21. Select domain and orientate Create inquiry question or hypothesis Plan method and procedure Conduct inquiry Analyse evidence Draw conclusions Present inquiry Evaluate inquiry

22. Select domain and orientate Create inquiry question or hypothesis Plan method and procedure Conduct inquiry Analyse evidence Draw conclusions Present inquiry Evaluate progress

27. What do we mean by Inquiry-based Construction Conceptual u/s Taking tests Problem-solving Narrative Literacy Game authoring Skill-learning (TCS) Fieldwork Communication Collaboration Learning identity Conceptual networks Manipulation skills Informal interests Self-worth Modelling Scenarios Evaluating evidence Games Tools Cultural tools Adaptive ITS Avatars Embodied interaction Augmented cognition Pers L Environment Learner models Portable devices Conversation agents Editable digital artefacts Digital data tracking Haptic devices Virtual objects Online communities Adaptive support Simulation Collaborative technology Replacing less active methods Frameworks for learning design Only form of access to learning Improve quality of interaction More practice in skills Adaptive personalisation Visualisation in situ Alternative modes or pathways Constructive personalisation Better quality assessment Sharing and peer support Scaling up More engaging activities More flexible learning Personalised guidance Technology? Enhanced? Learning? … from the current project proposals for TEL: Learning as ‘doing’; and through ‘social interaction’ Enhancement as forms of personalisation, flexibility, inclusion and productivity Laurillard, 2006