The funded period of the METIS project has come to an end. Twenty-eight (28) months after its official kick-off on November 2012, the nine (9) partners from six (6) European countries could deliver what had been promised in three (3) sectors, i.e. Higher Education (HE), Vocational Training (VT) and Adult Education (AE).

The innovative character of the METIS project is based on the practitioner-centered support for covering the integrated lifecycle of learning design and the creation of a series of ready-to-use workshop packages. Thus, an integrated environment for learning design, called ILDE (, has been delivered in six languages, together with the supporting manuals. It supports the complete lifecycle, i.e. the conceptualization, authoring and final implementation of the designs in Virtual Learning Environments (VLE), all in the context of teacher communities. On the other hand, ready-to-use workshop packages based on a meta-design but customized for the different sectors and languages are readily available for use.

Through its formal lifecycle, more than 180 teachers participated in 10 official workshops, while 20 of them continued with the refinement and enactment of their learning designs in real contexts. Based on two rounds of formative evaluation, strong evidence has been collected in order to show the adequacy of both METIS products i.e. ILDE and workshop packages.


Some of the lessons learnt during METIS highlight that:

a) The workshop experience was very much appreciated and that there is a general feeling that there is a strong need of training in the fields of both learning design and collaborative learning;

b) It is of paramount importance that the workshops maintain the focus on pedagogy, the ILDE (or any other technology adopted) still remains a means to an end;

c) The approach adopted by METIS to have a ‘meta-design’, which can then be instantiated in various ways depending on the local context is, certainly, one of the project assets;

d) Enactment is the only concrete step towards adoption, and enactors need continuous support during all the phases;

e) Community building is another important aspect: The evaluation process has shown that working with peers and having the possibility to share ideas with others, are two of the most appreciated elements of the METIS proposal;

f) ILDE was found to be very well accepted in all its functions; it fits the needs of the three contexts; it is independent from the pedagogical approach adopted; it covers all the phases of the LD lifecycle, which again is, to our knowledge, unprecedented in this field; it is usable by the ‘average’ teacher/trainer, as there are no high-level technical skills required.

However, the METIS project has just started its new life after the funded period, aiming to advance towards major adoption of ILDE and the workshop package by organizations, teachers and policy makers. Thus, it will continue its outreach through training workshops and ILDE installations at Universities and other organisations, based on its more than 50 dissemination events and contacts that reached more than 30.000 teachers and policy makers.

Partners have already contacted several Policy Makers from all the partner countries, aiming at informing them about the project and its products and about how they can use them. They have contacted more than 20 organisations/institutions, including private and public universities, and some of them have already agreed to use the project material during their future activities. More information about the Policy Makers plans and their future exploitation activities can be found in D6.5: Sustainability & Exploitation Plan, which will be published in the project website ( Also, you can find more information on how the METIS products can be exploited in the project website, under the Package for Policy Makers (