An invisible revolution is happening in education, although becoming more and more visible and lauder. The student, the person who is enjoying the learning process, needs to be placed in the centre, giving back all the rights and duties for his/her own development. The teacher, seen more as a facilitator/coach/mentor, negotiates the rules of that learning environment together with the students. This teacher becomes a bridge for the students, a tool that narrows the space between student’s knowledge and skills and ideas they are capable of imagining, developing and taking into action.

One of the first symptoms of this revolution is a range of new/old reinvented methodologies being implemented along the learning process. Those methodologies aim to create a safe zone for students, a learning community where to develop the student´s multiple abilities; and, at the same time, taking them outside their comfort zone. Methodologies related to the design of the learning space and formative experiences; communication approaches with/from/for students and assessment. Many of these new methodologies are inspired by the process of design thinking and prototyping, and learning by doing. Others are taken directly from new forms of performing speeches, such as TED talks. The clue is to create learning spaces in which the real world outside the safe zone of the learning community is included; there is the need of bringing reality/real experiences into the classroom.

Big questions arise when designing these learning environments:
- How can we assess the achievements of the students throughout the process?
- How important is grading for the student and the society?

Formal education and No formal education approaches these questions from different angles. Since there are fixed curriculums in one side, there must be fixed assignments. Nevertheless, from the other side; no fixed curriculums, but fixed objectives to develop, no matter the assignments through which go along them.

In the end, whatever methodologies are used, it seems of great importance to place students’ interest and curiosities in the centre. Furthermore, to follow students, have a permanent dialogue with them, empower them and widen their stretch zones to recover the joy of learning and experiencing live time education.

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