Abstract—The FP7 PELARS (Practice based on Experiential
Learning Analytics Research and Support) project deals with
the problem of developing a new educational technology for
practical activities. As it is stated into the project proposal, the
project produces and evaluates technology designs for analytic
data generation for constructivist learning scenarios in Science,
Technology, Engineering and Math (STEM) topics, including:
technology solutions, infrastructure, activities, assessment,
curricula, and classroom furniture and environment designs.
The project addresses three different learning contexts
(postsecondary design studios, postsecondary engineering
sciences classrooms, and secondarylevel high school STEM
learning environments) across four national settings in the EU.
In the upper defined context, this paper deals with the problem
of adapting the accreditation of the engineering programs to the
new educational technologies.
Index Terms—Educational technology, experiential learning, accreditation.
Dorian Cojocaru and Razvan Tudor Tanasie are with the University of Craiova, Romania (e-mail: email@example.com, firstname.lastname@example.org).
Anna Friesel is with Danmarks Tekniske Universitet, Copenhagen, Denmark (e-mail: email@example.com).
Cite: Dorian Cojocaru, Razvan Tudor Tanasie, and Anna Friesel, "Adapting the Accreditation Procedures to a New Educational Technology," International Journal of Information and Education Technology vol. 7, no. 11, pp. 851-857, 2017.