Designing for Inquiry-Based Learning with the Learning Activity Management System
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| Title: | Designing for Inquiry-Based Learning with the Learning Activity Management System |
|---|---|
| Language: | English |
| Authors: | Levy, P., Aiyegbayo, O., Little, S. |
| Source: | Journal of Computer Assisted Learning. Jun 2009 25(3):238-251. |
| Availability: | Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 14 |
| Publication Date: | 2009 |
| Intended Audience: | Practitioners |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Instructional Design, Inquiry, Active Learning, Higher Education, Discovery Processes, Teaching Methods, College Faculty, Computer Assisted Instruction, Computer Software |
| DOI: | 10.1111/j.1365-2729.2008.00309.x |
| ISSN: | 0266-4909 |
| Abstract: | This paper explores the relationship between practitioners' pedagogical purposes, values and practices in designing for inquiry-based learning in higher education, and the affordances of the Learning Activity Management System (LAMS) as a tool for creating learning designs in this context. Using a qualitative research methodology, variation was identified in participants' conceptions of inquiry-based learning pedagogy and in their approaches to inquiry-based learning design. LAMS was found to offer design affordances that are compatible with more strongly teacher-led conceptions of, and approaches to, inquiry-based learning pedagogy. The paper draws some implications for the further development and use of design tools for inquiry-based learning. The authors suggest that, in addition to tools created for teachers, there may be a valuable role for tools that explicitly support students as designers of their own inquiry processes and activities. |
| Abstractor: | As Provided |
| Number of References: | 39 |
| Entry Date: | 2009 |
| Accession Number: | EJ838992 |
| Database: | ERIC |
| Abstract: | This paper explores the relationship between practitioners' pedagogical purposes, values and practices in designing for inquiry-based learning in higher education, and the affordances of the Learning Activity Management System (LAMS) as a tool for creating learning designs in this context. Using a qualitative research methodology, variation was identified in participants' conceptions of inquiry-based learning pedagogy and in their approaches to inquiry-based learning design. LAMS was found to offer design affordances that are compatible with more strongly teacher-led conceptions of, and approaches to, inquiry-based learning pedagogy. The paper draws some implications for the further development and use of design tools for inquiry-based learning. The authors suggest that, in addition to tools created for teachers, there may be a valuable role for tools that explicitly support students as designers of their own inquiry processes and activities. |
|---|---|
| ISSN: | 0266-4909 |
| DOI: | 10.1111/j.1365-2729.2008.00309.x |
