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Technology-enhanced Learning

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PALETTE - Pedagogically sustained Adaptive Learning Through the exploitation of Tacit and Explicit knowledge

PALETTE aims at improving learning in communities of practice by exploiting knowledge and competences of individual members, and by supporting social interaction and exchange of codified and tacit knowledge.

Project website

Strategic objective : Technology-enhanced Learning
Project type : Integrated project (IP)
Start date : 1 February 2006
Duration : 36 months
EU funding : € 6 000 000
Number of partners : 14
Project coordinator : GEIE ERCIM, Sophia Antipolis, France
Contact : (email removed)

The PALETTE consortium intends to provide innovative learning models and technical solutions that increase the overall quality of learning in communities of practice and contribute to the development of standards in the domain.

The main challenging issues addressed by the researchers are cross-fertilising pedagogical and technological researches, in order to elaborate, implement and validate new learning environments, enhancing learning through knowledge building and sharing in communities of practice.

To reach the project's goal, a participatory design methodology has been adopted for the development of a palette of services - technologically and pedagogically sustained - to support the participation (social interaction, verbal interaction and presence), the constitution of common resources (to formalise tacit knowledge, to make available common resources and to make them retrievable and reusable) and the commitment of participants as well as the realisation of their activities.

In the first phase, called "Design for use", the PALETTE team has elaborated specific scenarios in collaboration with the communities of practice involved in the project. Now, the project has entered a second phase of the work: "Design in Use". In this phase, the scenarios are considered as a basis for the representation of the original configuration of practices for each Community of Practice. Additionally, learning and organisational resources are designed to support the choice, use and adaptation of the services and scenarios by further communities.

A major effort is being put on the conceptual and technical integration while producing the palette of services and scenarios. The participative design approach establishes a balance between technological and pedagogical experts. Evaluation is integrated in the process, in order to provide direct, frequent and detailed feedback.

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