Collaborative Enquiry in Networked Learning Communities

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Collaborative Enquiry in Networked Learning
Communities

• Jane McGregor, Darren Homes, Julie Temperley
• BERA School Improvement Symposium 2004

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Collaborative enquiry interacts with three fields
of knowledge
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Collaborative Enquiry in NLCs

• Collaborative enquiry is designed to involve a
  group of school or network members, collaborating
  and investigating together in order to learn more
  about an aspect of the school/community/network
  environment in order to enhance the learning and
  experience of young people. It is intended to
  move beyond the people undertaking the enquiry to
  involve the wider community within and between
  schools. Collaborative enquiry contributes to
  adult learning in context.
• (Jackson et al., Forthcoming)

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Characteristics of collaborative enquiry

• taking the current school context as the starting
  point
• problematising the day to day work ( not making
  assumptions about what is going on, but
  questioning what is taken for granted)
• building out from what has gone before and what
  is already known
• engaging in a process of investigation that is
  rigorous and disciplined in relation to purpose
• ensuring that data gathering and analysis are
  understood by all involved to be an essential
  part of the process
• the process of knowledge creation
• representing findings in such a way that they can
  be accessed by other teachers.

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Typical enquiry activities
(Kubiak et al., In preparation)
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Pupil Involvement in NLC enquiry

• pupil perception questionnaires and surveys
• feedback on teaching and learning
• pupil intervisitations and learning walks
• pupils as co-researchers
• Students as Researchers

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Some future possibilities for networked
enquiry.

• Iterative research between groups of researchers
  within a network
• Enhanced capacity for long term development of
  enquiry in schools
• Moving from projects to a culture of enquiry
• A national network of practitioners able to
  support enquiry