Web-based Learning Solutions for Communities of Practice

Figure 18.
Figure 19.
learning approaches, integration of other learning
environments than the school, differentiated learning
depending on different ways of perception.
The main element was, however, moving from
teacher-controlled learning to pupil orientated
learning with context-related knowledge. It was
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Visualising the Invisible in Science Centres and Science Museums
also important that the teachers were no impressed
about the technology itself but seeing ICT as connection
between learning environment, an instruction
tool. This can lead in best case– according the
teachers’ interviews – into changes in roles and
responsibilities of pupils –and teachers.