PILA Applications
Learning and assessing complex skills
PILA applications have been carefully designed by learning science experts and tested by an international group of teachers and students. Assessment and learning occur simultaneously so that students aged 13-18 years old can develop and demonstrate important skills for the future.
Betty's Brain
In this application, students teach a virtual agent, Betty, about complex phenomena by using resources and causal mapping tools.
View module
Karel the Turtle
In this application, students program instructions to help a robotic turtle to navigate and complete tasks in a grid-like world.
View moduleBetty's Brain
In this application, students teach a virtual agent, Betty, about complex phenomena by using resources and causal mapping tools.
View moduleKarel the Turtle
In this application, students program instructions to help a robotic turtle to navigate and complete tasks in a grid-like world.
View moduleBetty's Brain
In this application, students teach a virtual agent, Betty, about complex phenomena by using resources and causal mapping tools.
View moduleKarel the Turtle
In this application, students program instructions to help a robotic turtle to navigate and complete tasks in a grid-like world.
View modulePILA Applications
Learning and assessing complex skills
PILA applications have been carefully designed by learning science experts and tested by an international group of teachers and students. Assessment and learning occur simultaneously so that students aged 13-18 years old can develop and demonstrate important skills for the future.
Betty's Brain
In this application, students teach a virtual agent, Betty, about complex phenomena by using resources and causal mapping tools.
View moduleKarel the Turtle
In this application, students program instructions to help a robotic turtle to navigate and complete tasks in a grid-like world.
View moduleBetty's Brain
In this application, students teach a virtual agent, Betty, about complex phenomena by using resources and causal mapping tools.
View moduleKarel the Turtle
In this application, students program instructions to help a robotic turtle to navigate and complete tasks in a grid-like world.
View moduleBetty's Brain
In this application, students teach a virtual agent, Betty, about complex phenomena by using resources and causal mapping tools.
View moduleKarel the Turtle
In this application, students program instructions to help a robotic turtle to navigate and complete tasks in a grid-like world.
View modulePILA Applications
Learning and assessing complex skills
PILA applications have been carefully designed by learning science experts and tested by an international group of teachers and students. Assessment and learning occur simultaneously so that students aged 13-18 years old can develop and demonstrate important skills for the future.
Betty's Brain
In this application, students teach a virtual agent, Betty, about complex phenomena by using resources and causal mapping tools.
View moduleKarel the Turtle
In this application, students program instructions to help a robotic turtle to navigate and complete tasks in a grid-like world.
View moduleBetty's Brain
In this application, students teach a virtual agent, Betty, about complex phenomena by using resources and causal mapping tools.
View moduleKarel the Turtle
In this application, students program instructions to help a robotic turtle to navigate and complete tasks in a grid-like world.
View moduleBetty's Brain
In this application, students teach a virtual agent, Betty, about complex phenomena by using resources and causal mapping tools.
View moduleKarel the Turtle
In this application, students program instructions to help a robotic turtle to navigate and complete tasks in a grid-like world.
View moduleFive steps to support learning with PILA
1
Prepare
Teachers choose from expert-designed tasks or build their own to assign to their students. They consult guides on how the tasks develop and assess various concepts and skills.
1
Prepare
Teachers choose from expert-designed tasks or build their own to assign to their students. They consult guides on how the tasks develop and assess various concepts and skills.
1
Prepare
Teachers choose from expert-designed tasks or build their own to assign to their students. They consult guides on how the tasks develop and assess various concepts and skills.
2
Engage
Students work through the assignment, demonstrating what they already know and can do, while also learning new concepts and practicing both disciplinary and transversal thinking skills. Teachers can monitor their students in real time to provide immediate support.
2
Engage
Students work through the assignment, demonstrating what they already know and can do, while also learning new concepts and practicing both disciplinary and transversal thinking skills. Teachers can monitor their students in real time to provide immediate support.
2
Engage
Students work through the assignment, demonstrating what they already know and can do, while also learning new concepts and practicing both disciplinary and transversal thinking skills. Teachers can monitor their students in real time to provide immediate support.
3
Reflect
At the end of each session, teachers and students can review the results.
3
Reflect
At the end of each session, teachers and students can review the results.
3
Reflect
At the end of each session, teachers and students can review the results.
4
Respond
As a class or in groups, teachers and students can respond to the results, such as by discussing common mistakes or effective strategies. Teachers can also plan next steps, such as adjusting the next lesson or assigning PILA tasks as homework
4
Respond
As a class or in groups, teachers and students can respond to the results, such as by discussing common mistakes or effective strategies. Teachers can also plan next steps, such as adjusting the next lesson or assigning PILA tasks as homework
4
Respond
As a class or in groups, teachers and students can respond to the results, such as by discussing common mistakes or effective strategies. Teachers can also plan next steps, such as adjusting the next lesson or assigning PILA tasks as homework
5
Repeat
By merging learning and assessment, teachers can closely monitor and provide in-time feedback on a continuous loop. This will ensure students don't lose their learning momentum.
5
Repeat
By merging learning and assessment, teachers can closely monitor and provide in-time feedback on a continuous loop. This will ensure students don't lose their learning momentum.
5
Repeat
By merging learning and assessment, teachers can closely monitor and provide in-time feedback on a continuous loop. This will ensure students don't lose their learning momentum.
PILA provides research-based tasks and tools that support:
- Teachers to assign expert-designed tasks or ones they have created to help develop and measure students' ability in 21st century competences
- Students to become more autonomous and effective learners while using digital tools
- Researchers to better understand how students learn, best practices for designing assessments of 21st century skills and more
PILA provides research-based tasks and tools that support:
- Teachers to assign expert-designed tasks or ones they have created to help develop and measure students' ability in 21st century competences
- Students to become more autonomous and effective learners while using digital tools
- Researchers to better understand how students learn, best practices for designing assessments of 21st century skills and more
PILA provides research-based tasks and tools that support:
- Teachers to assign expert-designed tasks or ones they have created to help develop and measure students' ability in 21st century competences
- Students to become more autonomous and effective learners while using digital tools
- Researchers to better understand how students learn, best practices for designing assessments of 21st century skills and more
