An interactive learning environment designed to increase the possibilities for learning and communicating about radioactivity

This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, redistribution , reselling , loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. Information and communication technology (ICT) is a natural part of most people's everyday life, and has also been introduced in schools. Previous studies have tended to focus on issues related to competency of teachers and lack of computer technology in schools. Focus now seems to be moving towards studies that help us understand how ICT may be used to enhance students learning. This article explores the learning environment Radioactivity from the Norwegian Viten project in order to provide insights into how features of the environment may influence student learning. A characteristic of the features of Radioactivity is provided and discussed in light of a set of quality principles for digital learning resources developed by the British Educational Communications and Technology Agency. Introduction We live in a digitalised society where information and communication technology (ICT) has become almost omnipresent, and plays an increasingly significant role in both our private and working lives. ICT is also present in schools, but there have been many obstacles for successful implementation, such as lack of hardware, infrastructure, access to educational software and ICT pedagogical skills amongst teachers. It has been suggested that with the presence of ICT; complex systems can be simulated, the curriculum can be centred on 'authentic' problems parallel to those that adults face in real-world settings, modelling and visualisation can be used to bridge between experience and abstraction, and controversial topics may be discussed with experts outside the immediate classroom suggests a range of potential reasons such as novelty value, variety from teachers' lecturing, usefulness of ICT-skills later in life, challenge of ICT applications when compared with ordinary school work, differentiation as students are in control and can work at their own pace, and finally, some ICT …