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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.
Karen Littleton is Professor of Psychology in Education at The Open University, UK, where she directs the interdisciplinary Centre for Research in Education and Educational Technology. She is the editor of the International Journal of Educational Research and the editor-in-chief for Routledge's Psychology in Education book series. Eileen Scanlon is Professor and Associate Director within the Institute of Educational Technology at The Open University, UK. Mike Sharples was at the time of writing Professor of Learning Sciences at The University of Nottingham, UK, and is now Professor of Educational Technology at The Open University, UK.
Contributors Acknowledgements Editorial Introduction: Orchestrating Inquiry Learning, Karen Littleton, Mike Sharples and Eileen Scanlon Chapter 1: Inquiry Learning Reconsidered: Contexts, Representations and Challenges, Eileen Scanlon, Stamatina Anastopoulou and Lucinda Kerawalla Chapter 2: Trajectories of Inquiry Learning, Karen Littleton and Lucinda Kerawalla Chapter 3: Orchestrating Inquiry Instruction Using the Knowledge Integration Framework, Kevin W. McElhaney and Marcia C. Linn Chapter 4: Designing Orchestration for Inquiry Learning, Mike Sharples and Stamatina Anastopoulou Chapter 5: Scripting Personal Inquiry, Trevor Collins, Paul Mulholland and Mark Gaved Chapter 6: Learning and Technological Designs for Mobile Science Inquiry Collaboratories, Roy Pea, Marcelo Milrad and Heidy Maldonado Chapter 7: Infrastructures for Technology Supported Collective Inquiry Learning in Science, Marjut Viilo, Pirita Seitamaa-Hakkarainen and Kai Hakkarainen Chapter 8: Participatory Learning Assessment for Organising Inquiry in Educational Videogames and Beyond, Daniel T. Hickey and Michael Filsecker Chapter 9: Orchestration of Assessment: Assessing Emerging Learning Objects, Barbara Wasson, Vibeke Vold and Ton de Jong Chapter 10: Inquiry Learning in Semi-Formal Contexts, Ann Jones, Canan Blake and Marilena Petrou
