Often, one associates new rich and open pedagogies are with “learner-centered”. We believe that being “learner-centered” is not sufficient, since main-stream content-transmission-centered e-learning also rightly claims to be learner-centered, since students can look at contents and do exercises and tests at their own speed. Good learner-centered pedagogics may also be very teacher-centered, since the role of the teacher can become very complex and demanding. Let’s recall the three principle roles that we attribute to the teacher-designer of structured, but active, open and rich educational scenarios:

-             His role as a manger is to ensure productivity, i.e. that learners do things.

-             His role as a facilitator is the help them in their choices and to suggest resources and tools that will help them to solve problems and get tasks done.

-             His role as an orchestrator is to create “article-boards”, i.e. to break down projects into scenarios, and scenarios into phases. He also may decompose problems into manageable sub-problems or alternatively encourage and help students to do so themselves.

It is very important to respect a principle of “harmony”, to find an equilibrium of different pedagogical strategies and tactics and not (and we insist on this) to be tempted by over-scripting. In our philosophy, a teacher should think of himself primarily as a “landscaper” who uses ICT to build places where learners can “sculpt” according to some rule and with as much help as appropriate.

Because of their modular architecture, a well trained teacher can configure portals and its “tools” according to his own needs. He can also hunt down new modules (quiz module, exam module, lesson module, LAMS module and etc.). He can repurpose tools, e.g. he could use quizzes which are normally used for assessment as discussion openers. He can also suggest to the increasing number of technical support people that can be found in the school system to develop new tools. Since this technology is focused on “orchestration” and not content delivery, we believe that it will spread in the nearer future with almost the same ease as web pages did, but it will bring new functionalities. Teachers should have control over their environment and they can share their experience within teacher portals using the same technology and both fit the BEST philosophy (e+Learning philosophy). Finally, BEST may be a chance to promote the open and sharing “Internet Spirit” to education, which is threatened by the e+learning philosophy of the closed so-called “educational learner-centered platforms”, e-learning systems or whatever are called today’s main stream systems sold without as much success as they claim to the educational system. According to our initial experience, and despite many difficulties - like administrative hurdles, the time it takes to accommodate new pedagogical strategies (e+learning), the disputable ergonomics of some software that we will have to overcome - teachers who engaged themselves “love it” and their students too.