Collaborative inquiry learning in areas of science and technology Ton de Jong University of Twente The Netherlands

Collaborative inquiry learning in science Inquiry learning Collaborative learning Situated learning Cognitive tools Science and technology

Co-Lab’s central objective To design and create a supportive environment for collaborative, expressive, inquiry learning......in which learners experiment, communicate, and construct models... …to acquire a deeper understanding of the domain and self-directed learning skills

Complex environment Collaboration Inquiry Expression Sharing elements Discussion Idea generation Experimentation Information seeking Modeling Control Comparison Instructional guidance Multi-language Netmeeting News groups Discussion boards Concept mapping Stella, Model-it, DMS Sketch pads Coach Databases WWW Simulation Remote labs Dating

Co-Lab city

Simple and integrated Water management Greenhouse effect Hall Introduction Assignment Meeting room Planning Evaluating Library Reporting Theory room Hypothesis Model building Model testing Laboratory Experiment or, Simulation or, Database

Co-Lab, example of a room Traffic light to request and pass control Content of a room - simulation Control display Content of a room - graphs Repository Chat Content of a room – available tools

Remote laboratories Mechanics lab Tank lab Desktop greenhouse Collaborative scheduler

Co-Lab Theory room “Traditional” System dynamics Three ways for specifying relations Traditional quantitative As a graph Qualitative Import measurement data in a model

Co-Lab meeting room The process coordinator Help for planning with a goal tree History of actions Collaborative report writing

Evaluation and Conclusions Students  are very much engaged  are involved in real collaboration Students  encounter problems in modelling  need more support from cognitive tools Teachers  need time to get used to this new approach Co-Lab  needs to be extended with more scaffolding  should be more modular