Grand Challenge Problem 3: Empowering Science Teachers Using Technology-Enhanced Scaffolding to Improve Inquiry Learning

Margus Pedaste, Adrianus W. Lazonder, Annelies Raes, Claire Wajeman, Emily Moore, Isabelle Girault

Research output: Chapter in Book/Report/Conference proceedingChapterAcademic

Abstract

Inquiry learning in technology-enhanced learning (TEL) environments has potential to support science learning. The “symbiosis” between teachers and TEL environments is needed and, therefore, virtual assistants should be “taught” based on pedagogical theories. These assistants should be dynamically integrated with various learning environments to empower teachers and to provide effective scaffolding to every student during inquiry. Outcomes provided by the student or teacher could serve as input for the virtual assistant in addition to logging of student and teacher interactions. The virtual teacher assistant should be developed in collaboration between researchers and commercial software developers using joint research and development grants.
Original languageEnglish
Title of host publicationGrand Challenge Problems in Technology-Enhanced Learning II: MOOCs and Beyond: Perspectives for Research, Practice, and Policy Making Developed at the Alpine Rendez-Vous in Villard-de-Lans
EditorsJulia Eberle, Kristine Lund, Pierre Tchounikine, Frank Fischer
PublisherSpringer
Pages17-20
ISBN (Print)978-3-319-12561-9
DOIs
Publication statusPublished - 2016

Publication series

NameSpringerBriefs in education
PublisherSpringer

Keywords

  • METIS-318663
  • IR-101952

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