PALETTE - Pedagogically sustained Adaptive LEarning Through the exploitation of Tacit and Explicit knowledge (FP6-IST) (2006-02-01 - 2009-01-31) (»add to infobox)

Bruno LE DANTEC, Christine VANOIRBEEK, Bernadette M.-J. CHARLIER, Vincent QUINT, Nikos KARACAPILIDIS, Thibaud LATOUR, Chikh AZEDDINE, Brigitte DENIS, Liliane ESNAULT, Joel BONAMY, Murray SAUNDERS, Nathalie VAN DE WIELE, Dhruv PATEL, Christian MARTIN

GEIE ERCIM (FR823 - Alpes-Maritimes) (France), ECOLE POLYTECHNIQUE FEDERALE DE LAUSANNE (CH022 - Freiburg) (Switzerland), UNIVERSITE DE FRIBOURG (CH021 - Bern) (Switzerland), INSTITUT NATIONAL DE RECHERCHE EN INFORMATIQUE ET EN AUTOMATIQUE (FR103 - Yvelines) (France), RESEARCH ACADEMIC COMPUTER TECHNOLOGY INSTITUTE (GR232 - Achaia) (Greece), CENTRE DE RECHERCHE PUBLIC HENRI TUDOR (LU000 - Luxembourg (Grand-Duché)) (Luxemburg), UNIVERSITE DE TLEMCEN (DZ - Algeria) (Algeria), UNIVERSITE DE LIEGE (BE332 - Arr. Liège) (Belgium), ASSOCIATION DE L'ENSEIGNEMENT SUPERIEUR COMMERCIAL RHONE ALPES (FR716 - Rhône) (France), CENTRE NATIONAL DE LA RECHERCHE SCIENTIFIQUE (CNRS) (FR101 - Paris) (France), LANCASTER UNIVERSITY (UKD43 - Lancashire CC) (Great Britain), EPREP (FR823 - Alpes-Maritimes) (France), SUPPORT IT (UK) LIMITED (UKI23 - Outer London - West and North West) (Great Britain), MINDONSITE - INTEGRAL COACHING SA (CH01 - Région lémanique) (Switzerland)

Collaborative learning has an increased potential when it occurs in the context of a Community of Practice (CoP). Such communities have several components that distinguish them from formal organisations and learning contexts: it is recognised that they can be developed through the uses of network technologies. However, despite the rapidly increasing potential of these technologies (including web-based platforms, wireless communications, mobile devices and extensive use of multimedia contents), a lot of progress remains to be done in order to support individual learning process, as well as knowledge and identity building in them. The goal of PALETTE is to elaborate, implement and promote the use of an extensible set of interoperable services that appropriately address the needs of these communities. The development of the PALETTE services will significantly facilitate the tasks performed by CoPs, which have to resolve specific issues and address poorly structured problems, over which a plurality of views holds. Collaborative learning is inherent in such communities, being they developed in an educational or organisational setting, in that members learn from each other by making their knowledge explicit, sharing it with their peers, and reflect on it. PALETTE will enable these communities to exploit the diverse mental models, knowledge resources, skills and competences associated with each of their members in order to create and use problem-specific knowledge through the interaction of the different sources of codified and tacit specialist knowledge. It will facilitate the creation of new knowledge, which will lead to the evolution of the associated knowledge bases. To address such ambitious objectives, PALETTE services will be designed through extensive involvement of all types of end users, by a consortium characterized by a strong and effective partnership between technological and pedagogical experts.

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