Orchestrating Inquiry Learning

There is currently increased recognition amongst researchers that inquiry learning, particularly when supported by technology, can be a significant vehicle for fostering the development of higher order thinking skills - offering learners a meaningful and productive approach to the development of their knowledge of the world. Science educationalists in particular have underscored the potential inherent in inquiry learning approaches, recognising that young people need to know how to act like scientists " to understand and contribute to the major scientific debates that are shaping our world. That said, inquiry learning presents a number of challenges for both teachers and students. Orchestrating Personal Inquiryaddresses the key challenge, of how to resource and support processes of inquiry learning within and beyond the classroom, arguing that technological support, when coupled with appropriate design of the activities and learning environment, can have a vital role to play in the orchestration of inquiry learning experiences that are engaging, authentic and personally relevant. The book comprises an edited collection of separately authored but carefully integrated chapters, with chapter authors selected to ensure comprehensive coverage, international relevance, and optimal application to practice. Orchestrating Personal Inquirybrings together, for the first time in book-format, work on inquiry learning and orchestration of learning. All authors are working at the cutting-edge of the field, and represent a wide range of disciplinary contexts (for example, human computer interaction, science learning, psychology and education). Their theoretical perspectives are diverse, yet complementary. A substantive editorial introductory chapter introduces and contextualise the key themes and issues being explored throughout the book.

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 Routledges 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.