{"canonicalUrl":"https://class2class.org/impact-centre/effectiveness/","content":{"author":null,"blocks":[{"links":[{"end":13,"href":"/impact-centre/","start":0,"text":"Impact Centre"}],"text":"Impact Centre / Effectiveness","type":"paragraph"},{"text":"Dimension 02 · Pillar","type":"paragraph"},{"links":[{"end":13,"href":"/impact-centre/effectiveness/#what-is","start":0,"text":"Start reading"}],"text":"Start reading","type":"paragraph"},{"links":[{"end":14,"href":"/impact-centre/effectiveness/#what-is","start":0,"text":"01 What is it?"},{"end":32,"href":"/impact-centre/effectiveness/#why","start":15,"text":"02 Why it matters"},{"end":53,"href":"/impact-centre/effectiveness/#how","start":33,"text":"03 How we work on it"}],"text":"01 What is it? 02 Why it matters 03 How we work on it","type":"paragraph"},{"level":2,"text":"In short","type":"heading"},{"text":"Effectiveness asks whether Class2Class works in practice, not in principle. We have designed hard for low teacher workload and documented the model in full, and an independent reviewer has walked the teacher flow. We have not run a usability or feasibility study, and the third-party review that would establish the first rung is a service we have not yet commissioned.","type":"paragraph"},{"text":"Section 01","type":"paragraph"},{"level":2,"text":"What is Effectiveness?","type":"heading"},{"text":"If Efficacy is the laboratory question, Effectiveness is the fieldwork question. It takes the same product and asks whether it survives contact with an ordinary school week.","type":"paragraph"},{"text":"Unlike Efficacy (which tests if a tool works in a controlled lab), effectiveness evaluates if the tool succeeds in the actual classroom with real teachers, students, time limits, and budget constraints. — ICEI 5E Standards & Definitions","type":"paragraph"},{"text":"ICEI names three things it looks at. Practical fit: does it match how teachers already teach, or does it demand they teach differently? Usability: can people operate it without training? Scalability: does it work across different schools, and is it affordable at that spread?","type":"paragraph"},{"text":"The third one is the trap. A tool can work beautifully in ten enthusiastic schools and fall apart at a hundred ordinary ones, because the ten were carried by unusually motivated teachers. Scalability is what separates a good pilot from a product.","type":"paragraph"},{"text":"Section 02","type":"paragraph"},{"level":2,"text":"Why it matters","type":"heading"},{"text":"The failure mode this dimension guards against is specific and very common: a tool that is genuinely good and genuinely unused. Teachers do not abandon software because it is pedagogically unsound. They abandon it because the setup was long, the interface was confusing, or it needed something their school does not have.","type":"paragraph"},{"text":"For Class2Class the risk is sharper than average, because our core activity requires two classrooms in different countries to coordinate. Every friction we add is paid twice, and any assumption we make about bandwidth, devices or teacher time is made about both sides of a partnership at once. A design that quietly assumes a well-resourced school does not just inconvenience the other classroom — it prevents the collaboration.","type":"paragraph"},{"text":"It is also the dimension where our own incentives are most misleading. Feature requests come from our most engaged teachers, who are by definition the ones for whom the product already works.","type":"paragraph"},{"text":"Section 03","type":"paragraph"},{"level":2,"text":"How we work on Effectiveness","type":"heading"},{"text":"Our approach to Effectiveness has mostly been about removing things.","type":"paragraph"},{"level":3,"text":"Designing for the workload, not the dataset","type":"heading"},{"items":["The evaluation instrument is deliberately short. It is designed to be completed, not to maximise what we collect.","The before/after Initial–Final contrast was removed from the evaluation guide specifically to cut teacher friction and minimise the data we hold — accepting a weaker instrument in exchange for one teachers will actually use.","Evidence tiers are optional. A project can be evaluated on a reflection and a checklist alone, so a teacher is never blocked by not having produced artefacts.","One reflection, collected once, at project closure — not a running log."],"ordered":false,"type":"list"},{"level":3,"text":"Fitting more than one kind of classroom","type":"heading"},{"items":["Three project approaches, so the model meets a range of teaching styles rather than prescribing one.","Offline and teacher-only modes are defined in the model for classrooms that cannot rely on live connection.","The competency set is documented against established international curriculum frameworks, so a teacher can connect a project to what they are already required to teach."],"ordered":false,"type":"list"},{"level":3,"text":"What we are building next","type":"heading"},{"items":["Running ICEI’s free Effectiveness self-assessment and treating the result as a gap map rather than a score.","Rebuilding teacher feedback to ask about usability, workload and practical fit. Today’s survey asks how likely a teacher is to recommend us, which is a measure of satisfaction, not of fit.","Instrumenting the reflection step so completion rate and duration are measured — a five-minute instrument’s completion rate is its workload evidence.","Assembling the alignment dossier a third-party pedagogical review would read, plus a proper internal user-research pack and a co-creation record."],"ordered":false,"type":"list"},{"level":3,"text":"Related reading","type":"heading"},{"links":[{"end":5,"href":"/resources/how-to-start-a-global-classroom-project-in-2-weeks/","start":0,"text":"Guide"}],"text":"Guide","type":"paragraph"},{"level":3,"links":[{"end":50,"href":"/resources/how-to-start-a-global-classroom-project-in-2-weeks/","start":0,"text":"How to Start a Global Classroom Project in 2 Weeks"}],"text":"How to Start a Global Classroom Project in 2 Weeks","type":"heading"},{"links":[{"end":120,"href":"/resources/how-to-start-a-global-classroom-project-in-2-weeks/","start":0,"text":"You’ve heard about the benefits of global classroom collaboration—students developing cultural competence, practicing..."}],"text":"You’ve heard about the benefits of global classroom collaboration—students developing cultural competence, practicing...","type":"paragraph"},{"links":[{"end":5,"href":"/resources/how-teachers-coordinate-international-projects/","start":0,"text":"Guide"}],"text":"Guide","type":"paragraph"},{"level":3,"links":[{"end":78,"href":"/resources/how-teachers-coordinate-international-projects/","start":0,"text":"How Teachers Coordinate International Projects Through Classroom Collaboration"}],"text":"How Teachers Coordinate International Projects Through Classroom Collaboration","type":"heading"},{"links":[{"end":120,"href":"/resources/how-teachers-coordinate-international-projects/","start":0,"text":"For many teachers, the idea of coordinating international projects sounds exciting—but also stressful. Different time..."}],"text":"For many teachers, the idea of coordinating international projects sounds exciting—but also stressful. Different time...","type":"paragraph"},{"links":[{"end":5,"href":"/resources/discover-5-easy-ways-connect-classrooms-globally-time-zones/","start":0,"text":"Guide"}],"text":"Guide","type":"paragraph"},{"level":3,"links":[{"end":37,"href":"/resources/discover-5-easy-ways-connect-classrooms-globally-time-zones/","start":0,"text":"Work Across Time Zones: 4 Simple Ways"}],"text":"Work Across Time Zones: 4 Simple Ways","type":"heading"},{"links":[{"end":110,"href":"/resources/discover-5-easy-ways-connect-classrooms-globally-time-zones/","start":0,"text":"If you’ve ever tried to schedule a video call between classes to work in different time zones, you know the..."}],"text":"If you’ve ever tried to schedule a video call between classes to work in different time zones, you know the...","type":"paragraph"},{"links":[{"end":206,"href":"mailto:dpo@class2class.org","start":187,"text":"dpo@class2class.org"}],"text":"No ICEI level has been awarded on this dimension, and nothing has been submitted for assessment. If you find a Class2Class page, deck or email that says otherwise, it is wrong — write to dpo@class2class.org and we will correct it.","type":"paragraph"},{"text":"The other four","type":"paragraph"},{"level":2,"text":"Effectiveness is one of five.","type":"heading"},{"text":"Each dimension catches a different way a well-meaning product can fail. They are read together, not in isolation.","type":"paragraph"},{"links":[{"end":12,"href":"/impact-centre/efficacy/","start":0,"text":"Dimension 01"}],"text":"Dimension 01","type":"paragraph"},{"level":3,"links":[{"end":8,"href":"/impact-centre/efficacy/","start":0,"text":"Efficacy"}],"text":"Efficacy","type":"heading"},{"links":[{"end":15,"href":"/impact-centre/efficacy/","start":0,"text":"\"Does it work?\""}],"text":"\"Does it work?\"","type":"paragraph"},{"links":[{"end":12,"href":"/impact-centre/equity/","start":0,"text":"Dimension 03"}],"text":"Dimension 03","type":"paragraph"},{"level":3,"links":[{"end":6,"href":"/impact-centre/equity/","start":0,"text":"Equity"}],"text":"Equity","type":"heading"},{"links":[{"end":23,"href":"/impact-centre/equity/","start":0,"text":"\"Who does it work for?\""}],"text":"\"Who does it work for?\"","type":"paragraph"},{"links":[{"end":12,"href":"/impact-centre/ethics/","start":0,"text":"Dimension 04"}],"text":"Dimension 04","type":"paragraph"},{"level":3,"links":[{"end":6,"href":"/impact-centre/ethics/","start":0,"text":"Ethics"}],"text":"Ethics","type":"heading"},{"links":[{"end":22,"href":"/impact-centre/ethics/","start":0,"text":"\"How does it operate?\""}],"text":"\"How does it operate?\"","type":"paragraph"},{"links":[{"end":12,"href":"/impact-centre/environment/","start":0,"text":"Dimension 05"}],"text":"Dimension 05","type":"paragraph"},{"level":3,"links":[{"end":11,"href":"/impact-centre/environment/","start":0,"text":"Environment"}],"text":"Environment","type":"heading"},{"links":[{"end":33,"href":"/impact-centre/environment/","start":0,"text":"\"Is it ecologically sustainable?\""}],"text":"\"Is it ecologically sustainable?\"","type":"paragraph"}],"breadcrumbs":[{"name":"Home","path":"/"},{"name":"Impact Centre","path":"/impact-centre/"},{"name":"Effectiveness","path":"/impact-centre/effectiveness/"}],"cards":[{"eyebrow":"Guide","path":"/resources/how-to-start-a-global-classroom-project-in-2-weeks/","summary":"You’ve heard about the benefits of global classroom collaboration—students developing cultural competence, practicing...","title":"How to Start a Global Classroom Project in 2 Weeks"},{"eyebrow":"Guide","path":"/resources/how-teachers-coordinate-international-projects/","summary":"For many teachers, the idea of coordinating international projects sounds exciting—but also stressful. 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