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Three perspectives on technology support in inquiry learning: personal inquiry, mobile collaboratories and emerging learning objects.

, , , , , , , , and . ICLS, page 499-500. International Society of the Learning Sciences / ACM DL, (2010)

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Learning design Rashomon I-supporting the design of one lesson through different approaches, , , , , , , , , and 1 other author(s). Research in Learning Technology, (2013)An evaluation of multimodal interactions with technology while learning science concepts., , and . Br. J. Educ. Technol., 42 (2): 266-290 (2011)Creating Personal Meaning through Technology-Supported Science Inquiry Learning across Formal and Informal Settings, , , , , and . International Journal of Science Education, 34 (2): 251-273 (2012)Visualizing the Invisible: The CONNECT Approach for Teaching Science., , , , , , , and . ICALT, page 1084-1086. IEEE Computer Society, (2006)Uses of accelerometer data collected from a wearable system., , , , , and . Personal and Ubiquitous Computing, 11 (2): 117-132 (2007)Designing Orchestration for Inquiry Learning., and . Orchestrating Inquiry Learning, Routledge, (2012)Using advanced technologies to connect schools to science museums., , , and . WMTE, page 169-170. IEEE Computer Society, (2006)What do students at distance universities think about AI?, and . L@S, page 45:1-45:4. ACM, (2019)Inquiry Learning Reconsidered: Contexts, Representations and Challenges., , and . Orchestrating Inquiry Learning, Routledge, (2012)Issues in scaffolding collaborative inquiry science learning., and . CSCL (2), page 34-36. International Society of the Learning Sciences, (2009)978-1-4092-8598-4.