Here we explore how technology can be applied to support inquiry learning spanning a range of contexts. The development process of a location-based inquiry learning toolset is presented for a secondary school GCSE Geography project. The design framework used and the process of participatory development is discussed with regard to the codevelopment of the activities and tools involved in an inquiry project. The lessons learned relate to the formation of a motivational context for the inquiry; the role of personal data collection in the field; the use of bridging representations across field and classroom activities; and the development of flexible, re-usable tools to support and bridge sequences of activities.
%0 Journal Article
%1 collins2008supporting
%A Collins, Trevor
%A Gaved, Mark
%A Mulholland, Paul
%A Kerawalla, Lucinda
%A Twiner, Alison
%A Scanlon, Eileen
%A Jones, Ann
%A Littleton, Karen
%A Conole, Gráinne
%A Tosunoglu, Canan
%D 2008
%I School of Computing and Information Technology, University of Wolverhampton
%K based inquiry ldg learning location microclimates nquire
%T Supporting location-based inquiry learning across school, field and home contexts
%U https://lra.le.ac.uk/handle/2381/9772
%X Here we explore how technology can be applied to support inquiry learning spanning a range of contexts. The development process of a location-based inquiry learning toolset is presented for a secondary school GCSE Geography project. The design framework used and the process of participatory development is discussed with regard to the codevelopment of the activities and tools involved in an inquiry project. The lessons learned relate to the formation of a motivational context for the inquiry; the role of personal data collection in the field; the use of bridging representations across field and classroom activities; and the development of flexible, re-usable tools to support and bridge sequences of activities.
@article{collins2008supporting,
abstract = {Here we explore how technology can be applied to support inquiry learning spanning a range of contexts. The development process of a location-based inquiry learning toolset is presented for a secondary school GCSE Geography project. The design framework used and the process of participatory development is discussed with regard to the codevelopment of the activities and tools involved in an inquiry project. The lessons learned relate to the formation of a motivational context for the inquiry; the role of personal data collection in the field; the use of bridging representations across field and classroom activities; and the development of flexible, re-usable tools to support and bridge sequences of activities.},
added-at = {2011-11-22T16:05:58.000+0100},
author = {Collins, Trevor and Gaved, Mark and Mulholland, Paul and Kerawalla, Lucinda and Twiner, Alison and Scanlon, Eileen and Jones, Ann and Littleton, Karen and Conole, Gráinne and Tosunoglu, Canan},
biburl = {https://www.bibsonomy.org/bibtex/2839d5df8c875a9e510f92f1c70169dc9/yish},
interhash = {218810c430fe269cb0b411bc15469fba},
intrahash = {839d5df8c875a9e510f92f1c70169dc9},
keywords = {based inquiry ldg learning location microclimates nquire},
publisher = {School of Computing and Information Technology, University of Wolverhampton},
timestamp = {2011-11-22T16:05:58.000+0100},
title = {Supporting location-based inquiry learning across school, field and home contexts},
url = {https://lra.le.ac.uk/handle/2381/9772},
year = 2008
}