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63dcee00858a17aaeeaf49f0344f1fa0 |
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81b7603ed2e7a02978f7ead351f177b2 |
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e4a6d72b0b6db35a3afc1194dd97de71 |
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Date |
2010-07 |
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Is Part Of |
repository |
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abstract |
This paper focuses on the participatory design processes during a project concerned
with supporting children aged 12 – 15 to carry out personal scientific inquiries and
in particular how the process varied between two case studies conducted in very different
settings but within the same school. The context for the case studies is a three
year project on Personal Inquiry: Designing for Evidence-Based Inquiry Learning across
Formal and Informal Settings which is being jointly conducted by the Open University
in Milton Keynes and University of Nottingham. Our key challenge is to develop support
for evidence-based inquiry learning and we are investigating how school students can
be helped to learn the necessary skills in both formal and informal settings and how
the use of technologies can support them in that endeavour. We have conducted trials
involving children carrying out inquiries in science and geography. For these we have
developed a personal inquiry toolkit which consists of a range of scientific data
gathering equipment, together with web-based software, nQuire, that supports students’
progress through their scientific inquiries. This toolkit, running on an Asus Eee
netbook provides ‘scripts’ that guide the learners through a process of gathering
and assessing evidence and conducting experiments. Teachers can orchestrate activities
by specifying who can progress through a given inquiry and by what means as the availability
and content of the activities undertaken by learners during the inquiry can be altered
as they progress through the inquiry learning process. So far we have completed seven
sets of trials in two schools involving more than 200 young people, with inquiries
on a wide range of topics including healthy eating, urban heat islands (twice), microclimates,
the link between exercise and heart rate, food packaging, and noise pollution. This
paper illustrated using two case studies conducted in Milton Keynes, an early trial
on urban heat islands and the most recent trial conducted on food packaging and reports
on our approach participatory design in these trials, with particular reference to
personalisation. |
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authorList |
authors |
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presentedAt |
ext-1308021785a19e74119eac0612fceecb |
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status |
peerReviewed |
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type |
AcademicArticle |
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type |
Article |
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label |
Scanlon, Eileen ; Kerawalla, Lucinda ; Twiner, Alison ; Mulholland, Paul ; Collins,
Trevor ; Jones, Ann ; Gaved, Mark ; Littleton, Karen ; Blake, Canan and Conole, Grainne
(2010). Personal Inquiry: scripting support for inquiry learning by participatory
design. In: Computer-Based Learning in Science, 7-10 Jul 2010, Warsaw, Poland.
|
| 25108 |
label |
Scanlon, Eileen ; Kerawalla, Lucinda ; Twiner, Alison ; Mulholland, Paul ; Collins,
Trevor ; Jones, Ann ; Gaved, Mark ; Littleton, Karen ; Blake, Canan and Conole, Grainne
(2010). Personal Inquiry: scripting support for inquiry learning by participatory
design. In: Computer-Based Learning in Science, 7-10 Jul 2010, Warsaw, Poland. |
| 25108 |
Title |
Personal Inquiry: scripting support for inquiry learning by participatory design |
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in dataset |
oro |