Integrating Collaborative, Inquiry and Experiential Learning (CIEL)

What is Integrating Collaborative, Inquiry and Experiential Learning (CIEL)?
The main goal of our research team is to integrate existing approaches toward computer supported inquiry learning (CIEL), in which students learn by developing a line of inquiry and a means to test it, much like a scientific researcher does. Such an approach is not limited to the domain of science, but instead refers to the way knowledge is constructed by the learners themselves.  We are interested in the design and evaluation of innovative, integrated learning scenarios for  collaborative, inquiry, and experiential learning.  This is being done through a common theoretical framework and methodology, as well as via a shared architecture and integrated platform.
 
What has your Kaleidoscope research/activity achieved so far?
We have created a common architecture and integrated platform for collaborative, inquiry and experiential learning, enabling partners from research labs across Europe to share and exchange toolsets. As proof of concept, a sample application has been created in which adapted tools (originating from the different partners) work together. The chosen subject matter for this application is ‘sampling’, a topic of statistics that has wide-spread applications.

We continue to develop a glossary, or ontology, of shared terms of educational concepts used in different learning environments.  We have also created a repository of research methods that can be used within CIEL environments.  This repository will be shared with the Shared Virtual Laboratory.
 
What do you expect this research/activity will contribute to the field by the end of the project?
A common architecture and integrated platform for the development of applications to support open-ended learning, which can be used for future joint-research projects, as well as a shared research program and a shared toolset.
 
How has Kaleidoscope benefited your activities?
The structure of Kaleidoscope, and its reach across Europe, has facilitated our efforts in creating a shared platform where labs in different countries could collaborate jointly.  
 
What issues should your research area address in the future and why?
For inquiry learning to find its way to regular curricula, we need to share methodologies, concepts and outcomes, and to build upon what exists, as opposed to always reinventing the wheel. Also, a primary focus should be on the standardization of material that is developed and used—this would, for example, allow inquiry learning objects (such as simulations, models made by learners or data gathered in a field activity) to be exchanged easily between different environments in order to create new scenarios.

What short message do you have for European policy makers?
Future European professionals, especially those working in science- and technology-related fields, should have firm skills for the pursuit and processing of relevant knowledge. Such crucial skills should be supported starting at an early stage of their education, via methods of inquiry learning. Therefore it is necessary to incorporate inquiry learning in the European curricula, and it must be supported with effective learning technology that allows for the integrated development of rich, collaborative and interactive experiences.

What message do you have for the general public about the work your field is trying to achieve?
Study after study shows that learning  just the facts is not enough in today’s world; engaging people through collaborative, inquiry and experiential learning is becoming increasingly important.   Our research field examines how we learn and collaborate in effective, technology-mediated settings that involve learners in realistic scientific research scenarios. Think about learning about physics by collaboratively working with other students on an on-line experiment in a high energy particle accelerator. Our technology will make such an experience possible.