Orchestrating Inquiry-Based Learning Spaces: An Analysis of Teacher Needs
The European Go-Lab project offers Inquiry Learning Spaces (ILSs) as open educational resources to support Inquiry-based Learning (IBL). To successfully exploit ILSs and implement IBL, proper support for orchestration is needed. Researchers have highlighted the complexity of orchestrating Technology Enhanced Learning (TEL) scenarios and the need for supporting participants in this endeavour. In this paper, we address this issue by analyzing the teacher needs when orchestrating IBL and relying on ILSs. Concretely, we have carried out a survey-based study with 23 expert teachers in IBL and four in-depth case studies in authentic classroom scenarios with 2 teachers. The results lead us to a set of needs to be covered regarding the design of the ILS, the learning process and the learning outcomes.
KeywordsOrchestration Inquiry-based learning Teachers
This research is partially funded by the European Union in the context of the Go-Lab project (Grant Agreement no. 317601). This document does not represent the opinion of the European Union and it is not responsible for any usage made of its content.
- 4.Dillenbourg, P., Zufferey, G., Alavi, H., Jermann, P., Do-Lenh, S., Bonnard, Q., Cuendet, S., Kaplan, F.: Classroom orchestration: the third circle of usability. In: International Conference on Computer Supported Collaborative Learning, vol. 1, pp. 510–517. ISLS, Hong Kong (2011)Google Scholar
- 5.Dyckhoff, A.L., Lukarov, V., Muslim, A., Chatti, M.A., Schroeder, U.: Supporting action research with learning analytics. In: International Conference on Learning Analytics and Knowledge, pp. 220–228. ACM, New York (2013)Google Scholar
- 8.de Jong, T., Sotirou, S., Gillet, D.: Innovations in STEM education: the Go-Lab federation of online labs. Smart Learn. Environ. 1(3), 1–16 (2014)Google Scholar
- 10.Littleton, K., Scanlon, E., Sharples, M. (eds.): Orchestrating Inquiry Learning. Routledge, Abingdon (2012)Google Scholar
- 11.Mikroyannidis, A., Okada, A., Scott, P., Rusman, E., Specht, M., Stefanov, K., Chaimala, F.: weSPOT: a personal and social approach to inquiry-based learning. J. Univers. Comput. Sci. 19(14), 2093–2111 (2013)Google Scholar
- 15.Seol, S., Sharp, A., Kim, P.: Stanford mobile inquiry-based learning environment (SMILE). World Congress in Computer Science. Computer Engineering, and Applied Computing, pp. 270–276. CSREA Press, USA (2011)Google Scholar
- 16.Sharples, M., Anastopoulou, S.: Designing orchestration for inquiry learning. In: Littleton, K., Scanlon, E., Sharples, M. (eds.) Orchestrating Inquiry Learning, pp. 69–85. Routledge, Abingdon (2012)Google Scholar
- 17.Slotta, J.D., Tissenbaum, M., Lui, M.: Orchestrating of complex inquiry: three roles for learning analytics in a smart classroom infrastructure. In: International Conference on Learning Analytics and Knowledge, pp. 270–274. ACM (2013)Google Scholar
- 18.Sutherland, R., Eagle, S., Joubert, M.: A vision and strategy for Technology Enhanced Learning. Report from the STELLAR Network of Excellence (2012)Google Scholar
- 19.Valdes, C., Ferreirae, M., Feng, T., Wang, H., Tempel, K., Liu, S., Shaer, O.: A collaborative environment for engaging novices in scientific inquiry. In: ACM International Conference on Interactive Tabletops and Surfaces, pp. 109–118. ACM (2012)Google Scholar