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Orchestrating Inquiry Learning

Littleton, Karen; Scanlon, Eileen and Sharples, Mike eds. (2012). Orchestrating Inquiry Learning. Abingdon: Routledge.

URL: http://www.routledge.com/books/details/97804156011...
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Abstract

There is a rapidly growing interest in inquiry learning and an emerging consensus among researchers that, particularly whensupported by technology, it can be a significant means for developing higher order thinking skills. Inquiry learning methodsalso offer learners meaningful and productive approaches to the development of their knowledge of the world, yet such methods can present significant challenges for teachers and students.

Orchestrating Inquiry Learning addresses the key challenge of how to resource and support processes of inquiry learning within and beyond the classroom. It argues
that technological support, when coupled with appropriate design of activities and management of the learning environment, can enable inquiry learning experiences that are engaging, authentic and personally relevant.

This edited collection brings together, for the first time, work on inquiry learning and orchestration of learning. Drawing upon a broad range of theoretical perspectives, this book examines:

• orchestration of inquiry learning and instruction;
• trajectories of inquiry learning;
• designing for inquiry learning;
• scripting personal inquiry;
• collaborative and collective inquiry learning;
• assessment of inquiry learning;
• inquiry learning in formal and semi-formal educational contexts.

Item Type: Edited Book
Copyright Holders: 2012 The Authors
ISBN: 0-415-60113-4, 978-0-415-60113-9
Project Funding Details:
Funded Project NameProject IDFunding Body
Not SetNot SetESRC (Economic and Social Research Council)
Academic Unit/Department: Education and Language Studies
Institute of Educational Technology
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 30253
Depositing User: Karen Littleton
Date Deposited: 30 Nov 2011 11:00
Last Modified: 19 Mar 2014 15:59
URI: http://oro.open.ac.uk/id/eprint/30253
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