Knowledge Building in Action
A Project of Global Skills Network
Cultivate Problem Solvers
Model Training Template
Communities of Practice support a critical dimension of educational practices -
serving to guide the development of interventions to make learning more effective,
and help both learners and educators better cope with education's complexities.
KBIA CoPs serve as international networks that promotes dialogue and communication
among members. By offering resources associated with different frameworks and
initiatives as those outlined above, a Community of Practice can be created for a
wide variety of learning environments, from compulsory education and post-secondary
education to vocational education and training corporate training and project
management of educational projects. Members are able to network with each others
for partnering their classrooms or collaborate in transnational programming, engage
in ongoing professional development and mentoring, and access a virtual library
of resources that help them improve the craft of teaching. Communities of Practice
feature fora for discussions and conversations, and sponsors person-to-person
events where members can come together to learn from each other and bring back
new ideas for effective practices and strategies for their classrooms and other
learning environments that transform learners into problem solvers
KBIA directs training activity towards educators, trainers and mentors as Trainees
by "train the trainer" methodologies delivered via e-learning and other IT tools.
Our aims are to transform Trainees into competent “seed planters” to imbue learners
in formal, informal and non-formal learning environments with skills in demand by
the workforce, for business solutions or to help solve community challenges.
By becoming learning facilitators and coaches, Trainees improve learning outcomes
and enhance the learning process for their students. Those who come from formal
education become “paradigm shifters” to instigate change in their institutions,whether
compulsory education, post-secondary education or vocational training, to foment the
implementation of training models in curricula offered in a variety of learning
environments. Training can take place in consortia of partners within transnational
programming, in a school with teachers from across the disciplines for "phenomenon
learning" or teaching by topics, in the nonprofit sector for programming managers
responsible for the execution of projects in youth, economic development, tourism
and other scenarios that support collaborative learning, or in ecosystems and other
conglomeration of players that support entrepreneurship education and training
Knowledge Building in Action - KBIA
IT tools and educational practices aimed at facilitating and enhancing learning
"Train the Trainer" capacitates
educators with competences
as tutors and mentors able to
guide their students toward
acquiring skills via personalized
and inclusive lifelong learning.
Focus on centralized
topics that constitute
challenges faced
​May focus on staff training
instead of teachers that can
include telecollaboration and
virtual exchanges to gain
insights and disseminate
information to support
opportunities for meaningful
interactions that advance ​a
mission or project goals
A Community of
Practice is created
for Trainees who
become tutors,
mentors and
facilitators of
learning for
their students
Practical Applications
Knowledge Building in Action
A Project of Global Skills Network
Contact:  Sandra Lund-Diaz, M.Ed.
Director of Strategic Partnerships, Instructional Design and Training
A global network to empower teachers, trainers and mentors
to prepare learners of all ages to become problem solvers in a
globally-connected, complex world
of ambiguities and rapidly-changing environments that will require critical skills to find opportunities
to address myriad problems in society and the workforce
with IT tools and educational practices aimed at facilitating and enhancing learning
Learning & Teaching
  • Pedagogy
  - UNESCO CFT Framework
  - Knowledge Building Scaffolding
  - Small Group Learning 21st Century Skills
  - Teaching by Topics/Phenomenon Learning
  • Electronic Workspace
   - Computer-Supported Collaborative Learning
   - Electronic Assessment Tools in Real Time
   - Cloud-based databases
   - Multiple device-friendly
  • Open Badges
  • Teacher Training as learning facilitators
  • Partnering Classrooms K-22
  • Community of Practice
  • Pedagogy
  - EntreComp Framework
  - UNESCO CFT Framework
  - Small Group Learning for skills and mindset
  • E-Learning - Multiple device friendly
  • Open Badges
  • Teacher Training as learning facilitators
  • Community of Practice
The SDG Global Goals
E-Incubator for
Young Entrepreneurs
Education & Training
One Plan
One Planet
Bringing People
Together for Dialogue
Around Issues
  • Pedagogy
  - EntreComp Framework
  - Small Group Learning for skills and mindset
  - Linkages with Associate Partners
  • E-Learning - Multiple device-friendly
  • Open Badges
  • Teacher Training as learning facilitators
  • Partnering Learners virtually
  • Community of Practice
  • Pedagogy
  - EntreComp Framework
  • E-Learning for skills and mindset
  • Collaboration Virtual Platform
  • Teacher Training as learning facilitators
  • Partnering Learners
  • Community of Practice
  • Telecollaboration
  • Partnering Learners
  • Erasmus+ Certified Dialogue Facilitators
K B I A - Knowledge Building in Action
Planting Seeds To  
Prepared to Transform Education Practices
For the 21st Century
How we live, work, and learn has been dramatically transformed by technology over the past 20 years, yet
education has not kept pace with the changing skill sets students need to succeed. There currently exists
a huge skills gaps between what employers are demanding of their workers and what is taught in schools,
with the most notable factor missing from the curricula: soft skills that complement technical skills.
There is nothing broad-based in place to determine whether schools are succeeding in
teaching students critical skills and competences they need for new ways of thinking and working,
tools for working, and for living in the 21st Century, as standardized testing really
does not demonstrate competence and rote learning does not promote knowledge deepening.
Global Skills Network is a private training organizations specialized in workforce preparedness since 2003,
beginning with organizing mobility projects under the auspices of the European Commission's Lifelong Learning projects.
We were hearing time and time again from our partners in the private sector that schools were not preparing our interns for
real-world work environments where they needed to be able to work in teams, communicate effectively, apply critical thinking to
projects or problems that would come up in the workplace - the transversal "soft skills" that constitute personal qualities
that help employees really thrive in the workplace. In other words, students were well skilled in terms of being able to
complete work-related tasks that required technical knowhow but sorely lacked the "soft skills" that made them
the best employees for the job upon completion of KA1 mobility projects.

While half the Global Skills Network team worked in workforce preparedness, the other half were educators, lamenting
how difficult it was to change the education culture toward embracing innovation in teaching and learning.
We were blessed with being able to work with a few trailblazing researchers in pedagogy that blends
constructivism theories with technology to produce a model that prompts computer-supported collaborative learning
methodologies where students acquire those "soft skills" so lacking in the workplace. Having learning analytics
incorporated in the edtech provided that needed tool to assess learning outcomes in real time.

Meanwhile, on another front, and again through Lifelong Learning programming, Global Skills Network began to expand its reach
into transnational programming to address common challenges faced by communities throughout Europe, the most notable
being youth unemployment and an emigration crisis where entire regions are losing opportunities for economic growth and prosperity
when young people emigrate to other regions in search of jobs and prosperity, especially acute for rural and peri-urban areas.
This gave us an opportunity to engage in entrepreneurship education and training, primarily to offer our regions new models to create
and support small business enterprises to hire, increase revenues, secure capital, innovate and create meaningful impact in our
communities while reversing emigration trends - through entrepreneurship in an expanded definition. While this is a relatively
new area of our work, we again were blessed with resources:  the European Commission launched EntreComp in 2016  
as a new way of understanding entrepreneurship:
The model has the potential to help education systems adapt curricula in formal, informal and non-formal learning environments facilitate
the acquisition of skills in young people, and community-based programming aimed at promoting economic development can help their
citizens acquire skillsets, especially important for young people, marginalized communities and disenfranchised groups.
The model is broken down into four basic components:
"Acquiring an entrepreneurial mindset,
thinking and action for an ability to
transform ideas into actions and
opportunities for products and services
of value to others in a variety of settings"
Current Applicant Consortia
In Response to COVID
Union for the
Digital Readiness
in Higher Education
Digital Readiness
in Vocational
Education & Training
Digital Readiness
in Schools
Creativity in
Adult Learning
Creativity in
COVID has shown us how urgent the need is for communities to become more resilient in responding to societal transitions. The six months following massive
school closures have been a test of true ingenuity as millions of educators across the world, from pre-K to graduate school, scrambled to continue fulfilling
their teaching mandates when schools closed and social distancing was imposed. School systems were forced into a non-existent “Plan B” – warranting a
desperate reboot of teaching and learning, and leaving teachers on their own to figure out how to continue teaching in light of the COVID-induced school
closures. They rushed to find what they could to compensate for lost time in school, many reaching into their own pockets when schools refused to allocate
funds from their budget to pay for needed resources. Google data on a huge spike in the demand for digital learning resources triggered by COVID affirmed
what we have seen coming for some time - teachers, parents and students themselves seeking out online resources. Nothing new here; for the past decade,
recommendations from esteemed international organizations have come forth on the need to redesign learning for the 21st Century, a clarion call for action
that has now been stimulated by COVID. Not only has the pandemic added pressure on the social service delivery systems, the pandemic has exacerbated
labor market challenges. Like the Global Financial Crisis before it, COVID has brought to light a pervasive skills gap and skills mismatch between what is
learned in educational and training environments and those demanded by the 21st Century workforce. Multilateral funders saw this as a golden opportunity
to prompt the formation of alliances that could respond to the COVID-19 situation, most notably the European Commission through Erasmus+ calls for digital
readiness and promoting creativity and the Union for the Mediterranean for employment promotion. Global Skills Network rallied its extensive network in
Europe and the Mediterranean region to respond to the calls in six applications bringing together a cross-section of society – education, the Public, Private
and Third Sectors, youth groups and volunteers – in applicant consortia. In bringing these partners together, we proposed to develop a best-practice training
model that transforms educators in both formal and non-formal learning environments into mentors and learning facilitators, able to plant seeds in their
students to become problem-solvers while acquiring critical transversal skills in demand by employers as well as advancing innovation. The model is designed
to incorporate principles of global education initiatives into strategies teachers and trainers alike can employ to guide their students in solving authentic
problems of real-life challenges from a multi-disciplinary approach:
>UNESCO's ICT Competency Framework for Teachers for technology literacy, knowledge deepening and knowledge creation addresses recent technological
and pedagogical developments in the field of ICT and Education, incorporating inclusive principles in the delivery of education supported by technology
>EntreComp, the EU framework for entrepreneurship education and training, imparts transversal and soft skills as well as open mindsets as competences
needed to recognize and take advantage of opportunities to create value
>DigiComp pomotes digital literacy among learners/EU citizens
The foundational basis of training resides in knowledge-building pedagogy (KBP - that supports learning modules developed
around EntreComp delivered via e-learning methodologies. The results: teacher training that utilizes tools to effectively advance knowledge while bridging
the skills gap.

The fallout from COVID will take a global village to put our communities on the road to recovery – a huge THANKS to our partners who will bring these projects
to life!
Virtual Platforms, Electronic Workspaces, E-learning Modules and Telecollaboration
explore the frameworks of skills for the Knowledge Age and serve to support
collaborative learning to create solutions to societal challenges, enhance
employability and transform individuals into entrepreneurial problem solvers
EntreComp Education & Training...  supports an expanded definition of
becoming entrepreneurial with learner-centric curricula around identifying
opportunities to create value, delivered via e-learning methodologies
Inquiry-based Computer-Supported Collaborative Learning...  methodologies
lead to competences articulated by UNESCO's Competency Framework for Teaching
via electronic workspaces, learning analytics and virtual telecollaboration
Open Badges...  serve as a common support system for qualification transparency
of skills acquired during training - information-rich digital records of verifiable
achievements earned by Trainees and easily shared on the web and via social media.
>  One Plan 4 One Planet...  closes the collaboration gap between global citizens
and global causes to co-create solutions to the United Nations' Sustainable
Development Goals. Supports a third-generation social media virtual platform
for problem solving and advocacy
Communities of Practice
Our Communities of Practice are virtual exchange programming that promote dialogue and discussion around
themes and topics of a project via an online platform, or Virtual Innovation Hub, that can be incorporated into
learning and teaching strategies for the classroom. The primary purpose of the Community of Practice is to
offer resources associated with educational practices, pedagogy/androgogy, methodologies and strategies
around inquiry-based phenomenon learning and/or entrepreneurship education and training that can be
implemented in small-group learning, where teachers become facilitators of knowledge. KBIP also promotes
the use of the Knowledge Forum
TM when needed, an electronic workspace that supports collaborative learning,
and its associated tools for assessment of learning outcomes and teaching efficiencies.

Members of our Communities of Practice are able to network with each others for partnering their classrooms
and other learning environments in both formal and non-formal educational venues, engaging in ongoing
professional development and mentoring. They have access to a library of resources – literature, best case
studies, research and other material that help them improve the craft of teaching. The Community of Practice
features a forum for discussions and conversations, and sponsors an annual event where members can come
together to learn from each other and bring back new ideas for effective knowledge-building strategies for their
Innovative Learning Environments
For Global Education
Innovative Learning Environments (ILEs) are user-driven spaces that support innovative teaching and learning practices,
technology-enhanced learning, and evaluation and comparison of ICT (information and communication technology) used
in education. ILEs enhance knowledge society capabilities, includes skills development, collaborative learning and assessment.

The case studies that demonstrate the effectiveness of an ILE in the context of global education
align with the
OECD's "7+3" Framework - maintaining seven Learning Principles as fundamental to all activities and design plus three
additional dimensions to optimise the conditions for putting the Principles into practice (hence 7+3):
    i. Innovate the pedagogical core of the learning environment, whether the core elements (learners, educators, content
and learning resources) or the dynamics that connect them (pedagogy and formative evaluation, use of time and the
organization of educators and learners), or combinations of both.
ii. Become “formative organizations” with strong learning leadership constantly informed by evidence about the learning
achieved through different strategies and innovations.
   iii. Be open to partnerships by working with families and communities, higher education, cultural institutions, media, businesses
and especially other schools and learning environments, in ways that directly shape the pedagogical core and the learning leadership.
Knowledge Building International Project
World Wide -
IThe Knowledge Building International Project (KBIP) is a network of teachers and schools in several regions of the world to partner classrooms in
inquiry-based learning and problem solving.  KBIP combines the psychological constructivist principles of Knowledge Building (KB) with the use of
technology in a digital platform, the Knowledge Forum (KF), to support collaborative  learning for knowledge creation. The Knowledge Forum facilitates
a higher-level representation or organization of ideas.KBIP trains teachers in the methodologies of knowledge building that allow them to facilitate
learning in small-group formats.  The use of scaffolding allows learners to advance knowledge around issues, where the small groups collaborate
in investigations, accessing authoritative resources, create multi-media presentations of their findings, and share their experiences with their peers,
both in their own classrooms and with others around the world. Regularly-scheduled videoconferencing between classrooms foments important
international relationships that enhance global education. Teachers belong to a Community of Practice housed at a digital innovation hub platform
where they can network with each other, monitor the progress of their partnered classrooms, review/revise curricula, and access resources.

KBIP is currently active in Canada (Toronto where the pedagogy was developed and Québec), Catalonia, Spain, the United States, Hong Kong,
Mexico (Puebla), Colombia (Bogota)  and Greece (Athens).
Istituto d'Istruzione Superiore A. Cecchi
Pesaro PU, Italy -
IIS Cecchi is a premier public training institution for 1,300 students ages 14-18 in secondary education VET for experiential learning in the field of \agricultural
studies, and serves as a technical institute for agriculture, agri-foods and agro-industries based on a philosophy that "learning by doing" increases product\
outcomes through practice, self-perfection and innovation; this philosophy supports students being able to experience engaging, hands-on work. Rather than
refer to notes or study guides, IIS Cecchi students gain and retain information they learn from real-world applications that complement educational theories
that can be applied toward problem-solving to help them generate and apply new skills and concepts and gain a deeper understanding of the subject matter
being presented in class.

IIS Cecchi is also a professional institute for agriculture, rural development, the enhancement of local products and the management of forest and mountain
resources. The campus is situated on 40 hectares planted with vineyards, olive groves and apple orchards in a primarily agricultural and peri-urban environment
of Pesaro-Urbino Province in Le Marche, Italy. In addition to engaging in hands-on training in entrepreneurship to produce products from the school's harvests,
IIS Cecchi students also carry out qualified internships, summer traineeships and alternating school-work experiences. The school sponsors the European
Design Lab to engage in European projects, implementing projects financed by the European Social Fund and providing continuous stimuli to its teachers for
the adaptation of study plans and teaching methods that actively respond to the demands of the world of professions and business.