Logo uden baggrund.png
craft_illustration_elementer-08 (1).png

Forside > Nordic CRAFT > Get started 

How to start a Nordic CRAFT project



a) Guide to start a Nordic CRAFT project in eTwinning
b) Guide to use the CRAFT model

A) Nordic CRAFT project in eTwinning

There are certain steps that you have to follow:

1. Collaborate with minimum one class from another nordic country using the eTwinning platform - find partners and use the Twinspace for project planning and communication
2. Use the basics of the didactic methods in CRAFT
3. Optional: Join the Nordic Craft Competition - Nordic Craft Finals


How to

1. Sign up as a member in eTwinning portal.
2. Registration of your project: IMPORTANT - You have to use the words “Nordic CRAFT” in the title. E.g.



B) Guide to use the CRAFT model

CRAFT is an open framework that brings all school subjects into play, both
separately, within the subjects and cross-curricular. The project is envisioned as a renewal of the subjects and as an umbrella term for working with ICT, problem
solving, and innovation on global challenges and with authentic recipients. It is a
method to develop good teaching and reflection by incorporating the 21 st century skills as part of the didactics.

Involve students to take action on real-life problems and future dreams
How do you as a teacher set up tasks, that are ungooglable and connected to your students’ life and dreams? Experience from CRAFT shows, that the use of
technology really makes sense and creates didactic added value, when linked to
students' problem solving.
Let the tasks be authentic, relevant and recognizable by letting the students:

1) meet everyday problems they actually can take action on
2) make independent, reflected choices
3) solve tasks for companies or organizations who have interest in the students’ voices

Examples: Create ideas of how the ice cream store can extend the ice season, Avoid food waste in your class, Create a classroom where technology doesn’t interfere, Help young people in your town to fight social anxiety. Welcome refugee
and their parents to your school. Have a look at this video, made by students from Odda Kommuna in Norway, showing their process.

The CRAFT Workflow

The model is intended as a flexible navigation tool, that can support students and teachers in the process from problem to solution. The process is not linearly thought, but can be varied as needed. In some cases, it makes sense to let the students run the model several times to strengthen their understanding of the process. At other times there is a significant point in keeping the students in a single phase for a longer period, so that they learn how to study the problem, and not just choosing their first idea. In other contexts, it might be a good idea to lock a phase and define which digital tool or content is to be used.


Phase 1: Research



To understand the Real-Life Problem and to find out the needs of the recipients.

Typical activities
In the RESEARCH phase the students explore and collect knowledge about the
specific problem. They will typically figure out, what they already know about the
problem. They will make research on the internet or in books to find out more about their problem from experts point of view. But they will also gain their own
experiences by exploring the world themselves; They will make roleplaying games,
interviews, surveys, observations etc. to find out the needs of the recipients and to
understand the problem deeply. The students often visit people and places outside


Examples of digital tools to be used

nordiccraft logo.jpg
typisk research.PNG

Phase 2: Make


Creating many ideas together, making prototypes and test them to choose the best solution on the Real World Problem.

Typical activities
In the MAKE phase the students engage in brainstorms, selecting and improving
their ideas with knowledge from the research phase. They create prototypes that
incorporates the gained ideas. They may use simple cardboard and duct tape or
sketching their design and explaining their thoughts. They may as well use available
technologies like 3d printers, laser cutters, Micro Bits or maybe presentation tools to ‘mock-up’ an app. Maybe they decide to make a movie, an event, a storyboard, a
roleplay, a diagram, a construction made of Lego, or something totally different. It
depends on the purpose of the idea and the students choices.
Sometimes the students present their idea to the recipients to get feedback before
proceeding to the next phase. 


Examples of digital tools to be used


make typisk.PNG

Phase 3: Do


To present and/or implementing the solution to an authentic recipient and get feedback

Typical activities
In the DO phase the students implement their solutions, either by pitching their ideas and reflections to a real audience, or by implementing their idea in practice in front of a recipient. They will make an overview of what is to be done. Hand out tasks and make the preparation. Often the students will make a presentation to explain their problem, their research, and show their prototype. They will often make posters and diagrams or maybe movies explaining their process, work and ideas. It is important, that the students are able to tell about their collaboration, innovation and their use of technology.
The students may participate in a national contest like the Danish Championship in
Digital Skills - CRAFT. The students will get feedback from a real audience.
It is an important element that the students actually take action on their ideas and
communicate and share their thoughts towards a real audience.


Examples of digital tools to be used


typisk do.PNG

Generally - The Compass


To reflect on the process and learn.

Typical activities
Throughout the process it may be a good idea, if the students film or take pictures of their progress and turn it into a little movie, Vlog or infographic, where they tell about their work and collaboration. This will take some practice, but makes the students reflect on and learn from their process. Pictures and film can also be excellent to use when presenting. Students may also use technology for collaboration with team-members, feedback from experts, teachers or other authentic recipients.


Examples of digital tools to be used