1. 10.05.2004Taller OUS, Argentina COLDEX OUS El enfoque pedagógico de COLDEX Marcelo Milrad marcelo.milrad@msi.vxu.se MSI & CeLeKT, Universidad de Växjö, Suecia

2. 10.05.2004Taller OUS, Argentina Sobre Suecia 9 millones de hab. Alta tecnología, Växjö University (15000 estudiantes) Frio...durante 8 meses al año

3. 10.05.2004Taller OUS, Argentina Aprendizaje en Base a Desafios Las ideas principales del aprendizaje en base a desafios (CBL) han sido inspiradas por los conceptos presentados por el constructivismo social y el aprendizaje a traves de la resolucion de problemas, los cuales enfatizan la curiosidad y el interés en fenomenos de la vida real como principios de motivación. The CBL method advocated by COLDEX (inspired by the Antofagasta meeting) can be described as extended problem- based learning, but it contains also some components from the experiential, project-based and decision-based learning perspectives.

4. 10.05.2004Taller OUS, Argentina CBL cont.. A challenge, in a challenge-based learning (CBL) activity, is initiated either by the COLDEX project, a teacher or a student group. The assignments or "challenges" to be solved might include ways to develop, design and implement solutions for problems related to scientific phenomena. A meaningful learning activity consistent with CBL is to present learners with a challenge scenario and ask them to think about a number of possible solutions using a variety of interactive tools. Such an activity serves to center thinking around meaningful problems and is typically effective in facilitating small group collaboration.

5. 10.05.2004Taller OUS, Argentina CBL y otros métodos del aprendizaje Discovery- based Problem- based ExperientialChallenge-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” CoachFacilitatorCoach, co- experimenter and designer

6. 10.05.2004Taller OUS, Argentina COLDEX: ideas para el diseño y soporte educacional Include meaningful learning scenarios; Design authentic problems and legitimate cases as the basis for learning activities; Take into account the entire learning environment; Support mediation among all the participants; Foster a sense of collaborative learning community.

7. 10.05.2004Taller OUS, Argentina Flujo de Tareas Educativas Well defined learning activities (task workflow) and tool kits Challenge based-learning Integration between curricula and learning in informal settings Exchange between Science Center, School and University

8. 10.05.2004Taller OUS, Argentina Educational Testbeds Innovative practice and technologies: -Science centers in Sweden/Chile -Well established networks of schools: Enlaces (CL), AV-Media (SE), Duisburg (DE) -Adult learners at UNED -OUS

9. 10.05.2004Taller OUS, Argentina Taxonomia de Experimentos

10. 10.05.2004Taller OUS, Argentina Experimento Has a learning goal Is a set of actions Takes place in a particular location & context Has an outcome related to the learning goal

11. 10.05.2004Taller OUS, Argentina Kits para la Experimentacion Digital/DEXTs

12. 10.05.2004Taller OUS, Argentina Kits para el Aprendizaje In order to achieve the learning objectives and to conduct the learning activities we have described, we will provide teachers and students with a so called “Digital Experimentation Toolkits” or DEXTs. As we define it in COLDEX, a toolkit includes experimental instructions, scientific background information, modelling and simulation tools, access to real scientific data, visualization and collaboration tools and the formulation of initial challenges. “A DEXT is a package of resources of the type described above”

13. 10.05.2004Taller OUS, Argentina Kits para el Aprendizaje DEXTs are not ready-made, experiential models describing just how to conduct a particular experiment. What we want to provide is an open-ended learning environment that stimulates learners to identify and solve a challenge according to the educational premises of CBL.

14. 10.05.2004Taller OUS, Argentina Escenarios Educativos What are the scenarios? Which are the different components? Collaboration Modes Development of a number of concrete scenarios Intercultural aspects Wrap up/common ground

15. 10.05.2004Taller OUS, Argentina Escenarios Scenarios in COLDEX are defined as: ”A collection of educational activities which are inspired by the ideas behind CBL. These activities are designed for well specified domains and are supported by an educational workflow and a number of tool kits”

16. 10.05.2004Taller OUS, Argentina COLDEX: niveles de aprendizaje : IndividualSmall GroupLarge GroupCommunity Setting (s) homework; individual studies group work (in schools); afternoon groups; museum groups classes (face to face); courses (also online); museum groups transcontinental network of learners and institutions Knowledge Building Strategies individual inquiry; problem solving; reading; browsing group problem, solving; smaller discussions; design meetings aggregation/ comparison of group results; discussions; teacher presentations retrieval of others' learning objects; online SIGs; FAQs Collaboration Mechanisms no (instead: access to archives at all levels) workspace sharing; group archives result sharing using big screen; classroom archives indirect exchange of learning objects through archives

17. 10.05.2004Taller OUS, Argentina Niveles de colaboración individual Comunidad grande grp. peque. grp.

18. 10.05.2004Taller OUS, Argentina Indiv. comm large small Indiv. comm large small Suecia Chile Portugal Indiv. comm large small Posibles Situaciones