Kaleidoscope Network of Excellence Professor Barbara Wasson University of Bergen, Norway

 European research network  over 90 research units  across 24 countries (23 Europe + Canada)  1100 researchers (2/3) and PhD students (1/3)  Universities, Industry and SMEs, Users’ groups  Budget M Euros  Duration 4 years ( ) Introduction

Issues  The network’s members collaborate closely both in teams, individually and informally to establish an integrated, sustainable programme of scientific research for Technology Enhanced Learning (TEL).  To bring new understanding and creativity to the field of Technology Enhanced Learning, ensuring it can contribute to European Commission initiatives, specifically through the Bologna Declaration and the Lisbon Agenda. These set goals for mobility, employability, competitiveness and dynamism.

Addressing the Issues  A strategy to drive the scientific field forwardthrough collaboration and convergence, through investigation and sharing of results  Creation of Interdisciplinary teams from different countries, research backgrounds and fields  Building technological and scientific platforms to support researchers by offering tools, services, resources and reference standards at a PhD level

Addressing the Issues  Developing an understanding of political and social issues important to the field within Europe and proactively creating and utilising communication channels between relevant stakeholders in education, industry (users and businesses) to inform and advise  Devising and implementing dissemination strategies to engage and lobby academic institutions, user and industry representatives and non-governmental bodies  Examining models of sustainability in order for TEL to have a global impact

Scientific and strategic integration  To build bridges between technology, computer science and, educational, social and cognitive sciences in order…  To provide better foundations to the evaluation of TEL  To stimulate the sharing of prototypes and testbed  To improve technology transfer and innovation  To develop a shared understanding of the differences and commonalities at a conceptual and methodological level…  across disciplines  across cultures  research practices  To build bridges between the different educational traditions

Structure outline Administrative coordinator Team leaders Cluster leaders Contractor representative Researcher / Phd Student Scientific coordination Project leaders

Scientific Coordination Scientific Manager Nicolas Balacheff, CNRS, France Executive (5 members) Core Group (22 members)

Structure outline Administrative coordinator Team leaders Cluster leaders Contractor representative Researcher / Phd Student Scientific coordination Project leaders

Projects

European Research Teams (ERTs) ERTs are integrating activities, which target networking European excellence at the level of specific research challenges. Long term collaboration is at the research team level (between research groups of member Institutes).

Computer-based Analysis and Visualization of Collaborative Learning Activities Computer-Supported Scripting of Interaction in Collaborative Learning Environments Conditions for productive networked learning environments Integrating Collaborative, Inquiry and Experiential Learning Technology enhanced learning in mathematics Production of educational formats

Special Interest Groups  SIGs are the basic community-building tools of Kaleidoscope. They allow individual researchers and PhD students from all the partner institutions to organize themselves around a problem or a project that they feel is at the forefront of the TEL research scene

Computer Support for Collaborative Learning Learning GRID Computer Supported Inquiry Learning Philosophy of TEL Artificial Intelligence in Education Narrative and Learning Environments

Jointly Executed Integrating Research Projects (JEIRPs)  JEIRPs encourage the cross-fertilisation of the research of the partner institutions by focusing on the key issues of the field—issues which are intrinsically multidisciplinary  Usually 1 year  Internal calls

Learning Patterns for the design and deployment of Mathematical Games Digital Language Learning: An Integrated Perspective Technology enhanced public spaces for intergenerational learning

Virtual Doctoral School Shared Virtual Laboratory

Dissemination Users Group Gateway

10 Issues for a Research Programme 1.combining collaborative learning, mobile learning and inquiry learning  to question the underlying concepts and theoretical framework  need for a comprehensive approach 2. professional learning and training  highly realistic and interactive simulations  microworlds and role-play environments 3. blended learning  from practical to theoretical perspectives  models to support its development and ensure its efficiency

4.need for models  of learning as an emergent process in complex systems  computationally tractable, cost effective, efficient transfer  empirically valid when confronted to actual use 5. need for cognitive and technological foundations  to design highly interactive learning objects  for a new ecology of learning  for models of context-as-construct to inform TEL design 6. need for shared references  domain specific evidence  research based recommendations  understanding of TEL from an epistemological perspective 10 Issues for a Research Programme

7.“De-compartmentalization” of  learning practices  examinations and assessment 8.Constant need for tools for teachers and trainers  TEL innovative authoring tools  Learning management systems “beyond text and PCs” 9.Models and methods to support complex process of adoption of TEL in the different learning contexts 10 Issues for a Research Programme

10 Issues for a Research Programme 10.to build tools to enhance TEL as an experimental research field  Frameworks for the description of the experimentation settings and processes  methodological standards …  Frameworks for the description of experimental data to share, manage and compare data  benchmark …  Tools and means to instrument the experimental situation so as to gather experimental data in a meaningful way  testbed...  Infrastructure for  the management and sharing of information  the support of research collaborations in all phases

 Network  Learning community (CSCL)  Learning space (Grid)  Content  Simulation, augmented reality  Semantically rich representation  Ubiquity and mobility  Interaction  Reification of interactions  Digital imprint of tacit knowledge Need for convergence to fight research fragmentation

An integrated vision Learner Technology Situations School Informal learning Learning at work Training Document Simulations Microworld Autonomous Socialized Collaborative Interactive Wireless Distributed Ubiquitous Trustable Knowledge Ability inquiry learning collaborative learning mobile learning Amsterdam convergence workshop December 2006

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