One of the main and necessary elements (from our point of view) in educational innovation in recent years has to do with time and space from a didactic perspective.Sweden is one of the few European countries at the forefront in policies and processes of innovation through different resources and didactic decisions. In order to plan and initiate projects and processes of innovation in schools in Spain and specifically in Catalonia, it is a priority to study in depth what has happened and is happening in these countries where quality and success in the organization of schools, especially with the integration of resources (paid especial attention in classrooms) and didactic decisions.

In general terms, our research goal is to discover, review, describe and analyze various experiences of didactic proposals in an educational context such as the Swedish educational system, with has a high rating level in the European evaluative processes. Sweden’s educational system gets one of the best results in educational quality index in the European context.

From the exploration and analysis of the organization and didactic structure of these schools and the ecological environment of some of their classrooms, it is possible to acquire knowledge to improve teaching with this type of approaches. All this with the study of teaching methods such as globalization of the curriculum, project-based learning (PBL), collaborative learning, case study, etc. Moreover, we can propose initiatives of deeper innovation which have an influence on the design and the didactic processes that take place in the classroom.

This research is directly linked to the theoretical approach and the lines of research in which I have been working in recent years. This work allowed me to determine a system of analysis as to how the appropriation of different resources and space and time from a didactic perspective in the process of teaching and learning in the classroom took place, from a socio-constructivist approach, considering the classroom as a multivariate ecological system. Real cases of classrooms in different schools were analyzed, taking into account a number of general observation focus (the teacher, the pupil, didactic methodology, the school environment and its social environment), which would then be listed in specific sub-focus in order to make an elaborate analysis. This approach to the issue analyzed gives us a lot of information and knowledge on how this time and space use takes place, how didactic processes are established and carried out, and how the roles of the actors involved in the educational process are changing as of late.

The research group DidaktikDesign of Stockholm University, in which this research put forward has been carried out in the pass year 2010, has been working for many years in several projects (Stålbrandt, E.; Engström, S., 2006; Stålbrandt, E., 2007) These projects have to do with a particular model, called Learning Design Sequences-LDS (Selander, S. 2008), developed by this group, very close to the kind of wide and multivariate approach developed in previous research.

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