Green Steps ARK

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2. FAQ – Green Steps ARK for schools

2.1.What is Green Steps ARK?

Green Steps ARK (Activate – Restore – Know) is a free, open-source web app that helps schools expand the learning space from the classroom to the outdoors. It combines place-based education, environmental education, and digital tools into an outdoor learning management system.

2.2.What does place-based education mean?

Place-based education is an educational approach in which the concrete living environment of the students—school buildings, neighborhoods, communities, and bioregions—becomes the central object of learning.

Learning takes place where

  • where children live,
  • what they see every day,
  • and for which they can take responsibility.

The ARK supports place-based education by:

  • making learning locations in open spaces mappable
  • Structuring projects, routes, and tasks
  • Making learning progress visible
  • Facilitating cooperation between students, teachers, and parents

An overview of the method:
👉 https://www.researchgate.net/publication/379669944_Scaling_Place-Based_Education_Through_a_Networked_Game

2.3. What zone logic underlies the ARK?

The ARK uses a uniform zone logic for schools and communities, based on permaculture and location-based education.

 

Zone 0 – Buildings
School buildings, classrooms, gym
→ Preparation, reflection, documentation

 

Zone 1 – School outdoor area
School garden, schoolyard, direct open spaces
→ Safe entry area, especially for younger students

 

Zone 2 – School surroundings / neighborhood / district
Parks, street trees, streams, local squares
→ Exploration, mapping, initial responsibility

 

Zone 3 – Municipality / District / Neighborhood
Public green spaces, natural and cultural monuments
→ Cooperation with municipality, citizen science, excursions

 

Zone 4 – Ecoregion
Contiguous natural area with the same climatic and ecological conditions
→ e.g., regional river landscapes, forest or agricultural areas
Example: https://www.researchgate.net/publication/398572966_Scaling_bioregional_identities_in_the_5-country_biosphere_park_Mura-Drava-Duna

 

Zone 5 – Bioregion
Large-scale ecological and cultural unit
→ Identity, biodiversity, long-term understanding of the system

 

👉 This logic enables age-appropriate, expanding learning from a safe space to the bioregion.

2.4.How does the ARK specifically support schools in their teaching?

The ARK functions as a digital infrastructure for the open space:

  • Planning and implementation of outdoor lessons
  • Mapping of natural and cultural elements
  • Playful tasks, quizzes, and routes
  • Documentation of learning progress
  • Gamification (badges, points, shared goals)
  • Reusable best practice formats

Comparable to a SIS (student information system) – but for outdoors:
👉 https://en.wikipedia.org/wiki/Student_information_system

2.5.What does the project entry point look like for schools?

The entry is structured:

  1. Informational meeting
    Clarification of age, class, environment, zones, goals
  2. Learning location mentor training (approx. 3 hours)
    Introduction to methodology and basic ARK functions
  3. Preparation
    Content is made visible in ARK in advance
  4. Implementation
    Face-to-face workshops (offline or ARK-supported)
  5. Follow-up
    Documentation, feedback, permanent use as a “free space classroom”

2.6.What ready-made workshops are available to schools?

The ARK library offers numerous freely accessible, bilingual workshops – some offline, others ARK-supported.

👉https://ark.greensteps.me/library

👉 https://www.greensteps.me/library/10-bfg-guardian-workshops-online.php

These formats are particularly suitable for a low-threshold project start.

2.7.How are quality and safety ensured?

  • Work with 2 trainers per class
  • Clear roles (moderation/support)
  • Written best practice formats
  • Internal feedback and evaluation processes
  • Community, commons, and ecoregion mentor training
  • First aid training

Digital quality assurance through:

  • standardized formats
  • Gamification
  • immediate feedback in the app

2.8. Why is this relevant for schools right now?

  • Teacher shortages increase the need for well-prepared, easy-to-use formats
  • Mental health and contact with nature are well documented scientifically
  • Screen overload requires meaningful alternatives
  • Integration is easier through shared experiences of nature
  • AI has initiated a paradigm shift in the education system: instead of abstract knowledge, concrete understanding of systems and the establishment and maintenance of healthy relationships are coming to the fore

ARK reduces organizational hurdles and makes free-space teaching scalable and team-compatible.

2.9.What role does ARK play for schools in the long term?

In the long term, ARK enables:

  • location-based curriculum development
  • stronger school-community connections
  • Contribution to climate change adaptation and quality of life
  • Development of bioregional identities
  • A paradigm shift from competition to cooperation

2.10.Where can I find further information?

3. Challenges in education & the ARK as a catalyst for solutions

3.1.What is the basic educational idea behind the ARK?

Answer:
ARK supports a cooperative learning model that focuses on place-based learning, community welfare, and ecological responsibility. Learning is not understood as an individual test of knowledge, but as a collaborative process in which students, teachers, and local actors work together to understand, care for, and develop their living environment.

3.2.What does “cooperative learning” mean in concrete terms at ARK?

Answer:
Cooperative learning in the ARK means that learning processes are:

  • planned jointly (e.g., mapping a location),
  • implemented on a division of labor basis (teams, roles, work packages),
  • documented transparently
    and evaluated in a reflective manner.

ARK makes this collaboration visible—not only as participation, but as a qualitative learning and creative achievement.

3.3.How is learning made visible – without the traditional grading system?

Answer:
The ARK visualizes learning processes via:

  • Puntos de impacto (time and commitment to meaningful learning and participation),
  • Badges and quests (completed learning and practical tasks),
  • Contributions to real places (e.g., mapping or maintaining trees, paths, bodies of water, cultural sites)

This creates a learning portfolio that shows how and what was learned—not just that something was completed.

3.4.What is meant by “bioregional identity”?

Bioregional identity describes how well learners know and feel connected to their local natural and cultural environment.
The ARK makes this development visible by:

  • mapping knowledge about ecosystems, species, and landscapes,
  • documenting commitment to one’s own habitat,
  • linking learning not to abstract content but to specific places.

The goal is not evaluation, but awareness-raising and a sense of belonging.

 Explanatory video: Overview Effect and Bioregions

The following short manual video shows why bio- and eco-regions are necessary as an alternative organizational structure to nation states.

👉 [Watch explanatory video]

3.5.Why is bioregional identity relevant to education today?

Many education systems face the challenge of promoting belonging and orientation in culturally and linguistically diverse classrooms. Traditional curricula often respond to this slowly and abstractly.

 

The ARK addresses this by using the shared living space as a unifying learning context. Natural and cultural landscapes can be experienced equally by all children, regardless of their origin or first language.

 

 Explanatory video: Bioregions and communities as learning spaces

The following short manual video shows how the ARK structures bioregions and communities as learning spaces.

👉 [Watch explanatory video]

3.6. How does the ARK combine place-based learning with bioregional education?

Place-based learning starts locally, while bioregional education broadens the view systemically.
The ARK connects the two through a clear spatial learning logic: from the specific location to larger ecological contexts.

Students learn:

  • What is here? (Place)
  • How is this place connected to other places? (Bioregion)
  • What responsibility do I have for it? (Action)

This creates a bioregional awareness that is not abstract, but experienced.

Technically and in terms of content, this connection is made possible by the ARK integrating scientifically based biogeographical data. Specifically, the ARK incorporates data sets from the NGOs Resolve and One Earth.

Each place of learning and action is thus automatically embedded in a nested spatial structure:

Place of learning → Community → Ecoregion → Bioregion → Biome → Kingdom.

Users thus always act from a specific location within those territories that are scientifically described and documented by biogeography.

This multi-scale perspective is reinforced in the ARK by extensive gamification elements: progress, roles, badges, and narratives make visible how local action is connected to regional and global ecological systems – and motivate users to take responsibility beyond their own location.

Create an account on ARK to experience this perspective for yourself: https://ark.greensteps.me/about/

3.7.How does ARK support social cohesion and integration?

ARK enables learning about what everyone shares:

  • the way to school,
  • the stream,
  • the park,
  • the old tree,
  • the history of the place.

This creates a common frame of reference that:

  • facilitates intercultural learning,
  • promotes responsibility,
  • strengthens community across age and origin boundaries.

3.8. Is ARK only suitable for certain types of schools?

No. The ARK is format-neutral. It supports:

  • elementary schools (analog, accompanied, without individual devices),
  • secondary levels I & II,
  • extracurricular learning locations,
  • communities, associations, and initiatives.

The focus is not on technology, but on the pedagogical structuring of learning in real space.

3.9. What role do digital devices play, especially for children under the age of 13?

Children under the age of 13 are not expected to use mobile phones individually.
The ARK:

  • coordinates learning processes in the school environment,
  • documents results by teachers or mentors,
  • supports analog formats such as quizzes, maps, trading cards, and observation tasks.

Digital tools are used for organization and visualization, not for continuous use.

3.10. What added value do schools and communities gain from the ARK?

The ARK provides:

  • an overview of ongoing and completed learning projects,
  • Insight into the depth and quality of engagement,
  • a common platform for education, the environment, and the community,
  • a basis for strategic school and community development.

This makes place-based learning scalable, traceable, and usable in the long term.

3.11. What distinguishes ARK from traditional learning platforms?

Answer:
Unlike traditional school platforms,

  • learning does not end in the classroom,
  • the focus is not on content consumption but on the relationship to the place,
  • impact is not only measured, but also communicated and made visible.

The ARK is not just another tool, but a digital commons to support place-based learning projects.

 

3.12. What is the impact of ARK on education policy?

ARK makes place-based learning and bioregional education systematically scalable, thereby closing a key gap in current education policy.

 

Impact on education policy in brief:

  • Implementation of ESD beyond project days: The ARK translates education for sustainable development (SDG 4.7) into a permanently usable learning infrastructure – not as an add-on, but as an integrated learning mode.
  • Linking schools, local authorities, and civil society: Learning venues, NGOs, communities, and schools work within a common framework. Education once again becomes a
  • Relieving the burden on formal education systems: The ARK provides freely accessible, tried-and-tested workshop formats and learning paths (e.g., Guardian workshops), thereby responding to teacher shortages and resource scarcity.
  • Competence orientation instead of subject-based logic: Students acquire systemic thinking, responsibility, and local action competence—skills that are hardly reflected in traditional curricula.
  • Evidence-based spatial learning logic: By embedding each learning location in communities, eco-regions, and bioregions, learning becomes compatible with science, spatial planning, and environmental policy.

In short:

The ARK supports education policy in making the transition from a subject-centered, nationally fragmented education system to a location-based, cooperative, and sustainable education infrastructure.

 

4. The ARK for scaling place-based learning in schools

4.1. How do place-based learning school projects work in practice with the support of Green Steps ARK?

Place-based learning projects always start in a real place: in the school environment, in the community, or in a natural setting.
Green Steps ARK supports learning processes by:

  • to structure
  • making them visible
  • digitally documenting
  • and making them available for others to use in the long term.

Students explore places, document their observations, and use them to develop learning routes, quests, or stories.
The ARK serves as a tool in the background, not as a curriculum.

4.2. Is this more of a one-off workshop or a long-term learning format?

Both are possible.

  • Getting started: a single workshop (e.g., 3 teaching units)
  • In-depth: projects lasting several weeks or semester projects
  • Long term: permanent learning locations that are further developed by successive cohorts

Projects such as “Mura Calling” in Bad Radkersburg show that a school project can become:

  • permanent learning routes
  • regional educational formats
  • and genuine contributions to nature conservation.

4.3. What role does nature and landscape conservation play in this?

A central one.

Place-based learning with the support of the ARK:

  • connects knowledge directly with landscapes
  • makes ecological relationships tangible
  • promotes responsibility instead of abstract environmental education

In the Mura Calling project, conservation awareness was not created through instruction,
but through relationships, observation, and participation in the floodplain forest and river area.

👉 Learning thus becomes the basis for nature conservation and regional identity.

4.4. Which age groups are suitable?

The ARK can be used regardless of age; the methods are adapted:

  • Elementary school: exploring, observing, storytelling (guided)
  • Lower Secondary: Playing, mapping, initial design
  • Upper Secondary: Designing your own routes, semester projects
  • Communities & adults: Maintenance, further development, networking

The Mura Calling example shows how projects can have an impact across multiple school levels.

4.5. What role do teachers play in these projects?

Teachers are not technical administrators, but rather:

  • learning facilitators
  • often also learning location mentors

A short learning location mentor training course (1–3 hours) is sufficient to:

  • Accompany projects independently
  • support students in the design process
  • use the ARK effectively

4.6. Can schools implement their own content and formats—or only Green Steps projects?

Yes, absolutely.

The ARK is a digital commons, not a fixed program.
Schools, communities, and associations can:

  • their own topics
  • own didactic concepts
  • develop your own formats

– ARK provides support in the following areas:

  • Structure
  • Transparency
  • Networking
  • Visualization of impact

Green Steps is the initiator and user, not the owner of the content.

4.7. What remains after the project?

Unlike traditional projects, the following remains:

  • a public learning route
  • a usable learning location
  • documented knowledge
  • a contribution to:
    • other school classes
    • the community
    • visitors

Students experience:

“Our learning has meaning beyond school.”

This is a core principle of place-based learning.

4.8. Why is this interesting for municipalities?

Because it allows communities to:

  • Combine education with regional development
  • Involve young people in real creative processes
  • Make natural and cultural spaces visible and communicable
  • Obtain projects that are sustainable

Mura Calling is a good example of how school projects: 

  • strengthen regional identity
  • raise awareness of the landscape
  • and enrich communities in the long term.

4.9. Does this require a lot of technology?

No.

  • One smartphone per group is usually sufficient.
  • Technology is guided and sensibly integrated
  • The focus is on:
    • perception
    • Movement
    • Cooperation
    • Reflection

The smartphone is transformed from a distraction into a learning and documentation tool.

4.10. How many workshops are planned and how much teaching time is required?

Minimum option (low-threshold introduction)

  • 1 workshop with the students
  • Duration: 3 teaching units (≈ 3 hours)
  • Teacher time commitment: minimal

This option is particularly suitable for:

  • initial pilot projects
  • individual classes
  • schools with a tight schedule

4.11. How does the minimal version with 3 teaching units work in practice?

  1. Preparation (by Green Steps)
    • Coordination with an interested teacher
    • Planning a quest in the school environment
    • Lead time: at least 1 week
  2. Workshop with the students (3 teaching units)
    • Brief introduction to:
      • the ARK concept
      • Game and design logic
    • Students play the quest in small teams
    • Use of smartphones to map natural and cultural elements
    • Feedback circle at the end (impressions, ideas, reflection)

This workshop has been tried and tested and is already officially offered for secondary level I
(e.g., Bildungschancen Wien).

4.12. Is there a difference between the offerings for lower secondary  and upper secondary?

Lower Secondary 

  • Focus: Playing & exploring
  • Goal: Awareness of the habitat, introduction to place-based learning
  • Result: Understanding, motivation, initial mapping

Upper Secondary 

  • Focus: Designing your own route
  • Students become designers
  • Goal: Independent development of a learning or experiential format

4.13. So is Upper Secondary about designing a route?

Within the framework of the Green Steps format Big Friendly Giants, yes. Here, the focus for upper secondary school is on designing routes/learning paths, and there is a separate 3-hour workshop/training session that:

  • Teaches the design of learning routes
  • combines didactic and technical basics
  • makes the ARK functions tangible in practice

Alternative place-based learning projects such as Healing Herbs can also be mapped using ARK.  ARK is an open, federated, social learning, participation, and qualification system that can be used for all formats of location-based learning.

4.14. Do teachers need training for this?

Yes – and this is a key success factor.

Based on Green Steps’ experience, it makes sense that:

  • at least one, but preferably several teachers
  • be qualified as learning location mentors

Community Mentor training

This training takes place before the student workshop.

4.15. What is a sensible sequence of events for upper secondary?

  1. Community Mentor training for teachers (1–3 hours)
  2. Commons Mentor training with students (3 hours)
  3. Further work by the students:
    •  as a semester project
    • Alternative to presentations
    • Teamwork
  4. Conclusion:
    • Students present and evaluate their routes
    • The result is a real, usable product

This has proven to be a very high-quality semester project.

4.16. When is a realistic start date?

  • It is possible to start at any time: in particular, through the Big Friendly Giant workshops, which can be held in the classroom in bad weather or during the winter months.
  • Realistic and sensible: onboarding at the end of a semester or school year and start in the following semester

4.17. Is one class or are several classes necessary to get started?

Both are possible.

  • 1 class: good for pilot projects
  • 2 classes or an entire year group:
    • more dynamic
    • positive competition through gamification
    • stronger motivation

4.18. How many teachers need to be involved?

  • Minimum:
    • One committed teacher
    • Full support from the school administration
  • Recommended:
    • 3 or more teachers
    • interdisciplinary
    • with an interest in long-term implementation

Practical example:
At BORG Bad Radkersburg, geography, computer science, and biology, among other subjects, work together on ARK projects.

4.19. Will the route be available for public use later?

Yes—that is a central principle of ARK.

  • Routes are available to:
    • locals
    • visitors
    • other school classes
    • the community

Students create something lasting that has real-world applications.
That is the essence of place-based learning.

ARK school projects combine learning, creativity, and responsibility—with a manageable time commitment and long-term impact.

4.20. Can the ARK support learning in elementary schools?

Yes – ARK can be used very effectively to support place-based learning projects in primary schools, under certain didactic conditions.

ARK can be used regardless of age, but roles, methods, and technical use are adapted to the children’s level of development.

5. Place-based learning with the support of ARK in primary schools

5.1. What is possible in primary school?

With the support of Green Steps ARK, primary schools can, for example:

  • Explore learning paths in the immediate vicinity of the school
    (schoolyard, park, stream, village square, historical sites)
  • Observe, name, photograph, and describe natural and cultural elements
  • locate simple questions, stories, or tasks in places
  • creating visible learning outcomes together that last

The focus is not on technology, but on:

  • perception
  • Relationship to the location
  • collaborative learning
  • Pride in one’s own environment

5.2. How is ARK used in an age-appropriate manner?

The following applies to elementary school and early secondary school:

  • Learning takes place analogously and predominantly outdoors
  • Students:
    • observe
    • draw
    • tell stories
    • discuss
    • move around the room
  • The digital level lies with the adults:
    • Planning learning locations
    • Documenting the results
    • Compiling observations

👉 The ARK does not replace a didactic setting; it supports teachers in organizing place-based learning in a meaningful way. The ARK brings structure to learning on site—not screens into children’s hands.

5.3. Typical project formats for elementary schools

Examples of suitable formats:

  • “Discovering our school environment”
  • “Favorite places and quiet places”
  • “Water, trees, animals around our school”
  • “Stories from our town”
  • “What we want to protect”

These projects can be:

  • as a class project lasting several weeks
  • or as a project week
  • or embedded in general studies, German, art, exercise, and sports

5.4. What preparation is needed?

Highly recommended:

Afterwards, teachers can:

  • create their own routes/learning paths
  • Continue projects independently
  • use the ARK in everyday school life in the long term

5.5. Who is this particularly relevant for?

Particularly suitable for:

  • Elementary schools interested in:
    • Environmental education
    • democracy education
    • social learning
    • Regional identity
  • Schools that:
    • work in a project-oriented manner
    • think in an interdisciplinary way
    • want to link learning more closely to real places

5.6. Summary

Yes – ARK supports place-based learning in elementary school very well, when it is pedagogically framed, age-appropriate and supervised by qualified teachers.

 

 

6. How does ARK support litter collection campaigns through gamification?

The ARK turns litter collection campaigns into a cooperative RESTORE experience that makes commitment visible, increases motivation, and has a long-term learning effect. Instead of one-off clean-ups, contributions are documented, visualized, and linked over time—regardless of whether they are Plastic Pirates, Earth Day campaigns, or school waste collection projects.

🎥 Explanatory video: Waste collection & gamification in the ARK

 

The following short manual video shows in a practical way how waste collection campaigns can be structured and made visible in a playful way with the help of the ARK. 👉 [Watch explanatory video – Waste collection & gamification in the ARK]

6.1. What exactly does the ARK do?

  • Cooperative structure
    Participants collect alone or in teams – the contribution is distributed fairly among all.
  • Visible impact
    The amount of trash collected and learning time are visualized on profiles
    (e.g., impact points, kilograms of trash).
  • Motivation through game mechanics
    Storytelling, team mode, and leaderboards encourage repetition and participation.
  • Learning through action
    Collecting, weighing, and sorting create direct, sensory learning experiences.

6.2. Educational background

The format shown in the video is based on:

  • action-oriented learning (Montessori-inspired)
  • early experiences of nature as the basis for responsibility
  • storytelling to anchor impressions in long-term memory
  • Gamification to sustain and scale engagement

The ARK serves as a digital infrastructure, not as an end in itself.

6.3. Who is this particularly relevant for?

  • Schools (lessons, project days, semester projects)
  • Communities & associations (environmental & participation campaigns)
  • Children & young people (visible, meaningful engagement)
  • Decision-makers who want to understand impact and participation

With the support of Green Steps ARK, litter picking becomes a cooperative RESTORE practice in which commitment remains visible and has an impact beyond individual actions.

7. Place-based learning in Zone 1 with Groovy Garden & Healing Herbs

7.1. What does “place-based learning” mean in Zone 1?

Zone 1 refers to the immediate learning space around the school building, especially the school garden.
Place-based learning uses this specific location as a starting point for learning through action, observation, and taking responsibility. Knowledge is not conveyed in an abstract way, but arises from a direct relationship with the soil, plants, seasons, and shared practice.

7.2. What role do Groovy Garden and Healing Herbs play on the ARK?

Groovy Garden and Healing Herbs are two tried-and-tested Green Steps formats that were used to develop and test the functionalities of Green Steps ARK in the school garden.
Both formats

  • take place in Zone 1 (school garden)
  • combine practical activities with structured learning
  • are documented, visualized, and playfully accompanied via the ARK
  • strengthen the bioregional identity of the participants
  • are scalable and transferable to other schools

7.3. What is the difference between Groovy Garden and Healing Herbs?

Groovy Garden

  • Target group: Primary and lower secondary school
  • Focus: Vegetable growing, nutrition, responsibility for one’s own garden bed
  • Didactic approach:
    • Each class takes on a clearly defined garden bed (e.g., 3 × 3 m)
    • Learning throughout the annual cycle (planning, sowing, tending, harvesting)
    • Strong emphasis on teamwork, creativity, and everyday skills
  • Educational focus:
    • Basic ecological education
    • Nutrition skills
    • Cooperation, empathy, patience
  • Typical output:
    • Harvested vegetables
    • Documented learning hours and species knowledge in the ARK
    • Visible improvement of the school grounds

Healing Herbs

  • Target group: Secondary level II (upper secondary school)
  • Focus: Medicinal and aromatic herbs in the context of human biology and medicine
  • Didactic approach:
    • Creating and maintaining an herb garden
    • Linking botany with active ingredients, physiology, and health issues
    • Reflective approach to traditional knowledge and modern medicine
  • Educational focus:
    • Human biology
    • Fundamentals of medicine, prevention, and self-care
    • Critical thinking about naturopathy and evidence-based medicine
  • Typical output:
    • Documented herbal profiles
    • Learning sessions on the effects, application, and limitations of herbal medicine
    • Deepened bioregional and body-related self-awareness

7.4. Why are these formats particularly suitable for Zone 1?

Zone 1 allows for regular, low-threshold use without excursions or complex logistics.
Both formats show that even small areas are sufficient to:

  • Take responsibility over longer periods of time
  • experience ecological connections in everyday life
  • Anchoring learning emotionally, physically, and socially

The school garden thus transforms from an “outdoor space” into an integral learning environment.

7.5. What specific role does ARK play in garden projects?

The ARK makes the projects visible and connectable:

  • recorded learning and practical hours (impact points)
  • Documentation of species, plants, and activities
  • Visualization of individual and collective contributions
  • Comparability and replicability for other schools
  • Motivation through gamification instead of evaluation

7.6. What conditions are necessary for the projects to succeed?

The following key factors can be derived from the experience reports:

  1. Supportive school management
    Support from the administration is crucial, especially when it comes to space and usage issues.
  2. At least one committed teacher
    Continuity is more important than perfection.
  3. Clear responsibilities
    Who waters the plants? Who is responsible during the summer? These questions must be clarified in advance.
  4. Low-threshold infrastructure
    Small beds, simple tools, and inexpensive irrigation solutions are sufficient.
  5. Realistic scheduling
    Regular short sessions are better than infrequent large-scale efforts.

7.7. What are the typical obstacles?

Common challenges include:

  • institutional inertia or unclear responsibilities
  • lack of funding for small material costs
  • Concerns about additional workload for teachers
  • Uncertainties regarding liability and maintenance during the holidays

However, experience reports show that
These hurdles can be overcome if projects start small, are communicated transparently, and are structurally supported by the ARK.

7.8. For whom are these formats particularly suitable?

  • Schools with limited outdoor space
  • Teachers who want to work in an action-oriented way
  • Schools that want to anchor environmental education not only theoretically but also practically
  • Educational institutions that want to make learning visible and share it