Abstract
Challenge-Based Learning is often presented as a way to bring students, teachers, companies, public institutions and societal stakeholders together around complex real-world and open problems. This is one of its strengths. It is also one of its accountability problems.
In a traditional course, accountability is relatively easy to describe. A teacher teaches; students attend; assignments are submitted; grades are assigned. In Challenge-Based Learning, by contrast, learning emerges from a network of actors: learners, teachers, mentors, companies, public bodies, civic organisations, experts, users, and sometimes affected communities.
This creates a basic question:
Who is accountable for what, when learning is distributed across a socio-technical innovation ecosystem?
A Trustworthy Governable Platform could help answer this question. But only if we treat its data not merely as administrative records, but as dynamic relational data.
My provocation is therefore:
A TGP for Challenge-Based Learning should not only record learning activities. It should make visible the evolving network of educational, institutional and socio-ethical responsibility.
This means reading TGP data as a dynamic graph: a changing network of people, roles, artefacts, challenges, decisions, feedback, competences, commitments and institutional mandates.
Recommended Citation
Marchese, Maurizio, "Workshop Provocation Note #5 - Can a Trustworthy Governable Platform Make Challenge-Based Learning Accountable? Dynamic Graph Analytics for Learning, Innovation and Socio-Ethical Responsibility" (2026). OISI Workshop 2026. 28.
https://aisel.aisnet.org/oisiworkshop2026/28