Learning Scenario Creation for Promoting Investigative Learning on the Web

Abstract

The Web allows learners to investigate any question with Web resources to construct wider and deeper knowledge. In such an investigative learning process, it is important for them to elaborate their question, which involves decomposing it into the sub-questions to be further investigated. Such question decomposition corresponds to creating a learning scenario that implies the questions to be investigated and their sequence. However, it tends to be insufficient. This paper addresses the issue of how to promote the question decomposition. Our approach is to model the Web-based investigative learning process. In this model, the learning scenario is represented as a tree of questions to be investigated. We have also developed an interactive learning scenario builder (iLSB), which provides some scaffolds for building the question tree as modeled. This paper also reports results of our case study suggesting that iLSB has a potential to make an elaborate investigative learning process.

A Graphic Organizer for Supporting Summary Writing in Web-Based Investigative Learning

“…iLSB encourages learners to make a wider and deeper investigation in a systematic way, and to build their learning scenario in a self-directed way. Our previous work with iLSB has confirmed that iLSB could help learners create their own learning scenario while navigating Web resources, and linearize their knowledge by creating a table of contents for a paper for reporting their findings (Kashihara and Akiyama, 2016;Hagiwara et al, 2019;Kashihara et al, 2020;Morishita et al, 2020). On the other hand, support for writing the actual contents of the paper and assessment of the paper have not been done yet.…”

“…In our previous work, two main challenges for learners to conduct WBIL were identified (Kashihara and Akiyama, 2016). First, learners tended to use a single search query to investigate on a given question, and looked no further than several prioritized Web resources/pages of the search results.…”

“…In navigating between Web resources for each sub-question, in addition, learners also need to keep track of the path between sub-questions. This suggests the lack of a learning scenario in investigating on the Web (Kashihara and Akiyama, 2016). While traditional learning resources such as textbooks and lectures provide a linearly organized information (Lawless et al, 1997), there is no pre-defined 17th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2020) sequence for exploring information on the Web.…”

“…To address these challenges, we have designed a learning model for WBIL consisting of "knowledge construction process" and "knowledge linearization process", and developed iLSB (Kashihara and Akiyama, 2016). In the learning model, learners begin with an initial question to investigate, expand it into sub-questions from knowledge constructed from the initial question, and cyclically repeat their investigation for each sub-question.…”

Towards Generating Exercise Questions With Lod for Web-Based Investigative Learning

“…On the other hand, it is not easy for learners to create their own scenario in concurrence with navigation and knowledge construction (Zumbach and Mohraz, 2007). In our previous work, we have proposed a model of Web-based investigative learning, and developed a tool named interactive Learning Scenario Builder (iLSB) as a model-based learning environment (Kashihara and Akiyama, 2017). iLSB provides scaffolding for conducting investigative learning process as modeled.…”