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

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Presentation on theme: "Collaborative inquiry learning in areas of science and technology Ton de Jong University of Twente The Netherlands."— Presentation transcript:

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

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

3 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

4 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

5 Co-Lab city

6 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

7 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

8 Remote laboratories Mechanics lab Tank lab Desktop greenhouse Collaborative scheduler

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

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

11 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


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