1. DojoIBL: online inquiry-based learning
Welten Institute – Open Universiteit of the Nederlands
Ángel Suárez - @titogelo
Angel Suarez, Stefaan Ternier and Marcus Specht
ICWL 17 – Cape Town

2. DOjoIBL Outline – 20 minutes journey Who developed DojoIBL?
When did DojoIBL start?
Why was DojoIBL developed?
(1)
DOjoIBL
Today’s
journey
Where is DojoIBL being used?
What does DojoIBL do?
How does DojoIBL do it?
Hi all, welcome to this presentation about the case study of DojoIBL. My name is Angel Suarez I am originally from Spain but I am doing a PhD at the Open Universiteit in the lovely Netherlands.
I work at the Technology Enhanced Learning & Innovation (TELi) department of the Welten Institute and we are around 30 colleges doing innovation in fields like Open Education, Learning Analytics, Sensors, MOOCs…

3. Who – weSPOT project Open Learning Analytics Open Education
Foto del grupo de TELi
Hi all, welcome to this presentation about the case study of DojoIBL. My name is Angel Suarez I am originally from Spain but I am doing a PhD at the Open Universiteit in the lovely Netherlands.
I work at the Technology Enhanced Learning & Innovation (TELi) department of the Welten Institute and we are around 30 colleges doing innovation in fields like Open Education, Learning Analytics, Sensors, MOOCs…
Multimodal Learning Experiences
Seamless Learning Design

4. When – weSPOT project finalized in 2015. FP7 European framework
Success
Project goals accomplished
Experience - Reality in classrooms
Good and fair perspective
Lessons learned
weSPOT (Specht, Bedek, Duval, Held, et al., 2013) is a European project which aimed at fostering
scientific inquiry as the approach for science learning and teaching,
linking everyday life with science
teaching in schools using technology.
weSPOT uses IBL as a methodology to support personal curiosity,
experiences and reasoning. It has the following three underlying objectives:
• implement a working environment that allows the easy linking of inquiry activities with school
curricula and legacy systems
• create a diagnostic instrument for measuring inquiry skills
• work out a reference model to foster IBL skills.

5. When – weSPOT project Out of the project: Outcomes / Challenges
Learners’ accountability
Support for collaborative processes
Process awareness
Flexible Structure of the process
So, based on the

6. When – research context
Defining inquiry-based learning  Communities of Inquiry (CoI) (Garrison et al., 2000)
Continuous exploration of a topic from students’ interest, in which they engage in social interactions in order to create shared understanding.
Parable of the six blind men and the
elephant
Individual limited experiences
Cooperation
Co-creation
Forming communities of inquiry
Back at time, I started exploring the concept of Inquiry-based learning and I found a framework that very precisely defined my understanding of IBL. It was called Communities of Inquiry.
There is a parable that explains this idea of CoI pretty much. Although it has some variations it broadly goes as follows: A group of blind men heard about a strange animal, called an elephant 

7. When – Research Question & challenges
How can we flexibly support inquiry-based learning in a way that:
Structures collaborative processes
Makes learners accountable of their learning

8. Why– Design & development of DojoIBL
Because we want to …
Provide flexible structure for inquiry-based learning
Support learners’ accountability
Foster learners’ awareness on the learning process
Improve time management
Help teacher’s orchestration of projects
Scalability issues (weSPOT project)
dojoIBL

9. What – Definition (Spoiler, this is technical)
Open source, cloud-based platform to structure and support inquiry-based (activity-based) learning processes
Serverless
Firebase
Real Time
Authentication
Messaging
Backend
Responses
App Engine - PaaS
Json based database
Java Rest API
Client / Responsive
Inquiry management
Group management
AngularJS
Users management

10. What – What does DojoIBL do?
Students
Teachers
Overview of the project structure
Awareness of project progress
Time management
Instant messaging
Social network functionality
Support for learners’ accountability
Project orchestration
Inquiry structure templates
Easier users’ management
Learning Analytics = Several LRS
Free to use
Launched in 4 languages: EN, NL, ES, BG

11. How – Overview of the project structure

12. How – Awareness of project progress

13. How – Awareness of project progress

14. How – Time management

15. How – Chat messaging

16. How – Social Network Functionality

17. How – Teacher: Flexible support for any type of structure
Until it was for learners… but what about teachers.

18. How – Flexible support for any type of structure

19. How – Teacher orchestration
Group 1 – SDER3
Group 2 – 3DFER
…..
Group n – PLD83

20. How – Teacher orchestration

21. How – Learners’ accountability
Avoid or reduce multi-tasking
Support for learners’ accountability
Responsibilities
Reduce lurkers (people sitting back)

22. How – Inquiry structures template

23. How – Learning Analytics
Learning Locker
DojoAnalytics
Lemo Tool

24. Where – Design based research approach
2015 Nov.
2016 – Internal Usability and User Experience Analysis
2017 – 1st pilot with students
2017 – 2st pilot with students
10 students
International School of Eindhoven
5 weeks
Using roles
50+ students
Niekee school in Roermond
School year
Using Agile Learning
No subjects
Challenge-based education
10 Experts in the field of online learning
2 tasks for a day
SUS analysis
UEX analysis

25. DojoIBL: online inquiry-based learning
< 2 min
Ángel Suárez -
Thank you very much for your attention