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|Title:||Cooperative Inquiry as a Community of Practice|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Ryan, S., Yip, J., Stieff, M., & Druin, A. (2013). Cooperative Inquiry as a Community of Practice. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 2 — Short Papers, Panels, Posters, Demos & Community Events (pp. 145-148). Madison, WI: International Society of the Learning Sciences.|
|Abstract:||In this paper, we demonstrate how direct student involvement in the design of curricular interventions and educational technologies not only produces meaningful and creative designs, but also allows students to question their own assumptions about learning and to develop a deeper understanding of content. We adhered to the perspective of Cooperative Inquiry; that is, students were treated as partners in the design process. Using interview methods, we describe the perceived experiences of four student partners regarding their participation in developing a guided inquiry technology-based curriculum. We outline three major themes (learning outcomes, community and philanthropic outlet) and their implications for future design research.|
|Appears in Collections:||CSCL 2013|
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