1. The Scalable Architecture for Interactive Learning (SAIL): An extensible framework for distributed and collective forms of inquiry
Jim Slotta

2. Cyberlearning: Supporting new forms of learning and instruction

3. Collective inquiry across contexts and environments
supporting aggregation and re-use of knowledge (image of an aggregate visualization? or flowcharty image)
- user contributed content (image of wikipedia, flickr?)
dynamic metadata (folksonomies, votes, links, etc

4. Knowledge Community approaches
- FCL, KB,  KCI
- Collective epistemology, characteristic discourse
- Distributed expertise
emergent, fundamentally social learning object

5. New and maturing technologies for learning and orchestration
- mobile computing, Augmented reality
- spatial tracking
- tangible and embodied interactions
- touch surfaces, MT tables and boards
- makey buildy
- social and semantic metadata
- messaging protocols (xmpp

6. Cyberlearning environments
3o sec. video of Wallcology
Derived from
Transition
- Complex sequencing, sustained, patterns of interaction
- learning across contexts
- user contributed content
- emergent knowledge base, community voice
- scaffolding

7. Scripting and orchestration of inquiry

8. Scalable Architecture for Interactive Learning (SAIL)
social awareness
data mining
emergence
user contributed
knowledge community

9. Orchestrating student movement, groups, activities, and materials
3o sec. video of PLACE
Derived from this one
-- script ensures progress in learning goals; productively constrains inquiry
-- makes learning progression explicit and intrinsic to the design of individual, collaborative and collective scaffolds
-- e.g., design of all user interfaces and media/materials

10. Discussion
- Collective Inquiry is a well suited approach for 21st century schools
Also consistent with changing nature of science (Science 2.0)
Emerging technologies can support new forms of learning and instruction
Learning envirornments of the future will look quite different from those of 20th century, but not without some basic research and new theoretical models of inquiry-oriented curriculum