Implementing the Challenge Based Learning in Classroom Scenarios

Our Challenge Based Learning (CBL) method can be described as a special form of problem-based learning, in which the problems are of realistic, open-ended nature. Additionally, CBL contains features of experiential and project-based learning approaches. CBL is supported by the provision of Digital Experimentation Toolkits (DExTs) which comprise materials, initial instructions, references to web resources and specific software tools. Within the COLDEX project, a number of remote sites which generate data for analysis in such a DExT scenario is established. Among these is an observatory with a semi-professional telescope and a network of seismic measurement stations in Chile. Technological challenges lie in the ease of use in accessing these data and in communicating the learners' requests and specifications to the remote sites. Within this article we describe several classroom scenarios for the usage of DexTs in schools. Examples are the calculation of the epicentre of an earthquake, the calculation of lunar heights and the definition of strategies for navigation in a maze. A Introduction The COLDEX project (www.coldex.info) is about developing scenarios for distributed collaborative learning in an intercultural setting. To develop our scenarios, we adopted a different approach than traditional Problem-based Learning or Discovery learning by providing tools, which teachers and students can use for carrying on the experiments and analyse and process their results not as freely and undefined as in discovery learning but giving more possibilities for the learning group to define themselves new challenges. This approach is similar to provide a LEGO construction kit with a booklet about which constructions are possible to achieve. In this paper we present this approach which we called “challenge-based learning” and three scenarios implementing it. B Challenge Based Learning Vygotsky’s sociocultural theory [1] promotes the importance of social interaction and the use of artefacts for knowledge acquisition. Three principles have been proposed for the design of educational environments derived from Vygotsky’s works [2]: First, the notion of authentic activities proposes the modelling of activities and tools derived from professional practices. Second, “construction” refers to learners creating and sharing artefacts within their community. Third, educational environments should be designed to involve a close collaboration between learners and their peers as well as between students and experts. Regarding these principles several educational scenarios have been developed within the COLDEX project. The underlying pedagogical approach is the Challenge Based Learning method (CBL). It can be described as extended problem-based learning, but it contains also some components from the experiential, project-based and decision-based learning perspectives. Project-based and problem-based activities are usually focused on a driving question or problem [3]. In CBL the question or the problem is replaced by a challenge. This challenge 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 to ask them to think about a number of possible solutions using a variety of interactive tools. Such an activity serves to centre thinking around meaningful problems and is typically effective in facilitating small group collaboration. Regarding collaboration it is important that the need for it is not artificially imposed on the community of learners by the system but grounded in the nature of the task. Only if collaboration is needed to accomplish the task learners will appreciate the value of and seriously engage in collaborative activities such as sharing information, discussing partial research results and come with shared decisions and synthetic solutions. C Classroom Scenarios in the COLDEX project To support educational classroom scenarios according to the Challenge Based Learning approach several so-called “Digital Experimentation Toolkits” (DExTs) have been developed within the COLDEX project. A DExT includes experimental instructions, scientific background information, modelling and simulation tools, access to real scientific data, and the formulation of initial challenges. 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. Interactive tools for modelling and simulation enable learners to generate and try out hypothesises, and show the experimentation results. These DExTs are intended to be handed out to schools to be used in but not only in normal school lessons. They provide innovative use of interactive media to enrich the curricula. Teachers should be enabled to integrate these new resources easily in their lessons. As only a few teachers have time to spend on courses or time-consuming studies for “learning” to use these toolkits they are mostly self-describing and trouble-free. DExT ́s are not to be seen as expert systems which present themselves as authoritative and definitive. Our toolkits adopt a more post modern position on the problems of practice, celebrating difference, contextually and a democratic form of interaction that allows the user to create and direct instead of being directed. In this sense, they are perhaps best located as a means of representing and sharing practice, rather than a way of privately receiving advice on one's own practice [4]. ” DExT’s count in tools for modelling or simulation and experimentation. The modelling tool is used when the students make a view about their thoughts early in a project, some kind of previous knowledge statement, or when the students are going to design something later on. Different simulation tools are used for testing estimated values and outcomes concerning different influences of events. Our experimentation tools are a prerequisite for the students to construct, visualize and confirm their thoughts in the learning progress. Essential for the toolkits is to get access to modelling and collaboration tools, and to a common repository. This is done through the Internet. A small number of remote sites will be established which generate data. One conclusion within our classroom scenarios according to the CBL is a change in the teachers and students roles. The students role gets a stronger focus on being a more self(or group-) regulated ‘researcher’ collaborating by using construction and designing tools. Due to the open ended scientific nature of the examined research question the teachers role focuses more on being a coach or co-experimenter.