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格子架

Grand Challenge Problem 10: TELEARC an Agile and Productive Networking of TEL Small and Medium Sizeurope needing to develop a research and innovation competence to facilitate the diverse educational systems contextualized in various institutional settings across Europe. However, to strengthen the various research practices and to develop a common scientific language on TEL research the Grand Chal

最小

Grand Challenge Problem 11: Empowering Teachers with Student Data, harnessed by teachers to monitor and improve their practice, but new methods and tools are needed that (1) help teachers to harness and interpret this data, and subsequently, (2) incorporate it into a framework of continuous professional development. Approaches and methods from teacher inquiry into

Monocle

Grand Challenge Problem 12: Assessing Student Learning Through Continuous Collection and Interpreta explores how advances in data collection and analysis can be leveraged to integrate learning and assessment in one single process. Developing assessment during learning within technology enhanced learning systems requires understanding the temporal characteristics of learning: what are meaningful d

FAR

,A Challenge to Enhance the System of Education—a Comment from a Researcher Perspective,t to change because they are bound together in an interlocking set of curricula, standards and examining processes. Thus, an overarching Grand Challenge is for educational institutions to break this deadlock and become learning systems, with educational technology as the mechanism for institutional

Lyme-disease

,The Grand Challenge of Diversity—A Comment from a Researcher Perspective,s well as ethical issues. This diversity is associated with a movement tending to blow up the borders between the cognitive and the social, the formal and the informal, the school and the workplace. But the newest and most remarkable fact is that this set of research propositions is at the same time

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Medley

,Building the Future of the Digital Age School—A Comment from a Practitioner Perspective,d share information in ways that are often different from the school’s traditional practices. How do we take this into account in teaching? What kind of skills do the future teachers need in planning and implementing new ways of learning. Schools live in a period of transitional operations, which ra

FAZE

,What Do Policy Makers Learn from Foresights Around ICT-Enabled Learning—A Comment from a Policy Mak actions. These Grand Challenges are being formulated at a time when more and more of us are recognising the increasing importance of ICT in and for education and the necessity to find solutions to overcome the enormous gap between education and all other sectors of life and work. Three imminent tre

Mast-Cell

https://doi.org/10.1007/978-3-658-03481-8 The objective is to continue stimulating collaboration among TEL researchers and to move toward uniting the interdisciplinary TEL field. Event participants describe 12 socio-technical Grand Challenge Problems (GCPs) related to learning and to the educational system covering a wide range of topics.