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

By Trevor Collins, Mark Gaved, Paul Mulholland, Lucinda Kerawalla, Alison Twiner, Eileen Scanlon, Ann Jones, Karen Littleton, Gráinne Conole and Canan Tosunoglu


Here we explore how technology can be applied to support inquiry learning spanning a range of contexts. The\ud development process of a location-based inquiry learning toolset is presented for a secondary school GCSE Geography\ud project. The design framework used and the process of participatory development is discussed with regard to the codevelopment\ud of the activities and tools involved in an inquiry project. The lessons learned relate to the formation of a\ud motivational context for the inquiry; the role of personal data collection in the field; the use of bridging representations\ud across field and classroom activities; and the development of flexible, re-usable tools to support and bridge sequences of\ud activities.Publisher Versio

Topics: Inquiry learning, motivational context, sequencing activities, investigation tools, process support, participatory design, incremental and iterative development
Publisher: School of Computing and Information Technology, University of Wolverhampton
Year: 2008
OAI identifier: oai:lra.le.ac.uk:2381/9772

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