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|Title:||Extending Inquiry: Collaborative Learning with Immersive, Interactive Projection|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Svihla, V., Kvam, N., Dahlgren, M., Bowles, J., & Kniss, J. (2013). Extending Inquiry: Collaborative Learning with Immersive, Interactive Projection. 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. 365-366). Madison, WI: International Society of the Learning Sciences.|
|Abstract:||We report two studies that highlight how immersive, interactive projection technology supported collaborative STEM inquiry learning. The immersive experience was brief (15 minutes) but inquiry extended well beyond. In study 1, this extension was provoked by a student noticing a pattern and leading the class to derive a formula. In study 2, students graphed data from the dome, provoking questions about superficially-understood phenomena. We found pairing immersive, interactive projection with problem-based lessons provoked generative learning.|
|Appears in Collections:||CSCL 2013|
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