Design Thinking Video

Visualization and realization: practical solutions for the classroom


In this video, Ainhoa Zamora, coach at Teamlabs, describes some innovation tools that are seen as solutions for possible future challenges. The interesting thing is they can be perfectly applied to the classroom or to any daily life challenge. They seek solutions and are adaptable to the current reality. Throughout a number of different phases, the obtained tools are thought of as collaborative and team processes, not resorting to individual solutions, encouraging empathy and visualization. 

How to bring them into the classroom? It’s very simple and it is where we can see the importance of the proposed phases:


Phase 1

Can be called “exploration” and is about knowing the problem or people involved, i.e. “defining the challenge”.


Phase 2

Or “interpretation”, is about getting to know the problem, learning from the user or participant.


Phase 3

Works on specific solutions; it is “ideation”.


Phase 4

Called “experimentation”, is about prototyping, though it doesn’t intend to be the final product yet.


Phase 5

Is cyclic, that is, it starts all over again. It is about “evolution”.

All these stages or “phases” are explained with enlightening examples by the video speaker, so they can be put into practice more easily. 

Media Literacy Video

Sonia Livingstone and the use of digital technologies


Sonia Livingstone, professor of Social Psychology and Head of the Department of Media and Communications at the London School of Economics and Political Science, gave a talk in the context of #EdChange 2021 on the use of digital technologies in education. 

In this clip she mentions the network EU Kids Online and their report from 2020 about the use of the Internet at schools. 

In July 2021, the use of mobile devices in classrooms was banned in Great Britain. Livingstone contrasts this decision with the European Commission for Education’s perspective which highlights the relevance of including technology in the classroom and in education.

The full talk can be seen here.

Media Literacy Video

Covid 19: re-thinking learning and teaching


During the “Educate with a sense” interview cicle, co organized by Esbrina Investigation Group of the Universitat de Barcelona and Faro Digital, we talked to Ines Dussel, an Argentinian teacher, PhD in Education and main investigator in Cinvestav (Department of Educational Investigations in Mexico).

 From this conversation comes a series of concepts and reflections to think about theeducational transformation of the past years.

Check the video here
Social-Emotional Learning Video

5 ways to include a social-emotional perspective in teaching


Check this BBC video in which award-winning author Laurence Scott talks about how Facebook, Twitter and other social networks can impact our emotions. From his conclusions , we reflect on the importance of social emotional education.

One of the main goals of this type of education in schools is that students learn how to get to know themselves better by identifying where their needs, thoughts and emotions come from. 

In order to achieve this, social interactions and creating a good atmosphere in class are key. We share 5 practical ideas to encourage this:

  • Setting and caring of the shared space: classrooms must be a place where students would want to returnand can create a sense of belonging.Therefore, this space needs proper lighting, it has to be clean and it should allow students to move easily in order to carry out teamwork. –        Designing personal activities that encourage dialogue (among students and teachers) and that allow to address different subjects from an interpersonal point of view.
  • Making conflicts visible: Starting with teacher intervention, the search for solutions may be a chance to build agreements and rules for daily life.
  • Proposing activities that allow students to reflect on different topics regarding their right to decide on their own body, so as to prevent or detect in time situations of harassment or abuse.
  • Encouraging teamwork. Group activities require dialogue, negotiation, collaboration, asking for help, giving in to create consensus and accepting agreements. Making collaborative tasks can strengthen the meaningful learning of active listening, solidarity and empathy.

Find below some links that can be useful in the classroom.

Find out more about Laurence Scott visiting:

Design Thinking

Design thinking: three different ways of designing learning experiences


In this video we show you design thinking keys and the three main ways of designing educational experiences

  1. Learning design
  2. Participation design
  3. Codesign

This material is ideal to go deeper into the world of horizontal design proposals, in which students learn by creating and being part of the process from the beginning.

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