15 July 2015

CLMOOC Unmake: Unintroducing inquiry learning


I'm delighted to see educators around the world embracing the term 'inquiry'. The word itself is so nebulous that it defies definition. One could assume it means simply 'asking a question', but it also means 'collecting and organizing information'. Broadened further in my preferred nomenclature, 'inquiry learning' perplexes even further.

Are we learning through inquiry? Are we learning about inquiry? Are we inquiring into learning? Is it just a typo?

It's an ideal topic for Making Learning Connected. As Michael Weller writes in his post, CLMOOC 2015: Make An Inquiry, Make Cycle 1 for the Make an Inquiry strand this summer, ''I think that inquiry, like the term research, can be intimidating – but I don’t think it needs to be!'.

As connected educators take to the information superhighway to explore and interpret the meaning of 'inquiry learning', our evaluations and reflections belie insecurity.

If a term exists that can be known, then we should be able to know it.

After all, we are educated.

Right?

There must be an answer to the question: What is inquiry learning?