context; teachers to create collaboration spaces or forums where

they can interact and invite colleagues to join in; and research activities or

discoveries to be approached simultaneously by scientists of any specialization and

from any part of the world.

4.5.3 Creating a Virtual Lab: Cloud Computing by offering the resources for

processing, calculating and simulating can contribute in creating virtual labs. More

specifically, students and teachers can carry out, in a virtual form, the simulations or

experiments they need or want in any subject (chemistry, physics, social sciences,

economics, etc.), and in any degree of difficulty (from the simplest to the most

complex).

4.5.4 Creating Virtual Content: Cloud Computing by providing Digital IWB's

(interactive whiteboards) , it can help creating a virtual reference system of content

that remains in the public domain and thus avoiding the pitfalls of using nothing but

the costly commercial content. But mainly such a system can provide teachers with

the choice of using a content as is, have alter it to meet their needs, adapt it to the

local conditions, or finally use it to supplement their own. The opportunity to share

this virtual content, together with the input from the local teachers will have a

favorable effect, both on the diversity and quality of the content, as well as on the

ability of all schools to access quality content that they have not had the resources to

develop themselves.

4.5.5 Creating a Cloud School: Cloud Computing by providing the necessary

recourses can contribute in creating a new, different school whose students can

master, exercise and apply the following competences in:

Digitalization: Refers to his ability to efficiently, confidently and critically use the

new ICT technologies in order to search, sifting, organize, manage and evaluate

information in an efficient and targeted way.

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Learning: Is related to students' ability for learning to learn. that is, students are

motivated to pursue their own learning progress and knowing how to process

information, assigning meaning to it and converting it into knowledge.

Understanding: Is associated with students' global understanding. That is ,how to

acquire the competence of understanding in order to be able to analyze the

surrounding world, be social and part of the universal society.

Collaborating: Corresponds to the a crucial skill that needs to be learned and

practiced from early on in education, and Cloud Computing can support it. That is,

teachers, but mainly students need to learn to listen, to respect, negotiate and

even accept ideas express by others, understand and work in teams and different

roles, and finally participate in communal activities.

Updating: This skill refers to both students and teachers who by using the

recourses of the cloud can be prepared for the continuous changes and

developments continue by updating such skills as: autonomy, lifelong learning,

flexibility innovation, creativity etc.

Communicating: The use of Cloud Computing in terms of learning and practicing

foreign languages helps students put emphasis on using them as a means for

communication with other people and not on grammatical or syntactical

correctness per se.

4.5.6 Creating Intelligent Administration: Cloud Computing provides effective tools

for management, assessing performance and managing resources, which allow

school administrators to perform three important functions:

Analytical Monitoring of students progress and teaching programs, which in turn,

makes it possible for courses to be adjusted more quickly, helping the student and

redistributing teaching resources to suit needs.

Performance monitoring in the cloud, allows administrators to deal with data and

information in a centralized way and from multiple establishments, which allows

the important to management benchmarking. In this way school administrators can

re-energize teaching policies, as well as better inform, using a series of criteria,

students and their parents.

Performance management or education lifecycle can be achieved using the

Software-as-a-Service (SaaS) form of cloud service which enables administrators

to save data related to students, including information from several different

establishments and to process them centrally, in order for the data to be

accessible to everyone everywhere. This is important, in terms of consulting

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outside office hours, for teachers who work in a many schools, when campuses

are located far apart and for teaching networks.

4.5.7 Creating Innovative Research Environment: Cloud Computing can provide

researchers the tools to gain access to abundant information that is increasingly

widespread and scattered all over the world. That is, in order for researchers to be

able to operate and be effective, they need to gain access to information and use it

properly, which can be made possible by centralizing the resources in the cloud.

More specifically, Cloud Computing provides the tools for the:

Creation of Communities and Collaboration Schemes. This scheme between

researchers sharing common or complementary interests, can undoubted have a

stimulating effect on research efforts.

Creation of Shared Calculation Infrastructures. This timeshare approach,

adapted to the concept of virtualization and the cloud, leads to a common pool of

resources accessible to every researchers who needs them.

Creation of Centralized Research Data from a variety of sources. This approach

enables the results to be used faster, leading to a speedier progress from the

moment the data are processed by analysis and software application.

4.6 Challenges for the Future of Education

The world of education operating within the environment of Cloud Computing follow

and is influenced by many factors and circumstances as well as their trends and

changes. As a result, the future of Cloud Computing in education inevitably holds

many challenges among which the most profound are the following:

4.6.1 Education Needs to Change to Respond to Economy and Society:

Learning objectives need to change to take into account future competence needs,

which are determined by societal conditions in general and economic demands in

particular. As a result, a major challenge for the education system in the future is to

cater to the needs and requirements that are imposed upon education by the

economy and society.

4.6.2 Learning Needs to Change Towards Knowledge: A fundamental challenge

for the future in education will be for students to learn how to safely and responsibly

use technologies in school as well as in their lives and at work. However, in order for

that need to be met more knowledge is needed for effective pedagogical strategies in

the use of Cloud Computing in schools. In other words Cloud Computing has to

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provide improved or new ways to increase access to various forms of information and

connections between people or more and better knowledge.

4.6.3 Learning Needs to Change to Become Authentic: Authentic learning is also

an important challenge for the future in education and is concerned with bringing real

life experiences into the classroom. That is, authentic learning has to become a

necessary pedagogical strategy establishing or upgrading a fundamental concept,

namely: help students to engage in seeking some connection between the world as

they know it exists outside the school and their experiences in school. Cloud

Computing can provide the tools to create learning scenarios incorporating real life

experiences familiar to students, that can bring authentic learning into the classroom

and prepare them for the real world. The upmost challenge of such practices of

course is to "help retain students in school and prepare them for further education,

careers, and citizenship in a way that traditional practices are too often failing to do"

(E.U. Horizon Report, 2014).

4.6.4 Teachers Need to Change to Become Part of the Changing Process:

Another challenge, is the one faced by teachers who should be confident dealing with

technologies as part of their work in the future. That is, teachers have to create a

daily working environment that encourages innovation and new learning approaches.

In doing so they become part of the changing educational process which not only

enhances their professional development, but also promotes educational innovation.

4.6.5 Students Need to Change to Become Co-Designers of Learning: Although

traditional wisdom holds that the notion that students could be designers and

architects of their learning environments is inherently disruptive and thus

unacceptable. Nevertheless, there is considerable evidence (E.U. Horizon

Report,2014; Redecker et. al., 2011) substantiating that when students are given the

tools and responsibility to design their own learning environments, they become more

curious and more engaged. And this is the challenge for the future of education, for

as it was pointed out previously present day students having all the resources

available on the Internet, force their teachers' role to shift towards being a mentor

and advisor in the learning journey and thus allowing o them to become co-designers

of learning.

4.6.6 Students Need to Change To Complex Thinking and Communication: This

is also another challenge related to students. The web, big data, modeling

technologies and a series of other innovations make possible to train students in

complex and systematic thinking, which in turn have an impact on communication

skills. That is, the challenge for the future is to for students to be able to master

modes of complex thinking and the capacity to connect people with other people,

using Cloud technologies. In other words this challenge requires an ability to

understand the bigger picture and to make appeals that are based on logic,

knowledge and data.

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4.6.7 Leaders Need to Change to have a Holistic View: This challenge concerns

the education leaders who in the future need to have a holistic view of the education

process by taking into account aspects such as skills, attitudes, regulations, IT

resources, time resources, links between schools, parents and community as well as

social support. That is, leading a school in the future will require a holistic approach,

whereby all aspects of education and all stakeholders as well as their

interrelationships are part of a successfully led institution.

4.6.8 Policymaking Need to Change towards Universal Participation:

Policy makers are also facing an important challenge, for they have to change the

way policymaking has been practiced up to now. More specifically, policies should be

developed by taking into account the viewpoints of all education stakeholders,

including especially the education practitioners. Cloud Computing can help towards

developing such strategy. For example, eTwinning allows everybody to participate

and in this way to contribute to the development of educational policies and

strategies

4.6.9 Cloud Computing Needs to be Integrated with Teacher Education: The

final challenge is related to teacher education and training. In most cases of schools

which are connected and equipped with technology, the teachers lack the skills or

formal education they need to empower students to pursue their own interests and

free class time for more experiential forms of learning. As a result, the challenge is to

provide teacher education and/or training as how to integrate digital pedagogies in

their teaching in order for their students to best learn with digital tools and methods.

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5.1 Foresight

The growth of the foresight literature in the last fifteen years has been matched by

the increase of misunderstandings and confusions as to what foresight and foresight

methods actually are. For the purpose of this report it is sufficient to state that

foresight is NOT some forecasting by experts, neither a prophecy nor a prediction,

but it is a range of methods that allow key stakeholders, including decision and policy

makers, to share a vision and to extend the depth of knowledge base for decision-

making so as to organize long term thinking (Facer and Sandford, 2010). In other

words, it combines critical thinking, debate and effort to shape the future, using

participatory processes.

Moreover the concept of foresight can be described as a range of methods that can

be differentiated into four spaces or dimensions, related to the way future challenges

can be characterized. Namely: the nature space, the views space, the purpose

space and the process space (Fig. 5)

Figure 5: Foresight methods

5.1.1 Nature

With regards to their nature, foresight methods can be characterized as quantitative

and qualitative (Popper, 2008; Miles and Keenan 2012)

Quantitative methods: These methods generally measure variables and apply

statistical analyses, using or generating – at least in theory – reliable and valid

data, such as socio‐economic indicators. These methods place a heavy reliance

on numerical representation of developments, which provide us with the ability to

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examine rates and scales of change. However they have several disadvantages

such as only offering a limited grasp of many important social and political

variables, the danger of spurious precision and problems of communicating with

less numerate audiences among others. The majority of quantitative methods use

simple or complex models of some sort, or involves experts putting numerical

values to developments as they agree with particular statements or forecasts

(i.e.in Delphi).

Qualitative methods: It is self evident that these methods are employed where

the key trends or developments are hard to capture using simplified indicators, or

where such data are not available or possible to attain. That is, these methods

usually provide meaning and awareness to events, while various forms of creative

thinking are encouraged for it is difficult to quantify opinions, judgments, beliefs,

attitudes, etc. Brainstorming, citizens' panels, gaming, interviews, literature review

(LR), questionnaires/surveys and SWOT analysis are some of the most commonly

used qualitative methods. Finally, it should be noted that such methods (working

systematically with qualitative data) are becoming more widely used with the

development of Information Technology tools such as ―mind mapping‖,

‖conversation analysis‖, etc.

5.1.2 Purpose

The second dimension that characterizes foresight approaches commonly used is

their purpose. Foresight methods are classified as exploratory and normative.

Although this distinction is useful, the terminology can be misleading (since both

approaches involve exploration and both are questioning norms and values) and

therefore caution is advised in using these terms. Generally, there is little evidence

as to when each of these approaches is most valuable and in the literature we often

find foresight efforts involving a mixture of the two (Miles and Keenan 2012; IPTS,

2009 ).

Exploratory methods: These methods can be characterized as ―outward bound‖

for they begin with the present and move towards the future. They represent a

process based on extrapolating past trends or causal dynamics, or by asking a

―what if?‖ question related to the implications of possible developments or events

upon these trends. Trend, impact, cross-impact analyses, conventional Delphi and

some applications of models are among the explanatory methods. Although the

majority of forecasting studies are exploratory the validity and necessity of the next

category is extremely important.

Normative methods: These methods, in contrast, can be considered as ―inward

bound‖. Their process starts with a preliminary view of a possible (often a

desirable) future or set of futures that are of interest. They continue backwards to

see if and how these futures might or might not result from the present conditions.

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In general normative approaches can be powerful inputs into priority-setting and

help the decision-making process by providing road-maps and indicators to

monitor progress towards the desired future. Relevance trees, morphological

analyses and some less conventional uses of Delphi such as ―goals Delphi‖

methods represent this category.

5.1.3 View

A third critical dimension is the one that distinguishes foresight methods according to

their view. That is, those methods that are based on examining and articulating the

views of experts and those based on investigating the consequences of specific

assumptions (Miles and Keenan 2012).

Expert-based methods: The objective of such methods is to present the

opinions and the evidence upon which the judgments of some chosen experts are

based. That is, they seek to articulate the views of experts related to trends and

contingencies that may give rise to alternative futures as well as to the critical

priorities and strategies for the future. In this group of methods belong large-scale

surveys of opinion (such as Delphi), or much smaller and more detailed

elaboration of visions (such as cross-impact analysis.). The results may be

presented in quantitative form (i.e. Delphi estimates of future developments), or

qualitatively (i.e. narrative scenarios).

Assumption-based methods: These methods elaborate on visions and priorities

using existing public knowledge (available statistics, analyses, breakthroughs,

developments and contingencies). However, these methods rely in most cases,

as the previous ones on experts rather than on what many expect on interactive

approaches. Another misconception related to these methods is that they are

mainly quantitative. For example, scenario work approaches are mainly

qualitative, although they are assumption-based. The determining factor is the

decision as to what might be the state of affairs now and in the future by relying

either upon existing data or knowledge or by eliciting opinions and estimates from

experts. Usually in most cases a combination of the two approaches is desirable

and is followed.

5.1.4 Process

The final characterization of foresight methods is the way they are differentiated

according to the process they follow (Miles and Keenan, 2012).

Analysis: This category of methods functions as an umbrella for a variety

of approaches all of which are involved in some form of process or complexity

reducing technique. As the title of the methods indicates these methods are

aiming at helping analyze the system under evaluation and sometimes

decompose it into smaller parts in order to achieve a more efficient treatment of

the Foresight questions involved.

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Creative Methods: This Foresight category includes a very wide and diverse

spectrum of Methods. All of them however are characterized by their intent to go

above and beyond the previously described categories as well as familiar

notions, thus making creativity an essential part of them. Therefore the line

between Creative Methods and other Foresight Methods is not as clear and

without ambiguity as scientists in this area would have like. Generally, these

methods aim to lead participants and experts into an imagined future and a mode

of thinking that can be expressed by the term ―outside the box‖. That is, they help

participants to abandon their comfort zones, to refuse accepting linear

developments for the future and provide them with the opportunities to deal with

uncertainties and unexpected events as well as new creative and alternative

ideas for complex topics.

Expert Panels: This method is one of the most frequently used in Foresight

undertakings. In other words, most of the activities in Foresight exercises are

carried out by expert panels. The expert panel method is based on eliciting

knowledge deliberated by a panel of experts. These panels are typically groups

of 10 to 20 experts who within a given time deliberate upon the future of a given

topic. Therefore, the main goal of a Panel is to synthesize, usually in an iterative

manner, a variety of inputs in order to provide a vision of future possibilities and

needs for a given topic.

Simulations and Models: Although these methods can be considered relatively new approaches in the Foresight community, at the same time they are fairly old scientific techniques. That is, although most Foresight practitioners traditionally focus on participatory approaches and open methods, recently there are new needs and new possibilities that can be fulfilled with modern tools of computer assisted methods such as simulations and models.

5.2 Methods Chosen

Foresight exercises are by nature complex, composite and highly collaborative

processes. As a result, there is no ―one-single‖ way to organize an exercise or apply

one of the methods mentioned previously. That is to say, each and every exercise by

having its own specific characteristics, a set of objectives and a defined application

context leads to a unique selection of the method(s) for every Foresight exercise. It

should be noted, however, that no one method is a panacea. Different methods are

best suited to certain specific objectives, contexts, resources etc. Moreover the exact

mix of method(s) is highly dependent on access to relevant expertise and on the

nature of the problem being studied, for they represent different approaches to

handling information in order to achieve the Foresight goal. In sum, there is a variety

of methods that can be used in a foresight exercise and each is producing different

outcomes.

As a result, the task of any Foresight exercise is to establish an appropriate role for

any method(s) used. In the SoC Foresight approach the basis for choosing which

method, or rather which combination of methods to use is the particular context and

nature of the issue under examination, namely Cloud-based education. More

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specifically, it was decided to apply three methods: a Delphi method, a ―six thinking

hats‖ technique and a brainstorming approach.

The Delphi method is based on the principle that forecasts (or decisions) from a

structured group of individuals are more accurate than those from unstructured

groups and as a result Delphi has many advantages over other structured forecasting

approaches. As a result it has practically become a standalone approach, as figure 5

shows. That is, it is the most useful, effective and widely used Foresight technique.

For this reason it was selected for application in the SoC effort. Delphi has another

useful characteristic as it can easily be enhanced by other approaches, which may

act as a supplement and as an input to the Delphi method itself.

5.2.1 Delphi Method

This method, sometimes called and Delphi survey, is a relative straightforward

process aiming at collecting and distilling knowledge from a group of experts through

the use of a series of questionnaires. More specifically, Delphi is a method based on

structural surveys, it makes use of information coming from the experience and

knowledge of experts, has the important characteristics of giving feedback and

anonymity. Its areas of application are practically limitless. As a result, in addition to

having an expert view and an expert panel process, it yields both qualitative and

quantitative results and draws on exploratory as well as normative elements, thus

becoming a standalone Foresight method (Fig. 5).

The first and foremost aspect of the Delphi method is to design, gather, manage and

process the questionnaires. To successfully accomplish these tasks, the Delphi

survey is conducted in two or more rounds. After each round a facilitator provides a

summary of the participants‘ opinions as well as the reasons for their judgments. As

a result, from the second and later rounds the results of the previous round

represents feedback to the participants for the next round (Cuhls 1998) and thus

experts are encouraged to revise their earlier answers in light of the replies of the

other participants. That is to say, in order to develop the necessary consensus, the

answers of the experts after the second round are intended to have been influenced

by their colleagues‘ opinions. This process is actually the strong point of the method

and differentiates Delphi from ordinary opinion surveys. The Delphi survey process

stops when qualitative (i.e. number of rounds, achievement of consensus, stability of

results) or quantitative criteria (i.e. the mean or median scores of the final rounds) are

met.

In summary, the Delphi method ―is a survey which is steered by a monitor group,

comprises several rounds of a group of experts, who are anonymous to each other

and for whose subjective-intuitive prognoses a consensus is aimed at.‖ (Wechsler,

1978).

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Despite its universal acceptance and utilization there is a series of

misunderstandings related to Delphi‘s uses and goals. To clarify these issues we can

state that Delphi as a Foresight approach is a tool for:

Communicating and exchanging opinions on a topic and thus making the experts‘

tacit knowledge of the future more explicit.

Achieving longer-term assessments in cases where extrapolations make no

sense.

Gathering the opinions of experts who often do not dare to explain their real

opinion and in fields where there is not a lot of evidence about the developments.

Conducting surveys anonymously so that no one has to lose face in the event of a

change of opinion.

Looking at emerging developments where there is no empirical database, where

external factors are likely to have a determining effect and where social arguments

may dominate economic or technical considerations.

Reducing tacit and complex knowledge, relevant for the future, to a single

statement which makes it possible to judge

Serving different perceptions of forecasting or Foresight to tackle various

perspectives (technical, organizational personal etc.)

Expressing group / multiple perspectives which are recommended for decision-

making (Linstone and Mitroff, 1994; Linstone, 1998),

Applying Foresight approaches in quite diverse situations and at the longer-range

end of the scale.

Testing the existence of a consensus about the shape of things to come and not

creating the consensus itself.

Writing down future topics, which seem to have a psychological effect, for it

transfers implicit and tacit knowledge to more visible, explicit, and therefore

transferable knowledge.

In addition, the Delphi method has many important characteristics (Häder and Häder,

1995). More specifically, the Delphi method can:

Tackle issues in which uncertainty and incomplete knowledge exists.

Make judgments in the face of uncertainty, for the experts involved only give

estimates.

Gather new information and provide competent assessment for the experts

involved are selected on the basis of their knowledge and experience.

Stress the psychological processes, an important factor in Foresight exercises,

rather than putting emphasis on mathematical models (Dalkey, 1968; 1969;

Dalkey, Brown & Cochran, 1969; Krüger, 1975).

Make use of self-fulfilling prophecies, in the sense of shaping or even ‗creating‘ the

future.

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The Delphi method, as any other method, has many advantages and disadvantages.

Some of the advantages are:

As a formalized and well defined method it has components such as: the quality

and the amount of data produced, the necessary use of experts and the fact that

the various and usually diverging opinions are ending into the final converging

one, which make Delphi a desirable and mainly credible approach for policy

makers.

As with other well-formalized methods, it forces people to think about the future as

well as allows for longer-term thinking.

It imposes upon the participants the well known psychological effect. That is, it

gives them the opportunity to think in more depth and gather further information

between the rounds as well as express the ideas in a clear and concise way

It clarifies and highlights an important factor to decision making namely: whether

there is consensus on an issue or not.

The experts‘ judgments provide a tool for analyses, rankings and priority-settings,

all important aspects in decision making.

The output is in a form which is operational for all the stakeholders involved,

including policy makers.

In sum, the Delphi method compared to others is better in terms of:

Time (designing and carrying out exercises and processing results)

Dynamism (adapting exercises to dynamic and changing environments)

Information (ensuring data and information come from reliable sources)

Participation (designing robust, generic and user-friendly approaches)

On the other hand the Delphi method presents disadvantages which we should be

aware of. More specifically, the method is:

Time consuming, laborious and difficult to perform.

Requiring preparation of the external experts.

Relative expensive method.

Not applicable in all fields or cases, because the statements have to be formulated

relatively quickly. Even when it is applicable, this short formulation reduces the

complexity

Producing consensus, usually obtained in the second round, which are often

fictional.

Creating many disagreements which may not be resolved.

Susceptible to the danger to regard the results as facts.

Suffering from the difficulty to find out the reasons for dissenting answers, for

anonymity has to be respected.

Creates the difficulty to convince people (let alone the experts) to answer a

questionnaire twice or more.

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Actually always a mix of methods because a topic generation procedure is

needed.

Representing exclusively the view of a particular group of experts. That is, the

outcomes provided by a panel do not predict the response of a larger population or

even a different Delphi panel.

Finally, in terms of the Delphi method extreme care should be given to the following:

To the choice of experts who should be willing to fully participate and contribute,

as well as to the questionnaire which must be meticulously prepared and

thoroughly tested to avoid ambiguity. For a poorly designed Delphi usually

provokes antagonism, elicits poor quality information and it may fuel criticisms of

the overall Foresight activity with which it is associated.

The issue of group effects. As in all panels or expert groups, the opinions reflect

only the participants involved. As a result, a narrow set of selection criteria or their

misapplication may lead to unrepresentative views or miss out important sources

of knowledge.

Additional qualitative assessment of the Delphi inquiry, which can produce useful

information, is very important task. However this step is often not carried out

mainly due to lack of time or other factors.

5.2.2 Six Thinking Hats

The Six Thinking Hats method was invented by Dr. Edward De Bono (1995) and it is

a tool that has been used in the business world and the educational community. It is

an important and powerful technique which is used to go through decisions from

different perspectives, enabling participants to move outside their habitual intellectual

pattern and thus provide them with a more rounded view of the topic under

consideration.

It is based on De Bono‘s idea that we need to move forward from our traditional

thinking. Indeed our traditional thinking methods have not changed for centuries.

While these methods were powerful in dealing with a relatively stable world, they are

no longer adequate to deal with the rapidly changing world of today where new

concepts and ideas are urgently needed.

Today there is a need to design new possibilities, not just to argue between two

existing possibilities. Pointing out faults may lead to some improvement, but it does

not construct something new. To construct something we need Parallel Thinking

where each thinker puts forward thoughts in parallel with the thoughts of others

without attacking or judging. The Six Thinking Hats is a practical way of carrying out

Parallel Thinking. Parallel Thinking is getting everyone focused on using the same

thinking tool at the same time. This approach is far more effective than argument as

a way of exploring a topic.

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The Six Thinking Hats provides an alternative to the argument. It allows cooperative

exploration instead of adversarial confrontation. When we think normally, we try to do

too much at once. We may be looking at the information, judging it and forming new

ideas all at once. The Six Thinking Hats method allows us to unbundle thinking by

separating out the different aspects of thinking. The Six Thinking Hats modifies

behavior without attacking it. It‘s simple to learn and implement, and produces

immediate results. It reduces conflict, encourages cooperation at all levels and

empowers both individuals and teams It focuses on learning together through

cooperative thinking. With this in mind, the Six Thinking Hats provide participants a

way to discuss new ideas and considerations without an ego coming into play about

who is right, wrong, first, or last (de Bono, 1987). Thus the main objective is to

investigate all directions and sides of a topic.

As a result, the Six Thinking Hats provides a framework to accomplish the following:

Separate out thinking so we can do one thing at time.

Ask people to switch thinking from one mode to another.

Separate ego from performance.

Signal which thinking process we are going to use next.

Expand from one dimensional to full colored thinking.

Explore subjects in parallel thinking.

Allow specific time for creativity.

Therefore this method provides a series of benefits among which are:

Allows participants to say things without risk or ridicule;

Generates consideration that there are several perspectives on an issue;

It is a convenient process for ―swapping apparatuses‖;

Lead to a more creative thinking;

Organize ideas and plans;

Improve Efficiency and Effectiveness of Thinking;

Improves communication and decision making;

Create awareness that there are multiple perspectives on a topic or problem;

Improve communication and decision making.

All in all, the main success of this method is based on different approaches such as

blend ambitions, skill in execution, public kindliness, ingenuity and exceptional

contingency planning.

At the foundation of the ‗Six Thinking Hats‘ method are six different colored hats

which are put on to represent a different point of view in our thinking. When you

change from one hat to another, you change from the thinking mode indicated by the

first hat to the thinking mode indicated by the second hat. That is to say, each

'Thinking Hat' represents a different style of thinking and is outlined below:

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The White Hat or the Information hat

It calls for information known or needed.

This thinking hat focuses on data, information and cases available. It allows the

group to discover what they already know to be true so the group can discover what

gaps exist in their knowledge and can decide how to fill them or take them into

account. That is, the main purpose of the white hat is to gather important and missing

information and as a result these types of questions are asked:

What kind of information do we have?

What kind of information do we need?

What information is missing?

How can get the information we need?

What kind of questions should be asked?

The Red Hat or the Emotional Hat

It signifies feelings, hunches and intuition.

This hat provides an emotional viewpoint which is helping in group confrontations. In

most groups, the confrontation relays heavily on intuition and instinctive reaction. As

a result, emotions signified by this hat tend to bring out the best of the participants in

response to rising issues. That is, this hat bases its foundation on the

acknowledgment of human emotion and on the fact that there may be a lack of

reasoning from participants when facing any kind of problem.

The Black Hat or the Cautionary hat

It signifies judgment or why something may not work (the devil's

advocate).

This hat is pessimistic, negative and derogatory. However it is the most beneficial as

it compares to the others hats and according to De Bono needs to be the most

frequently used hat. The black hat helps making plans as complete as possible

(without having fatal flaws and risks) before anyone embarks on a course of action.

The concept behind the application of the Black Hat is relative simple: the

introduction of an advance vision creates a problem solving factor and a tool for a

proper elimination of any heated issue.

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The Yellow Hat or Benefit’ hat

It symbolizes brightness and optimism.

The yellow hat helps to think positively. It is the optimistic, hopeful and positive

viewpoint that helps to see all the benefits and the value of a decision. That is, Yellow

Hat thinking helps participants to keep going in spite of difficulties, for optimism is

crucial to survival, progress and innovation. As a result the questions asked with this

hat are:

What is the best aspect of this?

What are its advantages?

Who can benefit from this?

How can these advantages be brought to light?

The Green Hat or Creative hat

It focuses on creativity

The Green Hat focuses on creativity and innovation expressed in terms of

possibilities, alternatives and new ideas, within an unrestricted intellectual framework

in which there is little room for any criticism of ideas. As a result from the whole range

of creativity questions such as those following can be asked:

What is interesting about this idea?

What are the differences in these ideas?

Where will this take me?

What is the effect of going forward with this idea?

When this idea is compared with what I know, what will happen?

The Blue Hat or organizer hat

It is used to manage the thinking process.

This hat represents the process of control and it is used for applying the thinking

process directly to the topic under consideration. As a result this hat tries to answer

these questions:

What should we do next?

What have we achieved so far?

What should we do to achieve more?

From the previous discussion it should be evident that the Six Thinking Hats is a

simple, effective technique and it has many Foresight applications in:

Preparing for discussion

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Group problem solving

Radical innovation

5.2.3 Brainstorming

Brainstorming is a widely applied method, used in groups in order to support creative

problem-solving, the generation of new ideas and greater acceptance of proposed

solutions. Basically, its goal is to reduce inhibitions about generating ―wild‖ ideas and

thus stimulate creativity and innovations. As a result, this particular foresight method

focuses in determining different future possibilities and creating new strategies in a

fast paced world and thus it can be used in every creating thinking task. In projects

like the SoC it can be used to generate ideas and create scenarios.

The main advantages of this method are that it is:

Fast

Collaborative

Cheap

Well known

Proven successful technique

Producing unconventional thinking and solutions.

However, it can be characterized as inadequately underlying thinking, if it used

exclusively and there are no other foresight methods used to support it. And that is

the reason that it usually used as an input to other methods such as Delphi.

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6.1 Overview

In any foresight approach related to the future of education there are two basic

objectives. The first one is to map how learning processes are expected to change in

the future, based on expert knowledge of current and future trends. The second one

is related to developing a vision for the future of education, in the form of education

strategies, in order to explore their potential implications and thus to ensure that

future teaching and learning contribute in fulfilling societal needs. In order to achieve

these two objectives a well defined process consisting of a series of logical and not

necessarily chronological phases, has to be followed (Nowack. et al., 2011; Gnatzy

et. al.,2011). These steps are:

Preliminary Actions: This phase starts the Foresight effort and includes several

actions; each one and all of them together map out the form, the structure and the

exact process of the exercise, as well as determine its success or failure. The

most important actions are:

o Feasibility: The first action in any Foresight is to evaluate whether the intended

exercise is appropriate for the topic under consideration and will be able to yield

valuable impacts on the system addressed (i.e. education).

o Design: Once the previous action allows the exercise to proceed the main

structural decisions have to be taken regarding the overall design of the

process.

o Scoping the Field: The aim of this action is to choose the topic(s) to be dealt

with and the perspective through which to investigate these topic(s). In essence

it is a necessary extension of the previous step for further development for a

coherent and more detailed design.

o Management: Given that a foresight exercise is a multiphase, multidimensional

and multitask process it requires an efficient management. That is, managing

time, people, participants, communications etc. is at the core of any foresight

exercise. In the case of SoC the Paris meeting of the members of WG 4, after a

two day discussions established the necessary management procedures.

o Principles: In order for any foresight exercise to successfully carry out its

inquiry has to be underpinned by a series of principles. These principles usually

are based on: literature review of futures research and educational futures (i.e.

Sandford and Facer, 2007); theoretic, philosophic and other studies (i.e.

Williams, 2007, Biesta, 2007); and discussions between experts interested in

the topic.

In the case of SoC, the members of WG 4 in their Paris meeting synthesized all such

sources available and decided upon the following three principles:

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Principle 1: Any scenario for future education should aim to challenge present

assumptions/beliefs rather than present a predictive model.

Principle 2: The future has to be determined within a holistic framework, it cannot

be determined solely by its technologies (Cloud Computing).

Principle 3: Building future scenarios is a linear process whereby knowledge from

the literature and practical experience form the accepted value system/paradigm,

which in turn determines the basic principles involved, leading to the formulation of

future scenarios that in the end are put into practice by specific actions.

These principles created the basis upon which the SoC foresight exercise was

designed to: challenge existing education assumptions, formulate future trajectories

of the co-existence of society and technology, determine the methods to be applied

inquiring possible futures, and at the end, articulate the understanding of the purpose

of cloud based education. That is, these principles shaped both the domains to be

examined in the SoC inquiry and the tools that can be used.

Methodology: The methodology used in a foresight exercise is its most

fundamental aspect, because there is a variety of methods that can be used, but

each is producing different results. Therefore, deciding on the methodology is

crucial, deserving a careful and dedicated effort as well as valid and appropriate

choice criteria. In the case of SoC there was a choice of three methods which are

presented later on this report.

Questionnaires: The questionnaire is the heart of any foresight exercise. As a

result the questions must derive from the objectives of the Foresight exercise and

be adapted to them. They should be clearly defined, possible to answer, and

match the principals and statements made. The majority of the questions by

necessity are related to the date on which an event or development occurs. Of

course other questions related to possible constraints (economical, technological,

social, political) to the occurrence of an event or a development can be utilized. In

all cases however the questions have an "open" form (with very few exceptions).

Finally, it should be noted that when designing the questionnaire, it is important to

consider from the beginning, that the feedback to the participants during every next

round should be easy, smooth and efficient.

Foresight Method Application: This phase is where all the previous actions are

converging in order to create the necessary data for the foresight exercise to move

forward. That is the chosen method is applied following specific rules and well

defined processes ensuring that valid, acceptable and appropriate results are

produced.

In the case of SoC, the exact procedure of the methods chosen are presented in

the next section.

Scenario Formulation: This phase is related to efforts concerned with futures

inquiries. That is, scenario formulation is a process to generate a set of plausible

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divergent future worlds that can be productively used to test out current strategies

and to challenge current assumptions (Schwartz, 1991; Van der Heijden, 2005).

Scenario formulation is not only the most common approach in foresight exercises,

but mainly is a tool to challenge the assumption of any given or inevitable future. In

addition it provides an accessible means of collating significant amounts of

evidence and opinion. In the case of SoC from the outcomes of the three methods

used, of a framework will be created to structure a set of future scenarios for cloud

based education by 2035. That is, a set of future scenarios for cloud based

education will be attempted, in the context of long-term cloud computing changes

and a set of projections of various trends and developments by 2035.

Scenario Projections or Policy Implications: This phase is the process of

translating the evidence and scenario results into a set of recommendations for

action. This is a continuing process that includes using the scenarios as prompts

to stakeholders and others, including policy-makers to examine how they

challenge current assumptions about the topic under examination.

In the SoC foresight effort the scenarios generated will be given to teachers,

students, policy-makers, researchers and others to examine how they can

challenge current assumptions about education. In other words a framework will

be developed to articulate the socio-technical developments that were identified as

playing a critical role in shaping cloud based educational futures, and the

challenges they were seen to provide to current educational institutions, values

and practices.

Evaluation: Once these tasks of the Foresight exercise have been completed, a

series of activities have to be instituted to ensure that the outcomes of the

foresight are used effectively and all the knowledge acquired is shared.

6.2 Application of the Delphi Method

6.2.1 Procedure

Given that the Delphi method is a "relatively strongly structured group communication

process, in subjects, on which naturally unsure and incomplete knowledge is

available, are judged upon by experts" (Häder and Häder, 1995). It should be evident

that the method's procedure, although straightforward, it has to be well defined and to

include all the components involved. The IPTS of the European Commission (2009)

suggests the following steps:

Definition of the Procedure: All the actions of the procedure have to be arranged

in advanced. Among them the most important are the following:

o Determine the time horizon of the study (i.e. 30 years ahead is the normal)

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o Logistics (choices from the place of the meeting to the design of the website ).

o Designing the questionnaire.

o Determining the feedback process between rounds.

Formulation of the Statement: The task to structure the field and to formulate

topics is a time consuming process. Available literature and surveys that are the

most common sources. However the use of a working group or the input of other

methods are important alternatives for this step.

Formulation of the Questions: The goals and objectives of the foresight exercise

determines the nature and structure of the questionnaire. However, to put this

principle into effect is not an easy task, for the questions should be clearly defined

to reflect and match these goals and objectives. As a result, criteria on the basis of

which statements can be judged have to be established. In addition criteria for the

assessment of the validity of each round and answers like the self-estimation of

the "expertise" of the participants are also necessary.

Selection of the Panel of Experts: The Delphi method represents an expert

based iterative approach which in order to maintain its credibility is requiring

among others that the experts:

o Should be recruited for the panel using well defined criteria.

o Willing to participate for the duration of the exercise.

o Understand completely the purpose of the inquiry

Administration of the Questionnaire: The need for consistency, comparability

and validity, requires that the same person has to administer and manage the

questionnaire as well as communicate results. This process has the following

steps:

o First round voting/commenting

o First round analysis

o Revision of question(s)

o Second round/voting/commenting

o Second round analysis

o More rounds if required

o Stable consensus achieved

Analysis of Responses: Although Foresight methods can be quantitative or

qualitative their results have to be analyzed. For the quantitative data, statistical

analysis is required, while for the quantitative a qualitative assessment is

necessary.

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Presentation of the Results: In general the results are presented in a statistical

way where possible. That is, for each question the median (i.e. the central

tendency) and the inter-quartile ranges (i.e. the middle half of the range outside

which lie the upper and lower 25%) are usually presented.

In the case where quantitative methods have been used, this type of analysis

determines the administration of the questionnaire. That is to say statistical indices

from the first round are the basis of the second round of the exercise for they are

sent to the panel members, who are asked to review their estimates in the light of

the group results. Participants who maintain an estimate outside the interquartile

ranges are asked to provide a brief justification for their opinion. The results of the

second round produce a new median and interquartile ranges which can either

used as the final result or start a new round for further refinement. This process

can continue until the termination criteria are attained. Experience has shown that

a Delphi inquiry should not have more than four rounds.

In the case of qualitative methods the same process is followed, but the

determining factors are opinions, judgments and beliefs. Given, however that

these forms are difficult to attain simplified indicators of these factors are used in

the process.

Output: A typical output of a Delphi exercise has the form of a report with tables,

lists and figures. However, the results can be presented in a variety of ways. For

example, in Japan comedians have been used to present such results.

6.2.2 SoC Application

The application of the Delphi method for the needs of SoC followed exactly the steps

mentioned previously. More specifically: the major actions were as follows:

o The results of the literature review presented in section 4, the results of the

Working Group meetings and the discussions among the partners helped

formulate the form and structure of the SoC application.

o The time horizon was decided to be 2025 (see 6.2.2).

o The application process will be in two phases. The first will take place in

Palermo at the general meeting of the network using as experts all the SoC

partners. If the first phase is successful, the second phase will be conducted

with a greater number of experts supplied by the partners.

o There will be three types of questionnaires(see 6.2.3) and their administration

will be on the cloud(see https://www.1ka.si/a/55608).

o The feedback process between rounds is exactly the one presented previously

(see 6.2.3).

o A statistical analysis(when possible and appropriate) as well as a qualitative

assessment will be conducted at the end of each phase.

o the results will be presented in the final report.

6.2.3 Questionnaires

https://www.1ka.si/a/55608

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The following three questionnaires will be administered, each one having four

questions permitting the respondents a maximum of three responses, in order for the

questionnaire administration process to be manageable

i Learner Questionnaire

o What trends do you expect to have a significant impact on the ways in which European schools approach school learning using Cloud Computing by 2025?

Add your response here



o What do you see as the key challenges related to learning using Cloud Computing, that European schools will face by 2025?




o What do you see as the key competences/labor market needs that learning using Cloud Computing in European schools have to provide by 2025?




o Which technologies will be the most important to learning in European schools by 2025?




i Teacher Questionnaire

o What trends do you expect to have a significant impact on the ways in which European schools approach school learning using Cloud Computing by 2025?




o What do you see as the key challenges related to learning using Cloud

Computing, that European schools will face by 2025

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o What do you see as the key role/profile of teachers using Cloud Computing will be in European schools by 2025?




o Which technologies will be the most important to learning in European schools by 2025?




i manager Questionnaire

o What trends do you expect to have a significant impact on the ways in which European schools using Cloud Computing approach school management by 2025?




o What do you see as the key challenges related to school management that European schools using Cloud Computing will face by 2025?




o What do you see as the key role/profile of managers in European schools using Cloud Computing will be by 2025?




o What do you see as the key elements for

interaction/communication/cooperation of the education stakeholders (students-

teachers-parents-policy makers-society) to help run/manage a school unit using

Cloud Computing in 2025?




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6.2.3 Questionnaire application

As it is evident from the questionnaire on the first round of the its application each

respondent will be limited to only three answers to each question. The administrator

of the questionnaire will compile the answers of this round into a list of discreet and

distinguishable (for example for the i learner questionnaire) trends, challenges,

competences and technologies. In the second round the respondents will be asked to

identify the 10 most important. The administrator will rank the answers of this round

into a list of those considered as the most important. In round three, the respondents

will be provided with a list of the 10 most preferred answers related to the trends,

challenges, competences and technologies identified in round two and asked

(Gordon 2006):

Either what actions schools should take to benefit maximally from Cloud

Computing while avoiding its potential pitfalls (qualitative approach).

Or alternatively judge on a scale 1 to10 and in relation to Cloud Computing

how(quantitative approach):

o Valid are the trends?

o Important are the challenges? Practical are the competences?

o Effective are the methodologies?

6.3 Application of the Six Thinking Hats

6.3.1 Procedure

This method can be applied as part of the SoC Foresight (© All rights reserved – Edward De Bono Foundation www.edwarddebonofoundation.com), to complement the Delphi method in probing educational scenarios related to the cloud based education.

First step: The process starts by providing the participants with basic information

about:

How the method is structured and used as well as the use and purpose of the

different hats.

The fundamental issues in using the ―Six thinking hats‖ method in learning about

education in future.

Second step: this is the most important part of the method's application. It is

concerned with going through decisions from different perspectives, namely applying

the thinking processes expressed by the different hats:

White hat: The members of working group are first asked to put on their white

hats and define cloud based education in the future. In this ‗hat‘ the members

discuss what they know, what they do not know and what they want to find out. At

http://www.edwarddebonofoundation.com/

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the conclusion of the participants' discussion, the instructor uses case studies in

education to explain the method and the results.

Yellow Hat: The yellow hat is used to bring out the advantages and benefits of

Cloud-based education in future. That is, in this ‗hat‘ the participants are expected

to produce ideas and expectations about cloud based education in future. It should

be noted that the application of the Yellow Hat is a very difficult task, because

many people may be critical and not objective.

Black Hat: When the participants put on their black hats, the disadvantages of

cloud based education in future are discussed. As a result, in this ‗hat‘ statements

are generated related to such issues as the feasibility, the funding etc of the future

plans or of various courses of action. That is, the participants are asked for these

plans and actions: what are the weaknesses? What might go wrong with this? So

that no fatal flaw and risk surfaces before anyone embarks on them.

Red Hat: In the red hat activity the participants are asked to discuss what they

would do as well as think what they might do to improve the cloud based

educational system. By asking a participant "What do you think or feel about this

concept?", an opportunity for discussion is provided. In addition by conducting two

hats' activities (i.e. red/black or red/yellow) provides the participants the

opportunity to understand how changes can influence an approach by combining

different perspectives (i.e. in the educational system not only for students but also

for teachers).

Green Hat: This hat is focused on creativity and, as a result, the participants

consider whether they should change the design of the new ideas considered. For

example, in terms of education one suggestion might be the adaption of

technology. Alternatively, it should be the short term investment of money to buy

up property or upgrade computers and books.

The Blue Hat: In the blue hat or control activity, the discussion moves among

different thinking styles. The participants may need to make some decisions in

response to questions such as: what is our focus? What thinking is needed? What

we have done so far? What should we do next? and what we should do to achieve

them?

Third step: Finally the results of the ―six thinking hats‖ application are presented.

That is, each working group share their findings and then discuss their group

activities with the rest of the team.

6.3.2 Imaginary Thinking Hats: How and When to use the Hats

Single Use

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This is the use of one hat a time in a memo or report, in a meeting or during a

conversation, specifically to request a certain type of thinking

Systematic Use

Here the hats are used in a sequence, one after the other, in order to explore a

subject thoroughly. Each hat may be used as many tine as required in the

sequence. Not all hats need to be used. Ideally, the sequence of hats should be

planned in advance. The systematic use of the hats is of particular value in the

following circumstances:

o When those taking part in the thinking have strongly held and different views

o When there is a rambling discussion that is not getting anywhere

o When a subject needs to be discussed thoroughly

Points to Remember

o Start and end each session with the blue hat. You can think of the blue has as

bookends. At the beginning, the blue hat determines the focus and sequence of

hats; at the end the blue hat summarizes the thinking and plans next steps

o There is no single correct six hats sequence. The sequence will vary with the

subject and with the group about the sequence to use, make a note of the

sequence and then use it. The blue hat wearer will manage the thinking based

on the agreed upon sequence.

o Choose only the hats you need; you don‘t have to use all six

o Each hat can be used any number of times. For instance, in an idea-generating

session, you may want to use the green hat several times.

6.3.3 Guidelines for designing sequences

There are three types of sequences:

Fixed sequences

Contingent and flexible sequences

Evolving sequences

Where time permits, develop a sequence of hats in advance (affixed sequence). Be

prepared with contingency hats, and be flexible enough to add or delete hats when

appropriate.

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Fixed Sequences

A sequence of hats can be set in advance as an agenda, and then each hat is

considering in turn for a fixed amount of time.

When to use: when you want a clear, uncomplicated focus and definite

results from a meeting.

Contingent and flexible sequences

Here the fixed or preset sequence has some points at which you intend to make a

choice about the next hat to use based on what has already transpired. For

example, you may have started a meeting with the red hat. Should the red hat

show strong opposition to the idea, then it would make sense to follow with the

black hat to see how much logical basis there is for the opposition. But if the red

hat shows strong support, then you would want to follow with the yellow hat for the

same reasons.

Instead of trying to foresee every possible outcome, it is usually simpler just to

approach meetings with some flexibility. Be on your guard, however, not to let this

flexibility become so fluid that the meetings ends up drifting from point to point in

the usual unstructured way.

When to use: When the meeting takes an unexpected turn, the flexibility of

this sequence allows you to meet the needs of participants.

Evolving sequences

Here there is no plan. The first hat is chosen, and when this is finished, there is a

choice of the next hat to be used. This choice would typically be made by he

person running the meeting (blue hat control) but can also be made by agreement

with those taking part in the meeting. Care must be taken the person choosing the

hats does not manipulate the outcome by picking the hats in an order that will build

support for a desired point of view.

When to use: In long thinking sessions where complicated matters are being

discussed. In such cases, it may not be possible to set up an adequate

program in advance, and so the evolving sequence makes sense.

? ? ? ? ?

Key Points for Timing

o Allow 30 seconds maximum for red hat

o Announce time allocated

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o Extended time as needed

Sequencing the Hats for specific Outcomes

o Choose the hats sequence to reach your desired outcomes (i.e. Strategic

Planning, Performance Review, Process Involvement, Problem solving, Rules

for Meetings)

o for your particular meeting. Change when you see fit. Assign times to each hat,

a scribe and a timekeeper.

o Respect the individual

o Encourage/embrace creative thinking

o Participate fully

o Defer judgment

6.3.4 Idea Generation

Individual Use

The benefits of individual use are:

o Creates a road map for thinking

o Provides discipline to get organized

o Prompts thinking in preparation for a meeting

o Although many benefits of the Six Hats method are to be found in meetings as

a practical way of getting away from the argument method, you can also use

the hats by yourself.

o Individual use requires discipline. The single use of the hats can help a person

to improve its focus and to balance the way its thinking might otherwise be

going.

Conversational Use

The benefits of Conversational use are:

o Creates structure in important conversations

o Allows all sides to be heard

o Helps more easily to different type of thinking when stuck in a conversation rut.

o In conversation, one of the most frequent uses of hats is simply asking a person

to switch from one hat to another. This will help to view all sides of a topic in

conversation.

Meeting Use

The benefits of Meeting use are:

o Provides a road map for a thinking agenda

o Promotes robust, full-colored thinking

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o Reduce meeting time by up to 50%

o Ensures all meeting attendees participate

o Promotes teamwork and respect for individuals

A main value of the Six Hats method is to facilitate productive, focused meetings.

The hats free up participants to think in parallel instead of becoming locked in

adversarial views. The hats also promote an easy shift from one mode of thinking to

another.

Rules:

o Using the designated hat (everyone makes an attempt to use the hat has been

designated

o Encouraging all to participate

o Blue Hat prompting

o Only the blue hat interrupts

o Directions, not descriptions (the hats are not a description of what is happening

but a direction for thinking behavior)

o Handling conflicts (In meetings, there should be no disagreements during the

use of the hats).

6.4 Application of the Brainstorming Approach

6.4.1 Process

A typical application of the method follows certain steps which in general are the

following:

The participants are divided into groups, in relation to themes deriving from the

topic under consideration( for example in education

three groups related to primary, secondary and university education is a

reasonable division)

Each theme is advised to be discussed by two groups working parallel, but

independently from one another.

A very successful approach of this method is for the task of each group to be

exemplified with the use of a persona, (a fictitious archetypical representative of

the particular target group with common problems and needs).

Encourage ―out of box‖ thinking

The participants of each group are asked to develop a joint statement describing

the topic under consideration. For example, the following issues represent a good

example of describing education:

o learning needs,

o learning objectives,

o learning strategy,

o role of teachers/trainers,

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o role of technology,

o Etc.

Afterwards all the ideas produced by the groups are ranked according to the

participants priorities.

The results they usually became the input to other Foresight techniques

6.4.2 Brainstorming persona

In order to show the form and structure of brainstorm personas those suggested for

use in the Soc exercise are presented next. It should be noted that the participants

were members of the other three WG. They were asked to participate in a foresight

exercise of SoC because by definition they have examined and are experts on their

subject: teachers, administrators. The exercise had only one Question requiring up to

three answers (changes),namely: What do you believe will be the main changes

to school education due to Cloud Computing? Thus the focus of each Working

Group (WG) was:

The "Average" grammar or high school student or both for WG2.

The "Average" grammar or high school teacher or both for WG3.

The "Average" grammar or high school administrator or both for WG1.

The participants stated their opinion in terms of the role of Cloud Computing as it

relates to their Learning needs, objectives and strategies in order to enhance the

activities they are good at and improve those that they face difficulties with.

The "average" persona examined by each WG, are:

Average grammar student: Kostis is a 7 year-old grammar school student who

likes to play computer games, to entertain himself with play station and play

football. In class he can't sit still, be quite and listen to his teacher. He needs

corporal movement and can be considered hyper-active.

How will an i teacher provide education for Kostis in 2025?

Average High school student: Sylvia is an excellent High school student who

likes all the school subjects, but she is very good in math and physics as well as

languages. She has a steady boyfriend and likes to travel and read books. In class

she is bored to death, does not socialize with her classmates and she treats

students and teachers in an arrogant way stemming from the fact that she is good

in academics.

How will an i teacher provide education for Sylvia in 2025?

Average teacher: Panos is a 41 year-old high school teacher who loves his job

and he is a very good teacher, for his students admire him, enjoy his lessons and

they are very successful in his subject at the university entrance exams. His major

concern is that the approach he has been using for so many years cannot keep

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them interested. On the other hand every year the new students poses less basic

skills than the previous ones.

How can Panos provide education for his students in 2025?

Average administrator: Karl is a 53 year-old principal at a high school for the last

20 years. He is considered very successful for most of his school students pass

the university entrance exams. He is very friendly and accommodating with the

teachers and the parents. He believes in planning of any activities and he wants to

be sure that any innovation will be for the benefit of his students who are his only

concern. The school student either they are indifferent or afraid of him.

How can Karl run his school in 2025?

Average Leader: Sophie is a 38 year-old education leader who has lots of

creative ideas about education. She is considered very dynamic and a thinker

about the future of education. She is highly motivated and well organized,

communicating online and face-to-face. She believes that education needs to

change and be changed and expresses herself widely to promote and encourage

innovation and change.

How will Sophie persuade others her ideas and opinions are the ways schools

should be run in 2025?

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It should be noted that present day students all of which have practically been born in the 21st century, representing the so called Z Generation, are growing and operating in an environment where collaboration and exchanges are spontaneous, learning has become ad hoc and networks are imperative, forming an intrinsic part of their lives. Moreover, surfing the Net looking for new encounters and experiences has become virtually their ―first nature". As a result, using yesterday‘s teaching tools does not correspond to their needs and their very nature. To the contrary these tools can only create confusion and appear, to put it mildly, artificial to present day students. In fact, what this report demonstrates is that they actually deprive students of the tools they need most to master the skills and dexterities that they will require both in today‘s and tomorrow‘s world, and which in the world of education follow and are influenced by present and anticipated trends. In 1964 Marshall McLuhan, introduced the phrase "the medium is the message", suggesting that the means in most cases is the end. This dictum is certainly appropriate in education, where there is a tight relationship between technology and learning. That is, as technology has become an agent of immense change, it has forced upon the education system Cloud Computing and has given rise to a generation of students who have never known life in school and elsewhere without a computer. These changes will have a significant ripple effect on education. In the near future, advanced technologies in the form of Cloud Computing will put education within the reach of many more individuals around and will allow the design of improved curriculum as well as teaching and learning methodologies. However with these benefits come a series of challenges of ensuring that the education system can support the adoption and optimum use of technology by our schools. In conclusion, to address future changes in school education Cloud Computing can provide students the necessary skills and dexterities required, for it can face the requirements posed by these developments. Moreover, students and teachers alike need tools such as Cloud Computing that are more versatile and that can adapt to new developments. In other words the position suggested is that ICT in the form of Cloud Computing will be an integral part of future teaching and learning as well as managing European schools. More specifically, the thesis advanced in this document is that Cloud Computing is shaping, changing and enabling new ways of accessing, understanding and creating knowledge, and will be part of students‘ lives in the future. Therefore, it is crucial that all students obtain the necessary skills:

first to confidently, efficiently and critically use Cloud Computing, and

second in utilizing that technology to find, process and manage information and educational materials and in general to achieve their educational objectives.

That is, it is difficult to imagine a future learning environment without the presence of Cloud Computing at the forefront or in the background.

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As a result, the advent of Cloud Computing will force teachers to update their own

skills in order to support their students and provide a safe and critical usage of the

currently and in the foreseeable future most relevant technology. That is, teachers

will become Cloud Computing learners themselves and thus it is essential that

teacher training incorporates that technology for it represents a fundamental teaching

subject and a basic learning instrument.

Finally, Cloud Computing provides school managers with opportunities to rationalize

the way they manage their resources. More specifically, the demand on school

administrators on cutting costs, boosting efficiency and support new teaching and

learning methods can be met with the use of the effective tools for management,

assessing performance and managing resources offered by Cloud Computing.

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9.1 Methods-Methodology

1. 2008 Windows Azure and the Azure Services Platform: Making MicrosoftsSoftware-plus-

Services Vision a Reality Microsoft News Center technology post

http://news.microsoft.com/2008/10/27/windows-azure-and-the-azure-services-platform-

making-microsofts-software-plus-services-vision-a-reality/

2. 2010/2 Microsoft and NSF Enable Research in the Cloud National Science Foundation

resources post

http://www.nsf.gov/news/news_summ.jsp?cntn_id=116336&org=NSF&from=new

3. 2011 Horizon Report > 2011 K–12 Edition The New Media Consortium technology report

http://www.nmc.org/pdf/2011-Horizon-Report-K12.pdf


http://www.nmc.org/pdf/2012-horizon-report-K12.pdf


http://www.nmc.org/pdf/2013-horizon-report-k12.pdf

6. 2014 Horizon Report > 2014 K–12 Edition The New Media Consortium technology

report http://www.nmc.org/publications/2014-horizon-report-k12

7. 2014 Desktop Research : Published Technology to Watch Lists New Media Consortium

resources post http://k12.wiki.nmc.org/Watch+Lists

8. 2014 Emerging Technology New Media Consortium resources post

http://k12.wiki.nmc.org/Emerging+Technologies

9. 2014 Horizon Project Technologies Which of the key technologies we have listed below

will be most important to teaching, learning, or creative inquiry in K-12 within the next

five years? New Media Consortium technology post

http://k12.wiki.nmc.org/Horizon+Topics

10. 2014 The Digital World in 2030:What place for Europe European Network Foundation

technology report https://www.theparliamentmagazine.eu/whitepaper/eif-digital-world-

2030-what-place-europe

11. Agnar Aamodt and Enric Plaza. Case-based reasoning: Foundationa issues,

methodological variations, and system approaches. AI Communications, 7:39-59, 1994.

12. Armbrust, Mi, et al. 2009 Above the Clouds: A Berkeley View of Cloud Computing

Technical Report No. UCB/EECS-2009028 technology report

http://www.eecs.berkeley.edu/Pubs/TechRpts/2009/EECS-2009-28.html

13. Amazon Elastic Compute Cloud Amazon Web Services (AWS) technology post

http://aws.amazon.com/ec2/

14. Aziz, K.A. et al. 2012 Potential for Providing Augmented Reality Elements in Special

Education via Cloud Computing Procedia Engineering cloud tools paper


15. Babcock, Charles ―Why ‗Private Cloud‘ Computing Is Real—And Worth Considering,‖

InformationWeek cloud tools post

http://www.informationweek.com/news/software/hosted/showArticle.jhtml?articleID=2165

00083

16. Bahney, A. 2006 Don‘t talk to invisible strangers New York Times cloud

communication/technology post

http://www.nytimes.com/2006/03/09/fashion/thursdaystyles/09parents.html

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http://www.nmc.org/pdf/2012-horizon-report-K12.pdf

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17. Belshaw D. 2014/6 The Essential Elements Of Digital Literacies Web Literacy Lead at

Mozilla Foundation general presentation http://www.slideshare.net/dajbelshaw/the-

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http://all4ed.org/wp-content/uploads/2013/09/SIIA_PPT_Draft_Nov22_with-bw-edits_FINAL_PDF-_0.pdf

http://all4ed.org/wp-content/uploads/2013/09/SIIA_PPT_Draft_Nov22_with-bw-edits_FINAL_PDF-_0.pdf

http://aws.amazon.com/what-is-aws/

http://www.nuvio.net/cloud-communications

http://link.springer.com/article/10.1007%2Fs13174-010-0007-6#page-1

http://link.springer.com/article/10.1007%2Fs13174-010-0007-6#page-

http://www.attorneyatwork.com/limiting-risk-in-the-cloud-smarter-saas-agreements/

http://www.attorneyatwork.com/limiting-risk-in-the-cloud-smarter-saas-agreements/

http://www.ibm.com/ibm/files/T641866T23726I58/EBE03001USEN.PDF




http://asmarterplanet.com/studentsfor/files/2012/10/future_work_skills_2020_full_research_report_final_1.pdf


http://files.eric.ed.gov/fulltext/EJ978262.pdf

543221–LLP–1–2013–1–GR-KA3- KA3NW


8. Ercan, T. 2010 Effective use of cloud computing in educational institutions Procedia - Social and Behavioral Sciences foresight paper http://linkinghub.elsevier.com/retrieve/pii/S1877042810001709

9. Fallery, B. & Rodhain, F. 2013 Integration of Social Media in Recruitment : A Delphi Study Social Media in Human Resources Management Advanced Series in Management foresight paper http://www.emeraldinsight.com/books.htm?chapterid=17094237

10. Fan, C.K., Chiang, C.M.F. & Kao, T.L. 2012 Risk Management Strategies for the Use of Cloud Computing International Journal of Computer Network and Information Security foresight paper http://www.mecs-press.org/ijcnis/ijcnis-v4-n12/v4n12-5.html

11. For Learn. Available at: http://www.foresight-platform.eu/community/forlearn/how-to-do-foresight/methods/scenario/

12. Foresight of Information Society Technologies in the European Research Area (FISTERA). Available at: http://forlearn.jrc.ec.europa.eu/guide/7_cases/fistera.htm

13. Garg, S.K., Versteeg, S. & Buyya, R. 2013 A framework for ranking of cloud computing services Future Generation Computer Systems cloud base education/technology paper http://linkinghub.elsevier.com/retrieve/pii/S0167739X12001422

14. Gens, F. 2008 "Defining "Cloud Services" and "Cloud Computing" IDC Analyze the future technology post http://blogs.idc.com/ie/?p=190

15. Grupp, Hariolf (ed., 1999): Technological Forecasting and Social Change, Special Issue on National Foresight Projects, vol. 60, no. 1, several articles

16. Haegeman, K.,Marinelli, E., Scapolo, F., Ricci, A., Sokolov, A., 2013. Quantitative and qualitative approaches in Future-oriented Technology Analysis (FTA): From combination to integration? Technol. Forecast. Soc. Chang. 80, 386–397.

17. Heikkilä, J. 2010 A Delphi Study on E-HRM : Future Directions E-HRM. foresight paper http://ceur-ws.org/Vol-570/paper014.pdf

18. Meissner D. Results and impact of national Foresight-studies. Futures. 2012; 44(10):905–913. Available at: http://linkinghub.elsevier.com/retrieve/pii/S0016328712001784 [Accessed December 29, 2014].

19. Olson Mary 2010 IBM Cloud Academy Education for a smarter planet IBM Cloud Academy technology presentation http://www.cs.iit.edu/~scs/IIT-IBM/slides/IIT%20IBM%20Cloud%20Academy%20Overview%20Olson.pdf

20. Popper, R. and Miles, I. 2005 ‗‗The FISTERA Delphi: future challenges, applications and priorities for socially beneficial information society technologies‘‘ foresight paper http://prest.mbs.ac.uk/prest/FISTERA/delphi_results.htm

21. Scapolo, F. and Miles, I. 2006 Eliciting experts‘ knowledge: a comparison of two methods Technological Forecasting and Social Change foresight paper http://foresight.jrc.ec.europa.eu/fta/papers/Session%201%20Methodological%20Selection/Eliciting%20Experts%20Knowledge.pdf

22. Takahashi Dean IBM reveals its top five innovation predictions for the next five years Venture Beat News foresight post http://venturebeat.com/2013/12/16/ibm-reveals-its-top-five-predictions-for-the-next-five-years/view-all/

23. Voros, J. 2005 A generalised ‗layered methodology‘ framework‘‘ foresight paper http://www.emeraldinsight.com/journals.htm?articleid=1464988

24. Wright Julie 2014/5/2 ―7 Ways To Transform Education By 2030‖ ―Julie Wright‖ Edudemic connecting education & technology foresight post http://www.edudemic.com/7-ways-to-transform-education-by-2030/

25. http://forlearn.jrc.ec.europa.eu/guide/2_scoping/meth_delphi.htm 26. http://www.foresight-platform.eu/community/forlearn/what-is-foresight/ 27. http://www.shapingtomorrow.com/media-centre/pf-ch03.pdf 28. http://www.slideshare.net/thiraw/scenario-planning-lecture-24-july2013?related=1 29. Johnston R (2002) The State and Contribution of Foresight: New Challenges. in

Proceedings of the Workshop on the Role of Foresight in the Selection of Research Policy Priorities‘ IPTS Seville


http://www.emeraldinsight.com/books.htm?chapterid=17094237

http://www.mecs-press.org/ijcnis/ijcnis-v4-n12/v4n12-5.html

http://www.foresight-platform.eu/community/forlearn/how-to-do-foresight/methods/scenario/

http://www.foresight-platform.eu/community/forlearn/how-to-do-foresight/methods/scenario/

http://forlearn.jrc.ec.europa.eu/guide/7_cases/fistera.htm


http://blogs.idc.com/ie/?p=190

http://ceur-ws.org/Vol-570/paper014.pdf


http://www.cs.iit.edu/~scs/IIT-IBM/slides/IIT%20IBM%20Cloud%20Academy%20Overview%20Olson.pdf

http://www.cs.iit.edu/~scs/IIT-IBM/slides/IIT%20IBM%20Cloud%20Academy%20Overview%20Olson.pdf

http://prest.mbs.ac.uk/prest/FISTERA/delphi_results.htm

http://foresight.jrc.ec.europa.eu/fta/papers/Session%201%20Methodological%20Selection/Eliciting%20Experts%20Knowledge.pdf


http://venturebeat.com/2013/12/16/ibm-reveals-its-top-five-predictions-for-the-next-five-years/view-all/

http://venturebeat.com/2013/12/16/ibm-reveals-its-top-five-predictions-for-the-next-five-years/view-all/

http://www.emeraldinsight.com/journals.htm?articleid=1464988

http://www.edudemic.com/7-ways-to-transform-education-by-2030/

http://forlearn.jrc.ec.europa.eu/guide/2_scoping/meth_delphi.htm

http://www.foresight-platform.eu/community/forlearn/what-is-foresight/

http://www.shapingtomorrow.com/media-centre/pf-ch03.pdf

http://www.slideshare.net/thiraw/scenario-planning-lecture-24-july2013?related=1

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30. Practical Foresight Guide- chapter 3. Available at: http://www.shapingtomorrow.com/media-centre/pf-ch03.pdf

31. Raford N, 2014. Online foresight platforms: Evidence for their impact on scenario planning & strategic foresight. Technological Forecasting and Social Change. 2014. Available at: http://linkinghub.elsevier.com/retrieve/pii/S0040162514001000 [Accessed December 4, 2014]

32. Scenario Foresight and change. Available at: http://ag.arizona.edu/futures/sce/scemain.html

33. Scenario planning- For Learn. Available at: http://forlearn.jrc.ec.europa.eu/guide/3_scoping/meth_scenario.htm

34. The current state of scenario development: an overview of techniques. Available at: http://www.universitiesuk.ac.uk/aboutus/whatwedo/PolicyAnalysis/UKHigherEducation/Futures/Documents/current_state_of_scenario_development_FORESIGHT.pdf

35. Unido Technology Foresight Manual, 2005. Organization and Methods V [1] Vienna. Available at http://www.research.ro/img/files_up/1226911327TechFor_1_unido.pdf

36. Von der Gracht H a., Bañuls V a., Turoff M, Skulimowski AMJ, Gordon TJ., 2014. Foresight support systems: The future role of ICT for foresight. Technological Forecasting and Social Change: 6–11. Available at: http://linkinghub.elsevier.com/retrieve/pii/S0040162514002492 Accessed December 29, 2014.

9.3 Delphi methods

1. Bishop, P., Hines, A., Collins,T., (2007). The current state of scenario development: an overview of techniques, Foresight 9 (1), 5-25. Available at: http://training.fws.gov/courses/alc/alc3194/resources/publications/scenario-planning/Bishop_et_al_2007.pdf

2. Blind, K., (2008). Regulatory Foresight: Methodologies and selected applications Technol. Forecasting Soc. Change, 75 pp. 496–516. Available at: http://ac.els-cdn.com/S0040162508000346/1-s2.0-S0040162508000346-main.pdf?_tid=c8438376-08d9-11e4-aece-00000aacb360&acdnat=1405069399_0ce5ae1c4c40aedb084ec17a3f7e0a35

3. Chandana 2012 Delphi Method: Certified Information Systems Security Professional (CISSP) Certification Training Simpli Learn foresight post http://blog.simplilearn.com/it-security-management/delphi-method

4. Crutzen, R., NOOIjer, J., Brouwer, W., et al (2008). Internet delivered interventions aimed at adolescents: a Delphi study on dissemination and exposure. Health Educ. Res, (23), 427-439. Available at: http://ehps.net/synergy/sites/default/files/Crutzen%20et%20al.%20%282008%29%20Delphi%20study%20-%20adolescents%20%28HER%29.pdf

5. Cuhls, K. (2005): Delphi surveys, Teaching material for UNIDO Foresight Seminars. 6. Donohoe, H., Stellefson, M. & Tennant, B., 2012. Advantages and Limitations of the E-

Delphi Technique: Implications for Health Education Researchers American Journal of Health Education, 43(1), pp.38–46. Available at: http://files.eric.ed.gov/fulltext/EJ978262.pdf

7. Gnatzy, T. et al., 2011. Validating an innovative real-time Delphi approach - A methodological comparison between real-time and conventional Delphi studies. Technological Forecasting and Social Change, 78(9), pp.1681–1694. Available at: http://linkinghub.elsevier.com/retrieve/pii/S0040162511000813

8. Goluchowicz, K., Blind, K., (2011). Identification of future fields of standardisation: An explorative application of the Delphi methodology, Technol. Forecast. Soc. Chang. 78 (2011) 1526–1541. Available at: http://www.sciencedirect.com/science/article/pii/S0040162511001004

9. Gupta, U.G., Clarke, R.E., (1996). Theory and applications of the Delphi technique: a bibliography (1975–1994), Technol. Forecast. Soc. Change. 53 (2) (1996) 185–211.

http://www.shapingtomorrow.com/media-centre/pf-ch03.pdf


http://ag.arizona.edu/futures/sce/scemain.html

http://forlearn.jrc.ec.europa.eu/guide/3_scoping/meth_scenario.htm

http://www.universitiesuk.ac.uk/aboutus/whatwedo/PolicyAnalysis/UKHigherEducation/Futures/Documents/current_state_of_scenario_development_FORESIGHT.pdf

http://www.universitiesuk.ac.uk/aboutus/whatwedo/PolicyAnalysis/UKHigherEducation/Futures/Documents/current_state_of_scenario_development_FORESIGHT.pdf

http://www.research.ro/img/files_up/1226911327TechFor_1_unido.pdf


http://training.fws.gov/courses/alc/alc3194/resources/publications/scenario-planning/Bishop_et_al_2007.pdf






http://ehps.net/synergy/sites/default/files/Crutzen%20et%20al.%20%282008%29%20Delphi%20study%20-%20adolescents%20%28HER%29.pdf





543221–LLP–1–2013–1–GR-KA3- KA3NW


Available at: http://ac.els-cdn.com/S0040162596000947/1-s2.0-S0040162596000947-main.pdf?_tid=94e3ceb6-08cd-11e4-9e86-00000aab0f01&acdnat=1405064158_21036eecaeaf7cb99d5daaabab0ab595

10. MacEachren AM, Pike W, Yu C, et al. (2006). Building a geocollaboratory: supporting human- environment regional observatory (HERO) collaborative science activities. Computers, Environment and Urban Systems. 30, 201-225. Available at: http://linkinghub.elsevier.com/retrieve/pii/S0198971505000918

11. MacKay, B., McKiernan,P., (2010). Creativity and dysfunction in strategic processes: the case of scenario planning, Futures 42 (4), 271–281. Available at: http://ac.els-cdn.com/S0016328709001876/1-s2.0-S0016328709001876-main.pdf?_tid=2faca68a-08cd-11e4-a9a1-00000aab0f6c&acdnat=1405063989_ba155caa5c244bf53f61db690b8fda70

12. Martino, J.P., (2003) A review of selected recent advances in technological forecasting, Technol. Forecast. Soc. Change. 70 (8), 719–733. Available at: http://ac.els-cdn.com/S004016250200375X/1-s2.0-S004016250200375X-main.pdf?_tid=9796a0ec-08ce-11e4-9e45-00000aab0f01&acdnat=1405064592_a78f91037937db188c04bc28597d2f27

13. Nowack, M., Endrikat, J. & Guenther, E., 2011. Review of Delphi-based scenario studies: Quality and design considerations. Technological Forecasting and Social Change, 78(9), pp.1603–1615. Available at: http://linkinghub.elsevier.com/retrieve/pii/S0040162511000576

14. Roubelat, F., & Marchais-Roubelat, A., (2011). The Delphi method as a ritual: inquiring the Delphic Oracle Technol. Forecast. Soc. Chang., 78 (2011), pp. 1491–1499. Available at : http://www.sciencedirect.com/science/article/pii/S0040162511000989

15. Rowe, G. & Wright, G., 2011. The Delphi technique: Past, present, and future prospects — Introduction to the special issue. Technological Forecasting and Social Change, 78(9), pp.1487–1490. Available at: http://linkinghub.elsevier.com/retrieve/pii/S0040162511002010

16. Rowe, G., & Wright, G., (1999). The Delphi technique as a forecasting tool: issues and analysis, Int. J. Forecasting, 15 353–375. Available at: http://www.sciencedirect.com/science/article/pii/S0169207099000187

17. Saripalli, P. & Pingali, G., 2011. MADMAC: Multiple Attribute Decision Methodology for Adoption of Clouds. 2011 IEEE 4th International Conference on Cloud Computing, pp.316–323. Available at: http://ieeexplore.ieee.org/lpdocs/epic03/wrapper.htm?arnumber=6008725

18. Saripalli, P. & Walters, B., (2010). QUIRC: A Quantitative Impact and Risk Assessment Framework for Cloud Security. 2010 IEEE 3rd International Conference on Cloud Computing, 280–288. Available at: http://ieeexplore.ieee.org/lpdocs/epic03/wrapper.htm?arnumber=5557981

19. Saripalli, P. & Walters, B., 2010. QUIRC: A Quantitative Impact and Risk Assessment Framework for Cloud Security. 2010 IEEE 3rd International Conference on Cloud Computing, pp.280–288. Available at: http://ieeexplore.ieee.org/lpdocs/epic03/wrapper.htm?arnumber=5557981

20. Shelton, K., 2010. A Quality Scorecard for the Administration of Online Education Programs: A Delphi Study Q. Journal of Asynchronous Learning Networks, 14(4),36–62. Available at: http://files.eric.ed.gov/fulltext/EJ909912.pdf

21. Smith, F., 2015. 22. Steinert, M., (2009). A dissensus based online Delphi approach: an explorative research

tool, Technol. Forecast. Soc. Change. 76 (3) (2009) 291–300. Available at: http://ac.els-cdn.com/S0040162508001947/1-s2.0-S0040162508001947-main.pdf?_tid=63b0da22-08ce-11e4-9fb5-00000aab0f02&acdnat=1405064505_10e9b7bcfd2f4a4f43e3ccd750516267

23. Sukumaran, S., Rahim, A. & Chandran, K., (2013). Knowledge Elicitation Using Activity Theory and Delphi Technique for Supervision of 7th International conference on KMO, AISC, pp.129–139.

http://ac.els-cdn.com/S0040162596000947/1-s2.0-S0040162596000947-main.pdf?_tid=94e3ceb6-08cd-11e4-9e86-00000aab0f01&acdnat=1405064158_21036eecaeaf7cb99d5daaabab0ab595




http://ac.els-cdn.com/S0016328709001876/1-s2.0-S0016328709001876-main.pdf?_tid=2faca68a-08cd-11e4-a9a1-00000aab0f6c&acdnat=1405063989_ba155caa5c244bf53f61db690b8fda70




http://ac.els-cdn.com/S004016250200375X/1-s2.0-S004016250200375X-main.pdf?_tid=9796a0ec-08ce-11e4-9e45-00000aab0f01&acdnat=1405064592_a78f91037937db188c04bc28597d2f27












http://ac.els-cdn.com/S0040162508001947/1-s2.0-S0040162508001947-main.pdf?_tid=63b0da22-08ce-11e4-9fb5-00000aab0f02&acdnat=1405064505_10e9b7bcfd2f4a4f43e3ccd750516267




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24. Varum, C.A., Melo, C., (2010). Directions in scenario planning literature – a review of the past decades, Futures 42 (4) (2010) 355–369. Available at: http://ac.els-cdn.com/S0016328709001955/1-s2.0-S0016328709001955-main.pdf?_tid=f5082c1a-08cd-11e4-8f3d-00000aacb35e&acdnat=1405064320_381925d9911886774eacacdc54026438

25. Volman, M., (2005). A variety of roles for a new type of teacher educational technology and the teaching profession, Teach. Teach. Educ. 21 (1) 15-31. Available at : http://www.sciencedirect.com/science/article/pii/S0742051X04001167

26. Von der Gracht, H.A., Darkow, I., (2010). Scenarios for the logistics services industry: a Delphi-based analysis for 2025, Int. J. Prod. Econ. 127 (1) 46–59. Available at: http://ac.els-cdn.com/S0925527310001349/1-s2.0-S0925527310001349-main.pdf?_tid=6dd67380-08cf-11e4-9efc-00000aacb35f&acdnat=1405064952_64388f45f87065df7a654596f4eb196b

9.4 Modified Delphi

1. Abelson, J et al. (2003). Deliberations about deliberative methods: issues in the design and evaluation of public participation processes. Social Science & Medicine, V57, p239-251. (quote on p241)

2. Armbrust, M., Fox. A., Griffith. R., Joseph, R.K., Konwinski, A., Lee, G., Patterson, D., Rabkin, A., Stoica, R., Zaharia, M. (2010). A view of cloud computing. Available at: http://delivery.acm.org/10.1145/1730000/1721672/p50-armbrust.pdf?ip=150.140.255.142&id=1721672&acc=OPEN&key=5641A0C343C36AC1.13133147EBC04CDA.4D4702B0C3E38B35.6D218144511F3437&CFID=387870177&CFTOKEN=92680371&__acm__=1405104079_fd5ee7d676a1cb8bb48be31161b76fdb

3. Bishop, P., Hines, A., Collins, T., (2007). The current state of scenario development: an overview of techniques, Foresight 9 (1), 5-25. Available at: http://training.fws.gov/courses/alc/alc3194/resources/publications/scenario-planning/Bishop_et_al_2007.pdf

4. Blind, K., (2008). Regulatory Foresight: Methodologies and selected applications Technol. Forecasting Soc. Change, 75 pp. 496–516. Available at: http://ac.els-cdn.com/S0040162508000346/1-s2.0-S0040162508000346-main.pdf?_tid=c8438376-08d9-11e4-aece-00000aacb360&acdnat=1405069399_0ce5ae1c4c40aedb084ec17a3f7e0a35

5. Chandana (2012). Delphi Method: Certified Information Systems Security Professional (CISSP) Certification Training. Available at : http://blog.simplilearn.com/it-security-management/delphi-method

6. Crutzen, R., NOOIjer, J., Brouwer, W., et al (2008). Internet delivered interventions aimed at adolescents: a Delphi study on dissemination and exposure. Health Educ. Res, (23), 427-439. Available at: http://ehps.net/synergy/sites/default/files/Crutzen%20et%20al.%20%282008%29%20Delphi%20study%20-%20adolescents%20%28HER%29.pdf

7. Davies, A., Fidler, D., Gorbis, M., (2011). Future Work Skills 2020, Institute for the Future for Apollo Research Institute. Available at: http://asmarterplanet.com/studentsfor/files/2012/10/future_work_skills_2020_full_research_report_final_1.pdf

8. Digital agenda for Europe (2013). Future Vision of Big Data. Available at: https://ec.europa.eu/digital-agenda/futurium/node/594

9. Donohoe, H., Stellefson, M. & Tennant, B., 2012. Advantages and Limitations of the E-Delphi Technique: Implications for Health Education Researchers American Journal of Health Education, 43(1), pp.38–46. Available at: http://files.eric.ed.gov/fulltext/EJ978262.pdf

http://ac.els-cdn.com/S0016328709001955/1-s2.0-S0016328709001955-main.pdf?_tid=f5082c1a-08cd-11e4-8f3d-00000aacb35e&acdnat=1405064320_381925d9911886774eacacdc54026438




http://www.sciencedirect.com/science/article/pii/S0742051X04001167

http://ac.els-cdn.com/S0925527310001349/1-s2.0-S0925527310001349-main.pdf?_tid=6dd67380-08cf-11e4-9efc-00000aacb35f&acdnat=1405064952_64388f45f87065df7a654596f4eb196b



http://delivery.acm.org/10.1145/1730000/1721672/p50-armbrust.pdf?ip=150.140.255.142&id=1721672&acc=OPEN&key=5641A0C343C36AC1.13133147EBC04CDA.4D4702B0C3E38B35.6D218144511F3437&CFID=387870177&CFTOKEN=92680371&__acm__=1405104079_fd5ee7d676a1cb8bb48be31161b76fdb










http://blog.simplilearn.com/it-security-management/delphi-method

http://blog.simplilearn.com/it-security-management/delphi-method





https://ec.europa.eu/digital-agenda/futurium/node/594


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10. Ercan, T., (2010). Effective use of cloud computing in educational institutions. Procedia - Social and Behavioral Sciences, 2(2), pp.938–942. [Accessed May 28, 2014].Available at: http://linkinghub.elsevier.com/retrieve/pii/S1877042810001709

11. Fahey, L., Robert, M., Randal (1998). Learning from the Future: Competitive Foresight Scenarios. John Willey & Sons Inc, Canada

12. Fallery, B. & Rodhain, F., 2013. Integration of Social Media in Recruitment : A Delphi Study. In Social Media in Human Resources Management Advanced Series in Management,. pp. 97–120. Available at: http://www.emeraldinsight.com/books.htm?chapterid=17094237

13. Fan, C.K., Chiang, C.M.F. & Kao, T.L., 2012. Risk Management Strategies for the Use of Cloud Computing. International Journal of Computer Network and Information Security, 4(12), pp.50–58. Available at: http://www.mecs-press.org/ijcnis/ijcnis-v4-n12/v4n12-5.html

14. Future Horizon 2020 (2014) R&I challenges and opportunities. Available at: http://ec.europa.eu/digital-agenda/futurium/sites/futurium/files/workshop-slides-EC_V2.pdf

15. Gidley, J., Smith, C. and Bateman, D. (2004) Futures in Education: Principles, Practice and Potential, Australian Foresight Institute, Monograph 5, Melbourne.

16. Gnatzy, T. et al., 2011. Validating an innovative real-time Delphi approach - A methodological comparison between real-time and conventional Delphi studies. Technological Forecasting and Social Change, 78(9), pp.1681–1694. Available at: http://linkinghub.elsevier.com/retrieve/pii/S0040162511000813

17. Goluchowicz, K., Blind, K., (2011). Identification of future fields of standardisation: An explorative application of the Delphi methodology, Technol. Forecast. Soc. Chang. 78 (2011) 1526–1541. Available at: http://www.sciencedirect.com/science/article/pii/S0040162511001004

18. Gupta, U.G., Clarke, R.E., (1996). Theory and applications of the Delphi technique: a bibliography (1975–1994), Technol. Forecast. Soc. Change. 53 (2) (1996) 185–211. Available at: http://ac.els-cdn.com/S0040162596000947/1-s2.0-S0040162596000947-main.pdf?_tid=94e3ceb6-08cd-11e4-9e86-00000aab0f01&acdnat=1405064158_21036eecaeaf7cb99d5daaabab0ab595

19. Heikkilä, J., 2010. A Delphi Study on E-HRM : Future Directions E-HRM. , 570, 229–249. Available at: http://ceur-ws.org/Vol-570/paper014.pdf

20. Hicks, D. (2001) Citizenship for the Future: A Practical Classroom Guide, Worldwide Fund for Nature UK, Godalming.

21. Hicks, D. (2006) Lessons for the Future: The missing dimension in education, Trafford Publishing, Victoria BC.

22. Hicks, D. (2009) Preparing for the future: an introduction for educators. 23. Hicks, D. and Slaughter, R. (eds) (1998) Futures Education: The World Yearbook of

Education, Kogan Page, London. 24. Hutchinson, F. (1996) Educating Beyond Violent Futures, London, Routledge. 25. MacEachren AM, Pike W, Yu C, et al. (2006). Building a geocollaboratory: supporting

human- environment regional observatory (HERO) collaborative science activities. Computers, Environment and Urban Systems. 30, 201-225. Available at: http://linkinghub.elsevier.com/retrieve/pii/S0198971505000918

26. MacKay, B., McKiernan,P., (2010). Creativity and dysfunction in strategic processes: the case of scenario planning, Futures 42 (4), 271–281. Available at: http://ac.els-cdn.com/S0016328709001876/1-s2.0-S0016328709001876-main.pdf?_tid=2faca68a-08cd-11e4-a9a1-00000aab0f6c&acdnat=1405063989_ba155caa5c244bf53f61db690b8fda70

27. Martino, J.P., (2003) A review of selected recent advances in technological forecasting, Technol. Forecast. Soc. Change. 70 (8), 719–733. Available at: http://ac.els-cdn.com/S004016250200375X/1-s2.0-S004016250200375X-main.pdf?_tid=9796a0ec-08ce-11e4-9e45-00000aab0f01&acdnat=1405064592_a78f91037937db188c04bc28597d2f27


http://www.emeraldinsight.com/books.htm?chapterid=17094237




















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28. McLeod J and Childs S. (2007). Consulting records management oracles—a Delphi in practice. Archival Science, V7 (2), 147-166. Available at : http://www.springerlink.com/content/12131752258334h5/fulltext.pdf

29. Meadows, D. et al. (2005) Limits to Growth: The 30-year update, Earthscan, London. 30. Miles, I., Cassingena, J., Georghiou, L., Keenan, M. and Popper, R. (2008), ‗‗New

frontiers: emerging foresight‘‘, in Georghiou, L., Cassingena, J., Keenan, M., Miles, I. and Popper, R. (Eds), The Handbook of Technology Foresight, Edward Elgar, Aldershot.

31. Milojevic, I (2004). Educational Futures: Dominant and Contesting Visions , forthcoming, Routledge Falmer, London

32. Milojevic, I. (2005) Educational Futures: Dominant and contesting visions, Routledge, London.

33. Morgan, A. (2006) Teaching geography for a sustainable future, in D. Balderstone (ed) Secondary Geography Handbook, Sheffield, Geog. Association, Ch.23.

34. Morin, E. (1999) Seven Complex Lessons in Education for the Future, UNESCO, Paris. 35. Nowack, M., Endrikat, J. & Guenther, E., 2011. Review of Delphi-based scenario

studies: Quality and design considerations. Technological Forecasting and Social Change, 78(9), pp.1603–1615. Available at: http://linkinghub.elsevier.com/retrieve/pii/S0040162511000576

36. Osborne, J. et al., 2003. Literature Review in Science Education and the Role of ICT : Promise, Problems and Future Directions Literature Review in Science Education and the Role of ICT : Promise, Problems and Future Directions. Available at: http://telearn.archives-ouvertes.fr/docs/00/19/04/41/PDF/osborne-j-2003-r6.pdf

37. Page, J. (2000) Reframing the Early Childhood Curriculum: Educational imperatives for the future, Routledge Falmer, London.

38. Popper, R. and Miles, I. (2005), ‗‗The FISTERA Delphi: future challenges, applications and priorities for socially beneficial information society technologies‘‘, report prepared for the FISTERA Project, available at http://prest.mbs.ac.uk/prest/FISTERA/delphi_results.htm

39. Popper, R., 2008. How are foresight methods selected? Foresight, 10(6), 62–89. Available at: http://www.emeraldinsight.com/10.1108/14636680810918586

40. Roubelat, F., & Marchais-Roubelat, A., (2011). The Delphi method as a ritual: inquiring the Delphic Oracle Technol. Forecast. Soc. Chang., 78 (2011), pp. 1491–1499. Available at : http://www.sciencedirect.com/science/article/pii/S0040162511000989

41. Rowe, G. & Wright, G., 2011. The Delphi technique: Past, present, and future prospects — Introduction to the special issue. Technological Forecasting and Social Change, 78(9), pp.1487–1490. Available at: http://linkinghub.elsevier.com/retrieve/pii/S0040162511002010

42. Rowe, G., & Wright, G., (1999). The Delphi technique as a forecasting tool: issues and analysis, Int. J. Forecasting, 15 353–375. Available at: http://www.sciencedirect.com/science/article/pii/S0169207099000187

43. Saripalli, P. & Pingali, G., 2011. MADMAC: Multiple Attribute Decision Methodology for Adoption of Clouds. 2011 IEEE 4th International Conference on Cloud Computing, pp.316–323. Available at: http://ieeexplore.ieee.org/lpdocs/epic03/wrapper.htm?arnumber=6008725

44. Saripalli, P. & Walters, B., (2010). QUIRC: A Quantitative Impact and Risk Assessment Framework for Cloud Security. 2010 IEEE 3rd International Conference on Cloud Computing, 280–288. Available at: http://ieeexplore.ieee.org/lpdocs/epic03/wrapper.htm?arnumber=5557981

45. Scapolo, F. and Miles, I. (2006), Eliciting experts‘ knowledge: a comparison of two methods, Technological Forecasting and Social Change, 73( 6), 679-704. Available at: http://foresight.jrc.ec.europa.eu/fta/papers/Session%201%20Methodological%20Selection/Eliciting%20Experts%20Knowledge.pdf

46. Shelton, K., 2010. A Quality Scorecard for the Administration of Online Education Programs: A Delphi Study Q. Journal of Asynchronous Learning Networks, 14(4),36–62. Available at: http://files.eric.ed.gov/fulltext/EJ909912.pdf

http://www.springerlink.com/content/12131752258334h5/fulltext.pdf


http://telearn.archives-ouvertes.fr/docs/00/19/04/41/PDF/osborne-j-2003-r6.pdf


http://www.emeraldinsight.com/10.1108/14636680810918586









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47. Slaughter, R. (2004) Futures Beyond Dystopia: Creating Social Foresight, Routledge Falmer, London.

48. Slaughter, R. (2004). ‗The emergence of futures into the educational mainstream‘, chapter 13 of Futures Beyond Dystopia: Creating Social Foresight, Routledge Falmer, London.

49. Slaughter, R. (ed) (2005) Knowledge Base of Futures Studies, CD-Rom, Foresight International, Brisbane.

50. Slaughter, R. and Bussey, M. (2006) Futures Thinking for Social Foresight, Tamkang University Press, Taipei.

51. Steinert, M., (2009). A dissensus based online Delphi approach: an explorative research tool, Technol. Forecast. Soc. Change. 76 (3) (2009) 291–300. Available at: http://ac.els-cdn.com/S0040162508001947/1-s2.0-S0040162508001947-main.pdf?_tid=63b0da22-08ce-11e4-9fb5-00000aab0f02&acdnat=1405064505_10e9b7bcfd2f4a4f43e3ccd750516267

52. Sukumaran, S., Rahim, A. & Chandran, K., (2013). Knowledge Elicitation Using Activity Theory and Delphi Technique for Supervision of. 7th International conference on KMO, AISC, pp.129–139.

53. Varum, C.A., Melo, C., (2010). Directions in scenario planning literature – a review of the past decades, Futures 42 (4) (2010) 355–369. Available at: http://ac.els-cdn.com/S0016328709001955/1-s2.0-S0016328709001955-main.pdf?_tid=f5082c1a-08cd-11e4-8f3d-00000aacb35e&acdnat=1405064320_381925d9911886774eacacdc54026438

54. Volman, M., (2005). A variety of roles for a new type of teacher educational technology and the teaching profession, Teach. Teach. Educ. 21 (1) 15-31. Available at : http://www.sciencedirect.com/science/article/pii/S0742051X04001167

55. Von der Gracht, H.A., Darkow, I., (2010). Scenarios for the logistics services industry: a Delphi-based analysis for 2025, Int. J. Prod. Econ. 127 (1) 46–59. Available at: http://ac.els-cdn.com/S0925527310001349/1-s2.0-S0925527310001349-main.pdf?_tid=6dd67380-08cf-11e4-9efc-00000aacb35f&acdnat=1405064952_64388f45f87065df7a654596f4eb196b

56. Voros, J. (2005), A generalised ‗layered methodology‘ framework‘‘, foresight, 7(2) , 28-40. Available at: http://www.emeraldinsight.com/journals.htm?articleid=1464988

57. Woudenberg, F. (1991): An Evaluation of Delphi, in: Technological Forecasting and Social Change, vol. 40, pp. 131 – 150.

9.5 Six Thinking Hats

1. De Bono Consulting - Six Thinking Hats. Available at: www.debonoonline.com/Six_Thinking_Hats.asp

2. De Bono E. (1990): I Am Right, You Are Wrong London, Viking Press. 3. De Bono, E., (1999): Six thinking hat. Mica Management Resources. Inc 4. Dr Edward de Bono's six Thinking Hats and Numeracy. Available at:

http://findarticles.com/p/articles/mi_6932/is_3_11/ai_n28433380 5. Free Resources for Teachers & Parents. Available at:

http://debonoforschools.com/asp/fr_free_resources_intro.asp 6. https://www.ocps.net/cs/services/cs/currareas/read/IR/bestpractices/SZ/sixthinkinghats_

Mar2009.pdf 7. Mind Tools - Six Thinking Hats: Looking at a Decision From All Points of View. Available

at: www.mindtools.com/pages/article/newTED_07.htm 8. The Six Thinking Hats - A Teacher‘s Resource Guide to. Available at:

http://www.bcs.k12.in.us/Portals/0/Curriculum/High%20Ability/introducton%20to%20six%20thinking%20hats%20at%20elementary%20level.pdf

9. Thinking and Learning. Available at: http://www.in2edu.com/downloads/thinking/index.htm













http://www.emeraldinsight.com/journals.htm?articleid=1464988

http://www.debonoonline.com/Six_Thinking_Hats.asp

http://findarticles.com/p/articles/mi_6932/is_3_11/ai_n28433380

http://debonoforschools.com/asp/fr_free_resources_intro.asp

https://www.ocps.net/cs/services/cs/currareas/read/IR/bestpractices/SZ/sixthinkinghats_Mar2009.pdf

https://www.ocps.net/cs/services/cs/currareas/read/IR/bestpractices/SZ/sixthinkinghats_Mar2009.pdf

http://www.mindtools.com/pages/article/newTED_07.htm



http://www.in2edu.com/downloads/thinking/index.htm

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10. Turn a Sad Goodbye into a "Problemtunity" Available at: http://www.middleweb.com/MWLresources/dyckarticle2.html

9.6 Expert Panel

1. Ala-Mutka, Kirsti, Christine Redecker, Yves Punie, Anusca Ferrari, Romina Cachia, Clara Centeno (2010). The Future of Learning: European Teachers‘ Visions. Report on a foresight consultation at the 2010 eTwinning Conference, Sevilla, 5-7 February 2010. JRC Technical Note JRC 59775. http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=3679

2. Bañuls, V.A.. Turoff, M (2011): Scenario construction via Delphi and cross-impact analysis, Technol. Forecast. Soc. Chang. 78 1579–1602.

3. Miles, I. (2005), ―Scenario planning‖, UNIDO Technology Foresight Manual, Volume 1 – Organization and Methods, UNIDO, Vienna, pp. 168‐93.

4. Miles, I. (2008), ―From futures to foresight‖, in Georghiou, L., Cassingena, J., Keenan, M., Miles, I. and Popper, R. (Eds), The Handbook of Technology Foresight, Edward Elgar, Aldershot.

5. Nowack, M. Endrikat, J., Guenther, E. (2011): Review of Delphi-based scenario studies: quality and design considerations, Technol. Forecast. Soc. Chang. 78, 1603–1615.

6. Popper, R. and Miles, I. (2005), ―The FISTERA Delphi: future challenges, applications and priorities for socially beneficial information society technologies‖, report prepared for the FISTERA Project, available at http://prest.mbs.ac.uk/prest/FISTERA/delphi_results.htm

7. Ramalingam, B. (2009). Tools for knowledge and learning: A guide for development and humanitarian organizations. Available at www.odi.org.uk/rapid

8. Tapio, P. Paloniemi, R. Varho, V. Vinnari, M (2011): The unholy marriage? Integrating qualitative and quantitative information in Delphi processes, Technol. Forecast. Soc. Chang. 78 (2011) 1616–1628.

9.7 Cloud education Around the World

1. Allen, I. E., and J. Seaman., Staying the Course: Online Education in the United States,

2008, Needham, MA: Sloan Consortium, 2008.

2. Cuhls, K., Ganz, W., Warnke, P., (2009). Foresight process on behalf of the German

Federal Ministry of Education and Research. Available at: https://ec.europa.eu/digital-

agenda/futurium/sites/futurium/files/futurium/library/Unknown%20-%20Unknown%20-

%20Foresight%20process.pdf

3. Foresight Future Identities Final Project Report. The Government Office for Science, L.,

2013. Future Identities Changing identities in the UK: the next 10 years,

4. Gidley, J., (2003). Futures in Education: Principles, Practices and Potential, Australian

Foresight Institute Monograph series. Available at:

http://www.academia.edu/197836/Futures_in_Education_Principles_Practices_and_Pote

ntial

5. Hidayah Nur 2012 Smart Schools in Malaysia regions presentation

http://www.slideshare.net/nurhidayah1105/smart-schools-in-malaysia

6. Şiclovan, A. 2012 The Future of Cloud Computing Broad Research in Accounting,

Negotiation, and Distribution cloud base education/management paper

http://www.edusoft.ro/brain/index.php/brand/article/view/333

7. Northgate, D. (2012). Northgate Managed Services secures £170m contract to provide

Education Cloud for Northern Ireland. Capita Managed IT Solutions, UK. Retrieved 4

February 2014, from http://www.capita-mits.co.uk/News/Northgate-Managed-Services-

secures-%C2%A3170m-contract#sthash.VUigImlG.dpuf.

http://www.middleweb.com/MWLresources/dyckarticle2.html

http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=3679


http://www.odi.org.uk/rapid

https://ec.europa.eu/digital-agenda/futurium/sites/futurium/files/futurium/library/Unknown%20-%20Unknown%20-%20Foresight%20process.pdf



https://www.academia.edu/197836/Futures_in_Education_Principles_Practices_and_Potential

http://www.academia.edu/197836/Futures_in_Education_Principles_Practices_and_Potential

http://www.academia.edu/197836/Futures_in_Education_Principles_Practices_and_Potential

http://www.capita-mits.co.uk/News/Northgate-Managed-Services-secures-%C2%A3170m-contract#sthash.VUigImlG.dpuf


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8. Slaughter, R. (2004), Road testing a new model at the Australian Foresight Institute,

Futures, Vol. 36 No. 8, pp. 837-52. Available at:

http://www.sciencedirect.com/science/article/pii/S0016328704000114#

9. Smart Schools in Malaysia. Available at :


9.8 Future of Education

1. 2009 P21 Framework Definitions Partnership for 21st Century Skills education report http://www.p21.org/storage/documents/P21_Framework_Definitions.pdf

2. 2013 Digital agenda for Europe Future Vision of Big Data foresight post https://ec.europa.eu/digital-agenda/futurium/node/594

3. 2013/9/13 A Roadmap to Digitally Delivered Education Center for Digital Education education paper http://media.navigatored.com/documents/CDE13_HANDBOOK_Samsung_V.PDF

4. 2014 The Learning Curve: Educations and Skills for Life Pearson education report http://thelearningcurve.pearson.com/content/download/bankname/components/filename/The_Learning_Curve_2014-Final_1.pdf

5. 2014 Key Trends Accelerating K-12 Technology Adoption. What trends do you expect to have a significant impact on the ways in which learning-focused institutions approach our core missions of teaching, learning, and creative inquiry? New Media Consortium learning post http://k12.wiki.nmc.org/Trends

6. 2014 Significant Challenges Impeding K-12 Technology Adoption. What do you see as the key challenges related to teaching, learning, or creative inquiry that learning-focused institutions will face during the next 5 years? New Media Consortium learning post http://k12.wiki.nmc.org/Challenges

7. 2014 What key technologies are missing from our list? New Media Consortium learning post http://k12.wiki.nmc.org/New+Topic

8. Atkinson Andy 2014 Supporting Schools: A vision for new and tailored IB services for schools and groups of schools IBAEM education presentation http://www.ibo.org/ibaem/conferences/past/documents/127AndrewAtkinsonSupportingschoolsAvisionfornewandtailoredIBservices.pdf

9. Banerjee & Banerjee, P. 2009 An intelligent IT infrastructure for the future 15th International Symposium on High-Performance Computer Architecture, Proceedings cloud base education/technology paper http://link.springer.com/chapter/10.1007%2F978-3-642-11322-2_1

10. Barnett B. (2011), Teaching 2030: What We Must Do for Our Students and Our Public Schools, Now and in the Future, Teachers College Press;

11. Bebell, D & O‘Dwyer, L.M. 2010 Education Outcomes and Research form 1:1 Computing Settings The Journal of Technology, Learning, and Assessment, 9(1), 1-16. education paper http://ejournals.bc.edu/ojs/index.php/jtla/article/view/1606/1463

12. Berger Maye Catherine 2014 Taking Action: A Dynamic Way of Knowing learning presentation http://www.ibo.org/ibaem/conferences/past/documents/keynote-cathryn-berger-kaye.pdf

13. Burns Mary 2012/8/2 10 Lessons Learned From Online Learning for Teacher Professional Development Educational Technology Debate cloud base education/management post https://edutechdebate.org/distance-education-for-teachers/10-lessons-learned-from-online-learning-for-teacher-professional-development/

14. Blake R. J. (2008), Brave New Digital Classroom: Technology and Foreign Language Learning, Georgetown University Press;

15. Boettcher J. V. (2010), The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips, Jossey-Bass;



http://www.p21.org/storage/documents/P21_Framework_Definitions.pdf

https://ec.europa.eu/digital-agenda/futurium/node/594

http://media.navigatored.com/documents/CDE13_HANDBOOK_Samsung_V.PDF

http://thelearningcurve.pearson.com/content/download/bankname/components/filename/The_Learning_Curve_2014-Final_1.pdf

http://thelearningcurve.pearson.com/content/download/bankname/components/filename/The_Learning_Curve_2014-Final_1.pdf

http://k12.wiki.nmc.org/Trends

http://k12.wiki.nmc.org/Challenges

http://k12.wiki.nmc.org/New+Topic

http://www.ibo.org/ibaem/conferences/past/documents/127AndrewAtkinsonSupportingschoolsAvisionfornewandtailoredIBservices.pdf

http://www.ibo.org/ibaem/conferences/past/documents/127AndrewAtkinsonSupportingschoolsAvisionfornewandtailoredIBservices.pdf

http://link.springer.com/chapter/10.1007%2F978-3-642-11322-2_1

http://ejournals.bc.edu/ojs/index.php/jtla/article/view/1606/1463

http://www.ibo.org/ibaem/conferences/past/documents/keynote-cathryn-berger-kaye.pdf

http://www.ibo.org/ibaem/conferences/past/documents/keynote-cathryn-berger-kaye.pdf

https://edutechdebate.org/distance-education-for-teachers/10-lessons-learned-from-online-learning-for-teacher-professional-development/

https://edutechdebate.org/distance-education-for-teachers/10-lessons-learned-from-online-learning-for-teacher-professional-development/

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16. Britland M. (2013), What is the future of technology in education?, Guardian Professional, June 2013, http://www.theguardian.com/teachernetwork/teacher-blog/2013/jun/19/technology-future-education-Cloud-sociallearning;

17. Buckingham D. (2013), Beyond Technology: Children's Learning in the Age of Digital Culture, John Wiley & Sons;

18. Buckingham D. (2013), Media Education: Literacy, Learning and Contemporary Culture, John Wiley & Sons;

19. Cambridge Assessment 2013 Schools in the Cloud. Learning without teachers. It couldn't happen, could it? Cloud base education/Management post http://www.cambridgeassessment.org.uk/insights/schools-in-the-Cloud/;

20. CDE Survey, 2013 2014/5/29 Deploying a 1:1 learning program in your school district ΑΤ&Τ education infographic http://www.corp.att.com/edu/docs/erepublic_survey.pdf

21. Couros Alec 2006 Examining the Open Movement: Possibilities and Implications for Education Licensed Under the Canadian Creative Commons (AT/NC/SA) education paper https://www.scribd.com/doc/3363/Dissertation-Couros-FINAL-06-WebVersion

22. Criss A. (2011) How moving to the Cloud can help schools, Computer Weekly, http://www.computerweekly.com/tip/Cloud-computing-in-education-Howmoving-to-the-Cloud-can-help-schools;

23. Danah B. and Nicole E. 2007 Social Network Sites: Definition, History, and Scholarship Journal of Computer-Mediated Communication cloud communication/technology paper http://onlinelibrary.wiley.com/doi/10.1111/j.1083-6101.2007.00393.x/pdf

24. Darden M. L. (2009), Beyond 2020: Envisioning the Future of Universities in America, Rowman & Littlefield Publishers;

25. Donert, K. (2013). Lifelong learning Programme Application Form, KA3_MN_EL_SoC. Brussels: European Commission.

26. Donert, K., Bonanou, H. (eds.) (2014). Education on the Cloud 2014: State of the Art. Retrieved 4 February 2014, from http://www.schoolonthecloud.eu

27. Downes S. 2010 Learning Networks and Connective Knowledge In Harrison Hao Yang & Steve Chi-Yin Yuen (eds.), Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking. learning paper http://philpapers.org/rec/DOWLNA

28. Drago-Severson, E. (2009). Leading Adult Learning Development in our Schools.Thousand Oaks, CA: Cornin/Sage Press.

29. Duggan Schwartzbeck Terri, Wolf Mary Ann 2012/6 The Digital Learning Imperative: How Technology and Teaching Meet Today‘s Education Challenges Alliance for Excellent Education education report http://all4ed.org/wp-content/uploads/2012/01/DigitalLearningImperative.pdf

30. Edwards, J. 2013 How to Pick the Best Cloud Law Technology News ethics/management post http://tinyurl.com/k77w2sg

31. European Communities (2007). Key Competences for Lifelong Learning. Luxembourg: Office for Official Publications of the European Communities.

32. European Commission (2011), European Cloud Computing Strategy, http://ec.europa.eu/digital-agenda/en/european-Cloud-computing-strategy;

33. European Commission (2012), Digital Agenda for Europe, http://ec.europa.eu/digital-agenda/;

34. European Commission (2012), Unleashing the potential of Cloud computing in Europe, European Commission, Brussels, http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2012:0529:FIN:EN:PDF;

35. Fischer, G. 2005 Distances and Diversity: Sources for Social Creativity, Proceedings of Creativity & Cognition University of Colorado, Department of Computer Science resources paper http://bit.ly/sX6Aij

36. Franck Charlie, Aleman Naomi 2011/02 Learning to Service-Connecting Thinking and Action to Service-Learning International School of Kuala Lumpur ISKL learning post http://earcos-article.tumblr.com/post/7034792526/earcos-annual-weekend-workshops-report-2010-12

http://www.theguardian.com/teachernetwork/teacher-blog/2013/jun/19/technology-future-education-Cloud-sociallearning

http://www.theguardian.com/teachernetwork/teacher-blog/2013/jun/19/technology-future-education-Cloud-sociallearning

http://www.cambridgeassessment.org.uk/insights/schools-in-the-Cloud/

http://www.corp.att.com/edu/docs/erepublic_survey.pdf

https://www.scribd.com/doc/3363/Dissertation-Couros-FINAL-06-WebVersion

http://www.computerweekly.com/tip/Cloud-computing-in-education-Howmoving-to-the-Cloud-can-help-schools

http://www.computerweekly.com/tip/Cloud-computing-in-education-Howmoving-to-the-Cloud-can-help-schools

http://onlinelibrary.wiley.com/doi/10.1111/j.1083-6101.2007.00393.x/pdf

http://www.schoolonthecloud.eu/

http://philpapers.org/rec/DOWLNA

http://all4ed.org/wp-content/uploads/2012/01/DigitalLearningImperative.pdf

http://all4ed.org/wp-content/uploads/2012/01/DigitalLearningImperative.pdf

http://tinyurl.com/k77w2sg

http://ec.europa.eu/digital-agenda/en/european-Cloud-computing-strategy

http://ec.europa.eu/digital-agenda/


http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2012:0529:FIN:EN:PDF

http://bit.ly/sX6Aij

http://earcos-article.tumblr.com/post/7034792526/earcos-annual-weekend-workshops-report-2010-12


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37. Fullan Michael 2014/1/26 There is Something Different About 2014 Michael Fullan - Motion Leadership education post http://www.michaelfullan.ca/there-is-something-different-about-2014/

38. Fullan Michael Great to Excellent: Launching the Next Stage of Ontario's Education Agenda education paper http://www.michaelfullan.ca/media/13599974110.pdf

39. Fullan Michael, Donnelly Katelyn 2013/7 Alive in the Swamp, Assessing Digital Innovations in Education Nesta NewSchools education report http://www.nesta.org.uk/sites/default/files/alive_in_the_swamp.pdf

40. Hattie John 2003 Teachers Make a Difference What is the research evidence? Professional Learning and Leadership Development, NSW DET education paper http://www.decd.sa.gov.au/limestonecoast/files/pages/new%20page/PLC/teachers_make_a_difference.pdf

41. Heick Terry 2014/8/5 8 Ideas That Will Permanently Break Education As We Know It TeachThought education post http://www.teachthought.com/trends/disrupting-education-8-ideas-will-break

42. ITPro (2014), Why Cloud is the future of education technology, 23 January 2014, http://www.itproportal.com/2014/01/23/why-Cloud-is-the-future-ofeducationtechnology

43. Ko S. (2010), Teaching Online: A Practical Guide, Routledge; 44. Leask M., Pachler M. (2008), Learning to Teach Using ICT in the Secondary School: A

Companion to School Experience, Routledge; 45. Mal L., and Gaffney M. F. (2008), Leading a Digital School: Principles and Practice,

ACER Press; 46. Manning S. (2011), The Technology Toolbelt for Teaching, Jossey-Bass; 47. Nicholson, J. (2009). Cloud Computing‘s Top Issues for Higher Education. University

Business Solution for Higher Education Management. Retrieved 4 February 2014, from http://www.universitybusiness.com/viewarticle.aspx?articleid=1342&p=4#0.

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Education CompetencyWorks, iNACOL, KnowledgeWorks ethics/legal report

http://www.competencyworks.org/wp-content/uploads/2014/01/CompetencyWorks_A_K-

12_Federal_Policy_Framework_for_Competency_Education_February_2014.pdf





http://www.beyondcurrenthorizons.org.uk/scenarios

http://www.ais.up.ac.za/digi/docs/thomas_paper.pdf





http://dist.codehaus.org/x10/documentation/languagespec/x10-latest.pdf

http://dist.codehaus.org/x10/documentation/languagespec/x10-latest.pdf







http://www.competencyworks.org/wp-content/uploads/2014/01/CompetencyWorks_A_K-12_Federal_Policy_Framework_for_Competency_Education_February_2014.pdf

http://www.competencyworks.org/wp-content/uploads/2014/01/CompetencyWorks_A_K-12_Federal_Policy_Framework_for_Competency_Education_February_2014.pdf

543221–LLP–1–2013–1–GR-KA3- KA3NW


543221–LLP–1–2013–1–GR-KA3- KA3NW


School on the Cloud: Deliverable D5.1

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