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Designing for inquiry‐based learning with the Learning Activity Management System
Author(s) -
Levy P.,
Aiyegbayo O.,
Little S.
Publication year - 2009
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1111/j.1365-2729.2008.00309.x
Subject(s) - affordance , learning design , context (archaeology) , learning sciences , educational technology , instructional design , mathematics education , pedagogy , design based research , knowledge management , psychology , computer science , human–computer interaction , paleontology , biology
This paper explores the relationship between practitioners' pedagogical purposes, values and practices in designing for inquiry‐based learning in higher education, and the affordances of the Learning Activity Management System (LAMS) as a tool for creating learning designs in this context. Using a qualitative research methodology, variation was identified in participants' conceptions of inquiry‐based learning pedagogy and in their approaches to inquiry‐based learning design. LAMS was found to offer design affordances that are compatible with more strongly teacher‐led conceptions of, and approaches to, inquiry‐based learning pedagogy. The paper draws some implications for the further development and use of design tools for inquiry‐based learning. The authors suggest that, in addition to tools created for teachers, there may be a valuable role for tools that explicitly support students as designers of their own inquiry processes and activities.