Nelson Baloian, Kay Hoeksema, Ulrich Hoppe, Marcelo Milrad

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Presentation transcript:

Technologies and Educational Activities for Supporting and Implementing Challenge-Based Learning Nelson Baloian, Kay Hoeksema, Ulrich Hoppe, Marcelo Milrad Depto. de Ciencias de la Computación Universidad de Chile, Santiago Institute for Computer Science and Interactive Systems, University of Duisburg-Essen, Germany Center for Learning and Knowledge Technologies (CeLeKT), Växjö University, Sweden

Principles for designing educational environments Authentic Activities: modeling of activities and tools derived from professional practices Construction: learners create and share artifacts within their communities Collaboration: educational environments should be designed to facilitate a close collaboration between learners and with an expert

COLDEX Project European IST program U. Duisburg, U. Chile, Politecnica Madrid, U. Saarland, UNED, U. Vexjö, Aims at designing innovative learning environment in order to support a wide range of global open learning activities within scientific domains Combining challenge-based learning with modeling tools and experimental scenarios

Challenge-Based Learning Discovery- based Problem-based Experiential learning Challenge- based Cognitive focus Knowledge inquiry Knowledge construction To grasp and transform experience Knowledge interpretation, inquiry and construction Role of student Detective, picking up clues Participant, searching Active participant, choosing Active constructor/ designer Role of teacher “As mystery writer” Coach Facilitator Coach, co-experimenter and designer

Modelling tool (stochastic)

Modelling tool (system dynamics)

DExTs Digital Experimental Toolkits Experimental instructions Scientific background information Modeling and simulation tools Access to real scientific data Formulation of initial challenges

The Seismo Scenario

The Seismo Scenario

The Moon Scenario

The Maze Scenario

The Astro Scenario

The Astro Scenario

Conclusions So far 40 teachers and 200 students have used it in Sweden, Germany, Chile and Colombia Teachers have been able to adapt and appropriate the tools Students have been able to operate them easily Teachers have responded very positively to the community repository provided