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Supporting location-based inquiry learning across school, field and home contexts

By Trevor Collins, Mark Gaved, Paul Mulholland, Cindy Kerawalla, Alison Twiner, Eileen Scanlon, Ann Jones, Karen Littleton, Grainne Conole and Canan Blake


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 co-development 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

Year: 2008
DOI identifier: 10.1080/10494820.2011.604036
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Provided by: Open Research Online

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