Abstract
This new series of Grand Challenge Problems (GCPs) addresses cognitive as well as emotional issues, individual as well as societal issues, epistemic as 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 on the edge of the disappearance of institutions as the unique site for teaching and learning, with an increasing emphasis on self‐regulated learning and learning communities, and of the rise of technologies empowering institutions and teachers with more efficient tools and means to support, drive, and assess learning.
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Notes
- 1.
Multivocality—where researchers share corpora, focus their analyses of corpora through boundary objects, and examine the extent to which their different perspectives can build upon one another—could support us in relating theories and artifacts. See especially Suthers et al. (2014).
- 2.
However, there have been attempts at relating such work at a series of workshops, for example: “Across Levels of Learning: How Resources Connect Levels of Analysis” at Computer Supported Collaborative Learning 2013 and “Computational Approaches to Connecting Levels of Analysis in Networked Learning Communities” at Learning Analytics and Knowledge 2014.
Reference
Suthers, D. D., Lund, K., Rosé, C. P., Teplovs, C., & Law, N. (2014). Productive multivocality in the analysis of group interactions. New York: Springer.
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Balacheff, N. (2016). The Grand Challenge of Diversity—A Comment from a Researcher Perspective. In: Eberle, J., Lund, K., Tchounikine, P., Fischer, F. (eds) Grand Challenge Problems in Technology-Enhanced Learning II: MOOCs and Beyond. SpringerBriefs in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-12562-6_15
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DOI: https://doi.org/10.1007/978-3-319-12562-6_15
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