Entry name: MIXAP

Describe your entry, including why you should win:

"The MIXAP project provides teachers with an easy-to-use digital tool that allows them to create their own Augmented Reality (AR) learning experiences—without needing programming skills.

In simple terms, Augmented Reality means adding digital content (like images, 3D models, or videos) on top of the real world, using a phone, tablet, or AR headset. For example, students can point their tablet at a printed worksheet and see a solar system appear in 3D, or scan a classroom wall to trigger an interactive historical timeline.

What makes MIXAP unique is that teachers themselves design this AR content using the MIXAP platform. They can:

        •        Upload their own images, text, or audio

        •        Select 3D models from a library

        •        Place this content into scenes that will appear in AR when students scan specific markers

This means teachers can bring topics to life—whether it’s exploring the inside of a cell, visualizing a volcano, or creating interactive language lessons.

The AR experiences can be printed, shared, and used in any classroom with a mobile device—no coding or expensive hardware required."

Describe the impact of your work internally and externally, on your students, colleagues and peers, how it was developed, and what others could learn from your work?

The MIXAP project has had a transformative impact both internally and externally by empowering teachers to become creators of Mixed Reality (MR) learning experiences rather than passive users of technology. Internally, it has enhanced digital pedagogy across our teacher education programs, fostering interdisciplinary collaboration and equipping student teachers with the confidence and skills to design immersive, curriculum-aligned content. Externally, through co-design workshops and multilingual training across France, Turkey, and Denmark, the project has reached over 150 in-service teachers, many of whom now actively develop and share their own MR scenarios. This grassroots approach has catalyzed the formation of a European community of practice, sustained by open resources and peer exchange. Developed through iterative, user-informed design, MIXAP offers a replicable model of how immersive technologies can be integrated ethically, inclusively, and pedagogically—highlighting the value of co-creation, accessibility, and teacher agency in educational innovation.

Please describe how your work is aligned with CMALT & FELT principles?

"The MIXAP project aligns deeply with both the CMALT (Certified Membership of the Association for Learning Technology) and FELT (Framework for Enhancing Learning and Teaching) principles through its focus on pedagogy-driven innovation, collaborative practice, reflective development, and inclusive professional learning. As a European initiative that empowers teachers to design their own Mixed Reality (MR) learning experiences, MIXAP is rooted in the belief that educational technology should be co-created with educators, not imposed upon them.

At the core of CMALT and FELT is a commitment to enhancing learning through thoughtful, purposeful, and ethical integration of digital tools. MIXAP reflects this ethos by ensuring that immersive technologies are used to serve pedagogical aims. The platform enables teachers to create meaningful, learner-centred MR scenarios that respond to curricular goals and student needs. In doing so, it reinforces the central FELT principle of enhancing student learning through authentic, inclusive, and context-sensitive approaches. It also satisfies the CMALT expectation that practitioners demonstrate a clear understanding of the interplay between pedagogy, technology, and context.

MIXAP is not just a technology tool—it is a professional learning journey. Through co-design workshops, scenario development labs, and structured training activities, the project builds teachers’ digital capabilities and confidence. Educators are guided not only in using the tool but also in applying sound learning design principles, assessing student engagement, and reflecting on impact. This directly supports the CMALT emphasis on continuing professional development and digital fluency, as well as FELT’s “Developing as a Teacher” strand, which encourages educators to explore and apply new tools in their own practice.

Another defining feature of the project is its commitment to scholarly-informed and reflective practice. The platform has been developed iteratively through user feedback, pilot testing, and the integration of educational theory—particularly in relation to immersive learning, constructivist design, and technology acceptance. Evaluation is continuous, drawing on both qualitative and quantitative data, and these insights are used to refine both the tool and the associated pedagogy. This reflects CMALT’s requirement for evidence-based reflection and the FELT framework’s emphasis on evaluating and improving teaching through scholarship and inquiry.

Collaboration is a cornerstone of the project. Teachers are treated as co-researchers and co-designers, working alongside developers and academic partners across France, Turkey, and Denmark. This participatory model builds a culture of trust, experimentation, and shared ownership. It exemplifies CMALT’s value of working collaboratively to develop and share knowledge, while also aligning with FELT’s vision of fostering collegiality, peer learning, and networked professional growth.

MIXAP also advances the principles of inclusion, accessibility, and sustainability—values shared by both CMALT and FELT. The platform is designed to be low-threshold, multilingual, and adaptable to various teaching contexts, ensuring that innovation is not reserved for the digitally elite. It models a responsible, scalable, and teacher-led approach to digital transformation in education.

In sum, MIXAP does not merely apply the CMALT and FELT principles—it embodies them, offering a living example of how reflective, evidence-based, and collaborative innovation can enhance both teaching and teacher development."

Supporting evidence:

"Webtool https://mixap-ia.surge.sh/

Website  https://zr9vpbngyp.preview.infomaniak.website/

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