Digital Tools for an Innovative Classroom

Name: Digital Content Creation for the Classroom
Price: 400 EUR

Why this is Erasmus+ eligible

Structured, multi-day programme (5 days) with a pre-defined schedule and learning outcomes — not a passive lecture format.

Built around interaction: participants engage directly with the trainer and with peers from other countries throughout the course.

Transnational by design — open to participants travelling from outside the host country, a core requirement of Erasmus+ mobility funding.

Aligned with the Erasmus+ horizontal priority: Digital Transformation.

The Erasmus+ Programme Guide names digital transformation as a horizontal priority, stating that "the Erasmus+ programme plays a key role in supporting citizens of all ages in acquiring the digital skills and competences they need to live, learn, work, exercise their rights, be informed, access online services, communicate, critically consume, create and disseminate digital education content" (Erasmus+ Programme Guide 2026, Part A – Priorities of the Erasmus+ Programme, p. 8).

Source: Erasmus+ Programme Guide 2026, Key Action 1 — School Education Mobility.

Overview

You build a small library of your own teaching material this week — not a folder of notes about it.

Monday — you build and publish a working quiz before the day ends.
Tuesday — you build the class page it lives on, plus an assignment and a video lesson.
Wednesday — you take material you already use and rebuild it, with AI as a drafting assistant.
Thursday — you sort out the licensing, then decide how the material reaches students and families.
Friday — you design the marking logic, then assemble everything into one course page.

By Friday you have a working course page with a quiz that marks itself, an assignment, a video lesson and a licence decision on each resource, ready to assign in your first week back. It is all built in a browser, using free versions of the tools where they exist, or the platform your school already uses; nothing needs installing.

Description

The first thing you make is a quiz, and it exists before Monday is over — published, answerable, with someone else in the room already taking it. That is the shape of the whole week: every session ends with a finished piece of material, and on Friday those pieces are assembled into one working course page.

The week is organised around one European reference point. DigComp 3.0 — the European Commission’s Digital Competence Framework for Citizens, published by the Joint Research Centre in November 2025 — sets out twenty-one competences in five areas. One of those areas, Content creation, is about making digital material rather than finding it or judging it, and that is where this week works.

The area has four competences, and the week takes them in order.

Developing digital content is Monday and Tuesday: a quiz, a class page, an assignment and a lesson built around video, each one produced and published rather than described.

Integrating and re-elaborating digital content is Wednesday. Participants bring material they already use — a worksheet, an old slide deck, a reading — and rebuild it into something a class can work with digitally. AI assistants are used here as drafting tools, and the session is as much about judging what they hand back as about asking them well.

Copyright and licences is Thursday, and it is the part that is easiest to skip. A teacher who has just made four resources needs to know what may be reused, what may be published, and what licence their own work should carry. By the end of the day every resource made that week carries a licence its author can explain — or a clear note on why it cannot.

Computational thinking and programming is the fourth competence, and the week takes the computational-thinking side of it, not the programming. No programming is taught. Friday morning goes to marking logic instead: which answers count, which wrong answers deserve different feedback, and what the quiz does next in each case — a problem broken into steps and written as a sequence a system can follow.

Thursday afternoon deliberately leaves Content creation behind. Material nobody receives is not finished, so the rest of the day covers how it reaches students and families — which in DigComp’s own terms is a different area, Communication and collaboration. The week names the crossing.

AI runs through the week rather than sitting in a session of its own: it drafts quiz questions on Monday, video questions on Tuesday, a rebuilt resource on Wednesday and feedback messages on Friday, and each time you check what it hands back. That is how DigComp 3.0 treats it too: AI-related knowledge, skills and attitudes appear in all twenty-one of its competences.

This course is about making material. Teaching students how platforms are designed is covered in Digital Literacy: Teaching Students How Platforms Are Designed, weighing what a tool adds to a lesson is Digital Tools for Innovative and Collaborative Teaching, telling stories with digital tools is Digital Storytelling for Enhanced Learning, and adapting material for different learners with AI is The Role of Artificial Intelligence in Personalized Learning. Turning a paper worksheet into a form is not the aim here: Friday’s marking logic is where the material begins to respond to the learner.

Methodology

Everything Is Built, Nothing Is Demonstrated

Each session ends with a finished, publishable piece of material rather than a demonstration of how one could be made. What is not finished in the room does not count as covered.

Your Own Material Is the Raw Material

From Wednesday onwards participants work on resources they already teach with, so what is rebuilt during the week is material that already has a place in their timetable.

Every Day Named by Its Competence

Each day states which DigComp 3.0 competence it belongs to, so participants can say afterwards exactly what they worked on — and where the week deliberately stepped outside it.

What you'll take home

Produce and publish a working quiz, a class page, an assignment and a video-based lesson, and say which DigComp 3.0 competence each one belongs to.

Rebuild material you already teach with into a digital resource, using AI assistants as drafting tools and judging what they return before it reaches a class.

Apply copyright and licences to both your own and other people’s material, and state what licence each piece carries — or why it cannot carry one.

Design the marking logic for your own assessment: which answers count, which mistakes get which feedback, and what happens next.

Assemble the week’s work into one course page you can assign to a class in your first week back.

Daily programme

Icebreaker: introductions and a round on what each participant has already tried to make digitally
DigComp 3.0 and its Content creation area — the four competences this week works through
Developing digital content (3.1): what "finished" means here — publishable, assignable, reusable
Build and publish a working quiz, using tools such as Google Forms or Microsoft Forms, and draft some of its questions with an AI assistant, checking every answer key yourself
Close: each participant’s quiz is opened and answered by someone else in the room

Warm-up: short team-building activity to reconnect the group
Building a class page in a platform such as Google Classroom, Microsoft Teams for Education or Moodle
Creating an assignment with a submission route and a deadline that works (3.1, continued)
Building a lesson around video with tools such as Edpuzzle, or H5P where your school’s platform already includes it, with questions placed where attention drops, and drafting those questions with an AI assistant before rewriting them
Close: Monday’s quiz is attached to the page and tested from a student account

Integrating and re-elaborating digital content (3.2): starting from material that exists rather than an empty page
Each participant takes a worksheet, slide deck or reading they already use and rebuilds it for digital use
AI assistants as drafting tools — such as ChatGPT, Microsoft Copilot, Google Gemini or Claude — followed by the judgement step: what came back that you would not put in front of a class
Checking the rebuilt resource on a phone, since that is where many students will open it
Close: your rebuilt resource opens on another participant’s phone

Copyright and licences (3.3): what may be reused, what may be published, and what changes when material is AI-generated
Sourcing openly licensed material from repositories such as Europeana, Wikimedia Commons or OER Commons
Putting a licence on your own week’s work with the Creative Commons licence chooser
Stepping outside Content creation: distribution and communication, which DigComp places in its Communication and collaboration area (for example 2.2 Sharing) — how the material reaches students, and what families see
Writing the message to families that goes with your class page: what it is, how to open it, and who to ask
Close: every resource made so far carries a licence its author can explain — or a clear note on why it cannot, for example when it is built from material you do not have the rights to reuse

Computational thinking (3.4), without programming: designing the marking logic for your own assessment — which answers count, which mistakes deserve which feedback, and what happens next in each case
Building that logic into the quiz so it marks itself and responds differently to different mistakes, with an AI assistant drafting feedback messages that you choose from and rewrite
Assembling the week’s work into a single course page, ready to assign
Pair review: someone else opens your course as a student would and reports where it breaks
Certificate ceremony

Please note: sessions run from 09:30 to 15:00, Monday to Friday, with a break for lunch. Timings can shift a little to suit the venue and the group. If you'd like a specific topic covered, let us know when you apply — the confirmed day-by-day schedule is sent to registered participants ahead of the course.

Certificate: we issue the Certificate of Attendance to everyone who's present for at least 80% of the course — tracked with the daily sign-in sheet (see Certificate & assessment).

Equipment: a few of our courses ask participants to bring a laptop — check the day-by-day programme above, or ask us if you're not sure.

Need a formal invoice or proforma for your school's records? Ask us — we issue official invoices with the participant's name and course details.

Materials & tools

DigComp 3.0, the European Commission’s Digital Competence Framework for Citizens (Joint Research Centre, November 2025) — the framework the week is organised around, worked with directly on the days each competence belongs to

The four competence descriptors of its Content creation area, used as the week’s structure rather than as background reading

Openly licensed repositories worked with on Day 4: Europeana, Wikimedia Commons and OER Commons

The Creative Commons licence chooser, used to license each participant’s own material

Certificate & assessment

This is a Certificate of Attendance, not an exam-based qualification — recognition comes from completing the structured programme, not from passing a test. The real, lasting value is in the competencies listed above under What you'll take home.

Erasmus Mobility Academy

Certificate of Attendance

Digital Content Creation for the Classroom · 5 days · 25 hrs

+ Europass Mobility document

Type your name above — clearly marked "SAMPLE" in the PDF, not an official document.

The real certificate is signed by your trainer and EMA's authorised signatory. Your own signature isn't on this document — it's captured separately, on the Europass Mobility document.

Need to verify a real certificate? Check it online using the serial number and participant's full name, or contact us directly — [email protected], OID E10304561.

Attendance

Tracked using a sign-in sheet with one signature per participant per day (paper or digital). This record is used to issue your Certificate of Attendance and Europass Mobility document. View sign-in sheet (PDF)

Output

Every participant leaves with a completed Dissemination & School Impact Plan — a step-by-step template for applying the course back at your school (see below).

Feedback

An end-of-course evaluation form is sent to every participant after the course ends — a chance to reflect on what you've learned and how you'll apply it, and it helps us keep improving the course for future participants.

Your paperwork

Keep your travel tickets, boarding passes and (if you used green travel) any related receipts — your school or National Agency may ask for these for their own Erasmus+ reporting.

How to prepare

It helps to bring one worksheet, slide deck or reading you already teach with — Wednesday rebuilds it. If you forget, or would rather not, you can pick one from the openly licensed material we work with that week.

Bring a laptop. Most of the week is spent building, and a phone is used only for checking how the result looks to a student.

Several of the platforms used during the week need an account (for example a Google or Microsoft account, or a Moodle login). If you do not have a Google or Microsoft account, we set one up together in the first session. Monday’s quiz is tested from a student account, which takes a second email address or a colleague’s help; we sort that out in the room.

Practical information

Registration & documents

Not sure how registering works or what paperwork is involved? See our full Registration & Documents guide — from applying to your Certificate of Attendance, in one place.

Invitation letter

Need a formal invitation letter for your school or embassy? Request one — we send it within 2 business days. See a sample (PDF).

Learning Agreement

Prepared by our staff and sent to you and your school once your registration form is submitted — see what it looks like. See a sample (PDF).

Billing & invoicing

We issue official invoices/proformas with the participant's name and course details — ask us. Payment is due in full by bank transfer before the course start date. See a sample (PDF).

Airport transfer

Guidance on getting from the nearest airport to the venue is included in your welcome information.

Accommodation

We can recommend partner hotels close to the venue in the host city — ask us when you apply.

For your school / proposal

School impact

After completing this course, the participating staff member can transfer outcomes directly to their school: a short briefing for colleagues sharing the key takeaways, applying relevant tools or strategies from the programme in their own role, and inclusion of the course materials in the school's professional development resources — turning one person's mobility into a wider institutional gain that supports the school's European Development Plan. Use the Dissemination & School Impact Plan below to fill in your own — it saves as you go and can generate a one-page summary for your coordinator too.

Prefer a blank, course-independent version of this template? Get it here →

After the course

Participants will receive their certificates (Certificate of Attendance + Europass).

Participants will complete a general course evaluation and event survey.

Participants will receive course materials, videos, photos, and PDF documents in both digital and print formats.

Follow-up support: an email group is created for idea exchange, self-evaluation materials are provided, and participants receive a follow-up check-in after 3 months to discuss progress on embedding ICT tools into their own teaching practice.

Frequently asked

This course is an eligible training activity under Erasmus+ Key Action 1 (School Education Mobility) — the course fee, travel and subsistence fall within the eligible cost categories. Whether it is covered depends on your own project's approved grant agreement and your National Agency's rules; we provide all the invoices, attendance records and certificates your National Agency requires for reporting.

B1 is enough — you do not need to be fluent. Trainers speak slowly and plainly, every session is built around doing something rather than sitting and listening, and groups are mixed by nationality so people help each other out. A rough test: if you could follow a staff meeting held in English and ask a question in it, you will be fine here.

Absolutely — group bookings of 3+ from one school receive priority placement, and we can schedule a dedicated session for groups of 12 or more.

Our courses run on request at our centres in Antalya, İstanbul, İzmir, Mersin, Budapest, Bremen and Rome. Tell us your preferred city and dates and we will arrange a session.

Tuition, all course materials, your Certificate of Attendance, the co-signed Europass Mobility document and a half-day guided tour of the host city with a local guide. Flights, accommodation and travel insurance are booked separately — we send a vetted hotel list.

You can move to any later session free of charge. Cancellations made 30+ days before the start date receive a full refund; a reduced refund applies closer to the date — see our full Cancellation & Refund Policy for the exact schedule.

The Erasmus+ Programme Guide names digital transformation as a horizontal priority, stating that "the Erasmus+ programme plays a key role in supporting citizens of all ages in acquiring the digital skills and competences they need to live, learn, work, exercise their rights, be informed, access online services, communicate, critically consume, create and disseminate digital education content" (Erasmus+ Programme Guide 2026, Part A – Priorities of the Erasmus+ Programme, p. 8). Frame it in your own project's terms — your National Agency's current call will confirm exactly how it applies.

Digital Content Creation for the Classroom