From GSLISWiki

Contents 1 Core values 2 Chronology 2.1 Pre-history 2.2 The Inquiry Page 2.3 Inquiry Labs 3 Commentary

[edit] Core values

• Underlying specific community or pedagogical aims is helping all participants develop a critical, socially-engaged intelligence
• Users should be empowered to participate actively in design, development, implementation, distribution, use, and evaluation of resources, not simply as informants (some participatory design processes), but as Dewey argues, to enter into the process of authority
• Dialogue across differences is not a necessary evil, but the generative force behind change and growth.
• Knowledge construction depends upon community processes--sharing and building upon each other's work
• There must be a balance between free exploration of new territories and the maps derived from the experiences of others; this might be called appropriate scaffolding.
• Every situation is unique; there is no absolute value in education. Nevertheless, we can all learn from the experiences of others.
• Diversity is a resource; every individual must be respected, regardless of race, class, religion, nationality, gender, age, or physical ability.
• Ordinary experience is fundamental, but it is through reflection on experience that individuals are able to grow and prepare for enlarged experiences in the future.
• Inquiry is a process of transforming situations, not simply acquiring knowledge or skills. Thus, it involves embodied action in the world as much as it does thinking.
• Growth in knowledge is hollow and even harmful if it is not accompanied by moral growth as well.

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[edit] Chronology

[edit] Pre-history

1. Inquiry Teaching & Learning lunch starting February 24, 1995
2. Inquiry Teaching & Learning course, Spring 1996, taught by Margery Osborne and Chip Bruce
3. custom-built web site to share student course projects (Trudy Morritz, George Reese, et al.)

[edit] The Inquiry Page

1. Growing data base of teacher-designed Inquiry Units
2. cc 1997, the Inquiry Page appears
3. Chickscope project => easy way to enter Chickscope units
4. Inquiry cycle loosely derived from Dewey's How We Think and School and Society
5. weekly design meetings
6. Stone Soup: A Distributed Collaboratory Using Software Agents (Robins, 1999)
7. new features (Mihye Won)
   • profiles to enable linking to other individuals and projects with similar interests
   • co-authors
   • sub-sections
   • teacher spin-offs
   • student spin-offs
   • file uploads
   • comments on units
   • Inquiry in Action
8. Engagement with NSDL raises questions about what the Inquiry Page really is.

[edit] Inquiry Labs

1. Literacy in the Information Age course => Community Inquiry Labs (Dave Linderman)
2. Ethnography of the University =>
   • templates
   • group and permissions management => iLabs 2 (Cameron Jones)
3. incorporation of Freeconference and Flashmeeting into weekly design meetings
4. integration with iLabs 3; new form of Inquiry Units
   • templates at the level of major sections, not just subsections
   • multiple instances of sections
   • each section as an entity for comments and file uploads
   • rewindable history of changes
5. New form of Inquiry Units using a wiki: Inquiry-Based Learning

[edit] Commentary

• general trend toward greater support for collaboration
• changes driven by the most active projects
• interplay of theory and practice
• expertise issues
• other?