1. 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

2. 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

3. 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

4. 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

5. Modelling tool (stochastic)

6. Modelling tool (system dynamics)

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

8. The Seismo Scenario

9. The Seismo Scenario

10. The Moon Scenario

11. The Maze Scenario

12. The Astro Scenario

13. The Astro Scenario

14. 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