Transcript Personal Inquiry: scripting for inquiry learning by

Personal Inquiry: scripting for inquiry
learning by participatory design
Cindy Kerawalla, Eileen Scanlon, Alison Twiner, Paul
Mulholland, Trevor Collins, Ann Jones, Mark Gaved,
Karen Littleton, Canan Blake, Grainne Conole
Introduction
• What is PD?
• What is the role of children and young
people in PD?
• An overview of the personal inquiry
project
• Comparing the PD process across 2
studies
• Conclusions
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What is participatory design?
“Learner-centred design (LCD) is a nebulous
concept. It can range from attempts to
design with the needs of the learner at the
forefront, to involving the learner at various
stages of the design process, sometimes
throughout the whole process”.
PD is not homogenous. Methods are
contingent upon the context
Good, J. and Robertson, J. (2006). CARSS: A Framework for Learner-Centred
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Design with Children. International Journal of Artificial Intelligence in
Education 16(4), 381-413
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What is the role of children and young people
in PD?
Are they:
• designers
• users
• learners
PD is not homogenous.
The role/s of participants
are contingent upon the
context
• design partners
• informants
• testers
• domain experts?
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Good, J. and Robertson, J. (2006). CARSS: A Framework for Learner-Centred Design
with Children. International Journal
of Artificial Intelligence in Education 16(4), 381-413
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A comparison of PD across two studies
• An inquiry into urban heat islands towards
a national qualification in Geography
• An inquiry into the sustainability of food
production as part of an after-school club
The Personal Inquiry project
• Have developed a toolkit (nQuire) to
support personal inquiry learning across
formal and informal settings
• Iterative approach
– Key Stage 3 (11-14 year olds)
– Geography (OU) & Science (UoN) inquiries
– Seven trials, 300 students, 7 teachers
• ‘Scripts’ to guide learners
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: structuring an inquiry
• Guides students and teachers through the
inquiry process
• Helps teachers to orchestrate student
actions, students to monitor own progress
• Supports shifts between class, group, and
individual
Class
Decide what to measure
Decide on our locations
Collect data
Group
Individual
View my data table
Select my photographs
Write my hypothesis
Stage 1
Stage 2
Stage 3
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Urban Heat Islands
Formal, examined. Decisions made by teachers,
researchers and stakeholders over 5 months
Northampton (old town)
Milton Keynes (new town)
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Fieldwork can be in
a group
Report must be
individual
Report content was
shaped by marking
scheme
No automating of
graphs
Tools to support
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thinking but not to
for the
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student
Sustainability Squad: semi-formal and
informal contexts
• After school club (Geography). No curriculum. No
assessment. Voluntary attendance. Self- motivated.
• Focus on investigating the sustainability of the food
production cycle
• Home inquiries into packaging and storage (rotting)
Waste
Eaten
Born or planted
Reared or grown
Stored
Distributed
Slaughtered or
harvested
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Processed
Packaged
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Sustainability Squad
- I would like to research more into the food industry.
- I would like to find out about the longest lasting food.
- Bread: how long it takes to rot.
- Eggs: where do they come from?
- What type of food rots faster organic or not organic?
- I would like to find out more about where my food comes from .
- See how much carbon dioxide we are putting into the world by having food from far away
- See how car pollution affects the environment
- What is the main cause of pollution in the world?
- What is the faster way of stopping global warming?
- I want to now how much carbon dioxide we are putting into the
environment and how we can reduce it.
- When the busiest time of day is on roads.
Personal choices: students chose
and designed their own
investigations
Kellett, M. (2005). How to
develop children as researchers,
London; Paul Chapman
Publishing
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Inquiry design was
part of the learning
process
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Students chose
their own measures
Findings were
personally relevant
and meaningful
Graphs could be
automated
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Summary
Urban Heat Islands
After-school club
PD prior to study with
teachers
PD continued into the study
time: learning opportunity
nQuire set up in advance
Involved the young people in
setting up nQuire
Subject priorities
Relevant and interesting
Assessment
Curricular constraints
No curriculum or assessment
Limited student choice
Balancing interests within the
group
Practicality of topic and
design
Practicality of topic and
design
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Individual
reports
Group reports
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Conclusions
• PD needs to meet local needs
• It can involve young people in a
variety of ways
• nQuire is flexible enough to support
the participatory design of inquiries
inside and outside of curriculum and
assessment structures
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Thank you 
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