inquiry for ir
TRANSCRIPT
Inquiry-Based Learning
Bertram (Chip) BruceLibrary & Information Science
U. of Illinois at Urbana-Champaign
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Writing assignment
What learning experience do you remember from your undergraduate years?
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Keywords
LearningTechnology
Lived Experience
Learning
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Making sense of experience
o "Did you know that Pam was going to wear her grandmother's wedding dress? That gave her something that was old, and borrowed, too. It was made of lace over satin, with very large puff sleeves and looked absolutely charming on her."
o One Indian reader: "She was looking all right except the dress was too old and out of fashion".
--Steffenson, Joag-Dev, & Anderson, 1979
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Acting with purpose
Interpretive Visitor sees Visitor asksstrategy gallery as ... what can ...
Pragmatic classroom/workshop "I do with this?"Utopian encounter session "this say about my
relationships?"Critical museum "be thought about
this?"Diversionary amusement park "I feel about this?"
--Jean Umiker-Sebeok (1994), Behavior in a museum
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1.
2.
3.
What shape is the earth?
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Is the world round?
Child: I can see it. The world is flat. Adult: No, the world is round.Child: It’s round? Oh, a pancake!Adult: No, no... a ball! Look at this photo
of earth from outer space.Child: Oh! Two earths! The round one in
space and the flat one we live on.
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Overcoming difficulty
o Piaget: disequilibriumo Vygotsky: zone of proximal
developmento Dewey: felt difficulty
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Learning is grounded in the personal, social, material, historical
situation
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Scratch theory
Technology
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LIS 391: Literacy in the information age
o Discoverieso Projectso Collaborative activities, e.g.,
timelineo Media: web board, doc cam, video,
web interactive syllabus
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Instant messaging
o all of the students use ito none of the faculty doo questions:
– What functions does it serve?– What are its drawbacks?– Why are student and faculty needs
different?– What are their communication practices?
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Student use of IM
o Communicate with family & friends at home
o Get homework helpo Datingo General socializingo Second nature
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Isaac Oates andOmar Ashrafi atthe University of Illinois
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Types of away messageso Passive-Aggressive away messageso Posting information about your
feelings/emotional stateo Quotes/Song lyricso Hyperlinks to websiteso Posting romantic messageso Sexual away messageso Posting away messages while under the
influence of drugs or alcohol
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(cont.)
o Information about where you are or what you're doing
o Posting false information in order to avoid someone
o Posting false information in order to make yourself look better (e.g., more popular)
o Posting humorous away messages/jokes --From a survey created by Brandon Rowe and Sarah
Chamovitz at Haverford
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Using away messages
o Screening chatso Checking away messageso Monitoring who checks your away
messageo Using away messages to
communicate (sync => async)
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“Daddy, your away message is boring. No one will visit you if all you say is ‘away’”
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It’s snowing
His soul swooned slowly as he heard the snow falling faintly through the universe and faintly falling, like the descent of their last end, upon all the living and the dead" James Joyce, Dubliners
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Re-creation of technology
Christine Wang, Constructing a third space at the computerin a first-gradeclassroom
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Technology is design through use
Through creation of content, contributions to interactive elements, and incorporation into practice, users are not merely recipients of technology, but participate actively in its ongoing development.
Lived experience
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Stephen's questions
o Why do cars speed up passing a stop sign?
o Why do things far away seem blue?o Why do my eyes water when I stare?o How does your body make tears?o Is salt in tears the same as the salt on
food?o What’s that pipe from the silo to the
barn?
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Paris street signs
o Ask: reading to navigateo Investigate: street names dictionary,
webo Create:
– notice clusters / locality– further connections: Lamarck, Buffon,
Aristide Briand
o Discuss: history of the signso Reflect: write about, act
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Learning is lived experience
We always live at the time we live and not at some other time, and only by extracting at each present time the full meaning of each present experience are we prepared for doing the same in the future. This is the only preparation which in the long run amounts to anything.–John Dewey, Experience & Education
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What is the role for the information resources
professional?
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21st-century challenge
o Find problemso Integrate knowledge from multiple
sources and mediao Think criticallyo Collaborateo Learn how to learn
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Inquiry-based learningo Questions: arising out of experienceo Materials: diverse, authentic,
challenging; two-wayo Activities: engaging. hands-on, creating,
collaborating, living new roleso Dialogue: listening; articulating
meaningo Reflection: from concepts to action
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Desa Informasi
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Local eContent collection
o Digital theseso eDIMENSI (scientific journals)o Petr@rt Galleryo Petra iPostero Petra Chronicleo Surabaya Memory
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Paseo Boricua
o Puerto Rican Cultural Center in Chicago's Humboldt Park neighborhood
o Galvanizes neighborhood residents around community projects
o Addresses critical issues: gang violence, AIDS, social and environmental justice, literacy, and economic development
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Ethnography of the University
o undergraduate research on the university
o archived in web-based inquiry units
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Integrated learning
Relate the school to life, and all studies are of necessity correlated. --Dewey, School and Society
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Teacher as inquirer
o Inquiry about the worldo Partner in inquiryo Modelingo Guidingo Inquiry about teaching and
learning
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Learning to teach - 1
As a guide for the experimentation we so freely encourage, the table opposite will be helpful. We must caution, however, that it is rife with half-truths--despite our best efforts at disclosure. We are dealing here with living things whose colors, habits, and general constitutions will vary with locale and with the skill of the individual gardener.
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Learning to teach - 2
This unpredictability, which strikes terror into the heart of the beginner, is in fact one of the glories of gardening. Things change, certainly from year to year and sometimes from morning to evening. There are mysteries, surprises, and always, lessons to be learned. After almost 40 years hard at it, we are only beginning.–Amos Pettingill, The Garden Book, 1986
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Technology history
Learning Technologies Timeline
Bruce, B. C. (2001, May). Constructing a once and future history of learning technologies. Journal of Adolescent and Adult Literacy, 44(8).
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Privacy and identity
“Identity theft and security on the internet,” by Aaron Krimbel, Lana Lewandowski, Tom Kelly, Vinh Vu
• Survey of users• Simulated shopping site• Line tap
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Undergraduates…
o are smarter (James Flynn)o are better educated (Berliner & Biddle;
Marable)o more professionally-oriented, older, more
female, more non-white, more non-English speaking
o get too little sleep (Mary Carskadon)o use the Internet instead of print sources, but
trust print more (Leigh Healy)o focus on grades too much
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Pragmatic technology
technology => solves a problem
solution to a problem =>technology
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Problem-solving cycle
problem 1 => technology 1
technology 1 => problem 2
problem 2 => technology 2
technology 2 => problem 3 …
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Community Inquiry Laboratory
a place where members of a community come together to develop shared capacity and work on common problems.
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Aspects of CIL’so "Community" emphasizes support for
collaborative activity and for creating knowledge connected to people's values, history, and lived experiences.
o "Inquiry" points to support for open-ended, democratic, participatory engagement.
o "Laboratory" indicates a space and resources to bring theory and action together in an experimental and critical manner.
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New media
o web ringso video conferencingo digital librarieso virtual realityo hypermedia, the
web, the deep web
o internet radioo robot surgeryo telepresenceo ubiquitous
computingo simputero monkey & cursor
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Active participation
every individual must be consulted in such a way, actively not passively, that he himself becomes a part of the process of authority.
--Dewey, Democracy & Education