%0 Journal Article %1 10.1109/TLT.2011.32 %A Mulholland, Paul %A Anastopoulou, Stamatina %A Collins, Trevor %A Feisst, Markus %A Gaved, Mark %A Kerawalla, Lucinda %A Paxton, Mark %A Scanlon, Eileen %A Sharples, Mike %A Wright, Michael %C Los Alamitos, CA, USA %D 2012 %I IEEE Computer Society %J IEEE Transactions on Learning Technologies %K education inquiry learning nQuire science technology tel %N 2 %P 157-169 %R http://doi.ieeecomputersociety.org/10.1109/TLT.2011.32 %T nQuire: Technological Support for Personal Inquiry Learning %U http://oro.open.ac.uk/31252/ %V 5 %X This paper describes the development of nQuire, a software application to guide personal inquiry learning. nQuire provides teacher support for authoring, orchestrating and monitoring inquiries as well as student support for carrying out, configuring and reviewing inquiries. nQuire allows inquiries to be scripted and configured in various ways, so that personally relevant, rather than off-the-shelf inquiries, can be created and used by teachers and students. nQuire incorporates an approach to specifying learning flow that provides flexible access to current inquiry activities without precluding access to other activities for review and orientation. Dependencies between activities are automatically handled, ensuring decisions made by the student or teacher are propagated through the inquiry. nQuire can be used to support inquiry activities across individual, group and class levels at different parts of the inquiry and offers a flexible, web-based approach that can incorporate different devices (smart phone, netbook, PC) and does not rely on constant connectivity.

@article{10.1109/TLT.2011.32, abstract = {This paper describes the development of nQuire, a software application to guide personal inquiry learning. nQuire provides teacher support for authoring, orchestrating and monitoring inquiries as well as student support for carrying out, configuring and reviewing inquiries. nQuire allows inquiries to be scripted and configured in various ways, so that personally relevant, rather than off-the-shelf inquiries, can be created and used by teachers and students. nQuire incorporates an approach to specifying learning flow that provides flexible access to current inquiry activities without precluding access to other activities for review and orientation. Dependencies between activities are automatically handled, ensuring decisions made by the student or teacher are propagated through the inquiry. nQuire can be used to support inquiry activities across individual, group and class levels at different parts of the inquiry and offers a flexible, web-based approach that can incorporate different devices (smart phone, netbook, PC) and does not rely on constant connectivity.}, added-at = {2013-01-04T12:54:50.000+0100}, address = {Los Alamitos, CA, USA}, author = {Mulholland, Paul and Anastopoulou, Stamatina and Collins, Trevor and Feisst, Markus and Gaved, Mark and Kerawalla, Lucinda and Paxton, Mark and Scanlon, Eileen and Sharples, Mike and Wright, Michael}, biburl = {https://www.bibsonomy.org/bibtex/28a7b7b9d5e69505153c40493b2feb49d/yish}, doi = {http://doi.ieeecomputersociety.org/10.1109/TLT.2011.32}, interhash = {658226db68259e6a163f7ea9341d8eea}, intrahash = {8a7b7b9d5e69505153c40493b2feb49d}, issn = {1939-1382}, journal = {IEEE Transactions on Learning Technologies}, keywords = {education inquiry learning nQuire science technology tel}, number = 2, pages = {157-169}, publisher = {IEEE Computer Society}, timestamp = {2013-01-04T12:54:50.000+0100}, title = {nQuire: Technological Support for Personal Inquiry Learning}, url = {http://oro.open.ac.uk/31252/}, volume = 5, year = 2012 }