Anastasia Economou

Anastasia Economou works at the Joint Research Centre of the European Commission since February 2020. She is leading SELFIEforTEACHERS, the self-reflection tool based on the European Framework for the Digital Competence of Educators and the DigCompEdu project. In her previous position at the Cyprus Pedagogical Institute, she led a number of projects on teachers’ professional development and digital technologies for teaching and learning. She received her BSc in Education from Boston University in 1993, her Master´s degree in Educational Technology from Arizona State University in 1994 and her MBA degree from the University of Cyprus in 2008.

Short Presentation Description

Digital transformation in education has been high priority in the European agenda priorities. Education systems are exploring various ways to respond to the opportunities that digital technologies can offer as well as the challenges they entail. Teachers’ role is a key factor on how digital technologies are used in teaching and learning and their digital competence is considered to be a core element of their professional development. In this presentation, we will refer to digital competence at the European level and focus on educators’ digital competence. We will present the European Framework for the Digital Competence of Educators (DigCompEdu) and the SELFIEforTEACHERS self-reflection tool.

Laurie Forcier

Laurie is currently Chief of Staff and Director of Partnerships for Educate Ventures, which helps EdTechs and educators make better strategic use of data and evidence for the benefit of all learners. She developed her global education network as chief content officer for Learnit, a 70K+-strong change-oriented education leaders' network, and director of Pearson's programme of global thought leadership, publishing on the future of education, skills and work, and how technology can augment learning and teaching. Earlier in her career she was a senior advisor and aide to the dean of the Harvard Graduate School of Education; higher education is her first love. She cut her teeth in education as an evaluation and policy researcher at the Urban Institute, a Washington, DC-based think tank, which grounded her in the importance of research from the very start.

Short Presentation Description

There are many ways AI can be used to support the teaching and learning process: adaptive tutors and tutoring platform help deliver one-to-one tutoring; voice-activated interfaces allow hands-free interactions; recommender systems help teachers find suitable resources for their students quickly and effectively; and much more. But, to use these technologies appropriately and effectively, everyone – teachers and students alike -- needs to understand something about AI.

AI Readiness is a framework the Educate Ventures Research team has developed to support conversations about, and understanding of, AI. In this talk, I’ll share my thoughts on the aspects of AI that can make it so very useful to education. I'll also share examples of the work that we have done with educational organisations using the AI Readiness framework, as well as the structure of a new AI Readiness course we have developed specifically for the education context


Irene Andriopoulou

Media researcher, policy analyst, practitioner and advocate for media literacy for nearly 20 years. Member of the new European Expert Group on Tackling Disinformation and Promoting Digital Literacy through Education and Training and past member of the EC Media Literacy Expert Group (2006-2018). Partner of UNESCO as elected global co-Secretary General of the International Steering Committee for UNESCO Media & Information Literacy Alliance (2019-2022), on a multi-disciplinary approach on media and digital literacy for parents, educators, children, policymakers, media stakeholders and media professionals. Presently, Head of Research, Studies and Educational Programs Department at EKOME, the National Centre of Audiovisual Media and Communication in Greece. Greek editor of UNESCO “Media and Information Literacy Curriculum for Teachers” (2014), co-author with Art Silverblatt of “Media Literacy: Keys to Interpreting Media Messages" (2016) and editor of the “White Paper of EKOME on Media and Information Literacy” (2018). Project manager of UNESCO MIL Alliance European Sub Chapter Mediterranean Group, coordinated by EKOME. BA in Communication & Mass Media, Athens University, Master of Arts in Media Studies, Sussex University, and PhD candidate at Aristotle University of Thessaloniki, Faculty of Journalism and Media Studies on MIL policies. In the past, as Head of Media Literacy Department at the Hellenic Audiovisual Institute - IOM (2004-2011), Irene highlighted media literacy in the Greek public discourse and typical education, through developing the "Greek Media Literacy Database for Children, Young People and the Media" and the first "Nationwide Research on Media Literacy Education in Primary Schools" in Greece. She has worked for the national public service broadcaster ERT (Children’s program section) and the Hellenic Ministry of Digital Policy. She was also Research Associate at ELIAMEP - Hellenic Foundation for European & Foreign Policy on the Crisis Observatory Plus (2013-2019).

Presentation Summary

Short Presentation Description

In the digital age of visual culture, the transition from written word to the multimodal visual text marked the shift of focus from the student-reader to the viewer-user-consumer and content producer of digital media (aka pro-sumer). The challenges are constantly changing and transforming with the stakes now being, not the technical use of audiovisual and digital media, but the critical and ethical management of content and the adoption of an autonomous media identity that contributes to active digital citizenship.

Media and Information Literacy is a fundamental skill of life ("soft

skills") at the level of self-cognitive and socio-knowledge for democratic intermediated societies, societies where information is elevated to knowledge as the ultimate public value.

Sabrina Vorbau

Sabrina Vorbau is Project Manager at European Schoolnet in its Digital Citizenship Team. She works for a variety of online safety projects such as Better Internet for Kids, Web We Want, the eSafety Label and SELMA. She is in charge of managing the Web We Want and eSafety Label projects and supporting the management of the SELMA project, which is focusing on the topic of online hate speech. Further, Sabrina is also coordinating the eSafety taskforce group of eTwinning.

Originally, from Germany, Sabrina holds a Master’s degree in Applied Economic Sciences: Business Administration (MBA) from the University of Antwerp. Prior to joining EUN, she worked at the European Agency for Fundamental Rights in Vienna.


Short Presentation Description

Digital technologies and the internet play a key role in the lives of children and young people, providing important opportunities for learning, information, communication and entertainment. Digital abstinence is virtually impossible for today's children, given that information and elements of formal education, as well as social contacts and entertainment have in recent years switched to an online format. However, in addition to its many benefits, the internet often exposes children and young people to harmful and illegal content, behaviors, contacts and other dangerous activities. In addition, digital services, from social media to interactive games, may result in children and young people being exposed to risks such as inappropriate content, bullying or sexual abuse.

The presentation will demonstrate the findings of the # DigitalDecade4YOUth Commission consultation, where around 750 children and young people shared their thoughts on the virtues and risks associated with the use of the internet, the role of Safer Internet Centers (SIC) and the BIK Youth Panel for Europe, as well as the new National Strategy for a Better Internet for Children (BIK), adopted in May by the European Commission.


Kalliopi-Evagelia Stavroulia

Dr Kalliopi-Evangelia Stavroulia holds a PhD from the Department of Multimedia and Graphic Arts of the Cyprus University of Technology. She holds an MSc in the Design and Development of Computer Games and Interactive Technologies from the Cyprus University of Technology and University of Cyprus (2016). She also holds a Master of Arts in Education (Education Sciences) with distinction from Roehampton University of London and The Higher School of Pedagogical and Technological Education-ASPETE (2010). She graduated in 2006 from Panteion University of Athens with a degree in International and European Studies. Her research interests focus on the domain of new technologies and specifically on the use of virtual reality, serious games, and simulations in the field of education of any educational level. She has also been involved in research projects on these topics, she has attended and participated in workshops, seminars and conferences and has published her work in conferences, books, and journals related to this specific area. More ...

Short Presentation Desciption

The COVID-19 pandemic has created an unprecedented educational crisis, posing new challenges and highlighting the need to use new innovative and technology-based approaches to support education and ensure high-quality learning. Today's learning crisis could lead to unpredictable consequences not only for today's generations but also for future generations and societies worldwide. As a result, the digital transformation of education and the implementation of innovative teaching and learning strategies that will promote life skills has become more urgent than ever. Virtual Reality is an emerging pedagogical approach, offering learners a safe and controlled space for experiential learning and practice, and can offer high-level interactive experiences that reflect realistic and real-life situations and challenges.

Theodora Gkeniou

Theodora Gkeniou is an English language teacher with Postgraduate Studies in Applied Linguistics and Education, and a PhD candidate in the field of Mobile Learning. She also works in the fields of Erasmus+ European project management and digital cultural heritage. She is an Ambassador of the Europeana DSI-4 project co-organized by the European Schoolnet and the Europeana Foundation, as well as an ambassador of the eTwinning action and a Level II ICT certified teacher trainer in her country, Greece. She has been involved in coordinating online groups and mentoring teachers, creating synergies with organisations such as museums and public libraries. She is currently coordinating the works of the European Mass Online Open Course MOOC on the topic of "Digital education with cultural heritage" offered in Greek language for the first time.

Short Presentation Description

Digital repositories in the cultural heritage sector, such as the cultural portal Europeana, can be a valuable treasure trove for education, since they offer future citizens access to a wide range of digital content, ranging from European libraries and archives to museums. The Europeana Education initiative promotes innovative pedagogical approaches and facilitates open education through the design of activities integrated in hybrid learning spaces. The "Teaching with Europeana" blog and the "Digital education with cultural heritage" European Mass Open Online Course are just a few examples of designing and implementing activities where cultural heritage is linked to the development of digital literacy and media literacy. The aim of this presentation is to showcase these activities and to provide some concrete examples that empower and inspire teachers and students in the field of the pedagogical use of our common digital European cultural heritage.