Implementing the Challenge Based Learning in Classroom Scenarios Nelson Baloian*, Henning Breuer, Kay Hoeksema*, Ulrich Hoppe, Marcelo Milrad Depto. de Ciencias de la Computación Universidad de Chile, Santiago nbaloian@dcc.uchile.cl University of Applied Sciences Potsdam, Germany breuer@fh-potsdam.de Institute for Computer Science and Interactive Systems, University of Duisburg-Essen, Germany {hoeksema, hoppe}@collide.info Center for Learning and Knowledge Technologies (CeLeKT), Växjö University, Sweden marcelo.milrad@msi.vxu.se Abstract Our Challenge Based Learning (CBL) method can be described as a special form of problem-based learning, in which the problems are of realistic, open-ended nature. Additionally, CBL contains features of experiential and project-based learning approaches. CBL is supported by the provision of Digital Experimentation Toolkits (DExTs) which comprise materials, initial instructions, references to web resources and specific software tools. Within the COLDEX project, a number of remote sites which generate data for analysis in such a DExT scenario is established. Among these is an observatory with a semi-professional telescope and a network of seismic measurement stations in Chile. Technological challenges lie in the ease of use in accessing these data and in communicating the learners' requests and specifications to the remote sites. Within this article we describe several classroom scenarios for the usage of DexTs in schools. Examples are the calculation of the epicentre of an earthquake, the calculation of lunar heights and the definition of strategies for navigation in a maze. A Introduction The COLDEX project (www.coldex.info ) is about developing scenarios for distributed collaborative learning in an intercultural setting. To develop our scenarios, we adopted a different approach than traditional Problem-based Learning or Discovery learning by providing tools, which teachers and students can use for carrying on the experiments and analyse and process their results not as freely and undefined as in discovery learning but giving more possibilities for the learning group to define themselves new challenges. This approach is similar to provide a LEGO construction kit with a booklet about which constructions are possible to achieve. In this paper we present this approach which we called “challenge-based learning” and three scenarios implementing it. B Challenge Based Learning Vygotsky’s sociocultural theory [1] promotes the importance of social interaction and the use of artefacts for knowledge acquisition. Three principles have been proposed for the design of educational environments derived from Vygotsky’s works [2]: First, the notion of authentic activities proposes the modelling of activities and tools derived from professional practices. Second, “construction” refers to learners creating and sharing artefacts within their community. Third, educational environments should be designed to involve a close