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"As a learning strategy, inquiry-based learning is all about learners constructing their own understanding and knowledge through asking questions. Inquiry-based learning is essentially student-centered. It starts with posing questions and directly involves students in challenging hands-on activities that drive students to ask more questions and explore different learning paths. This post has assembled a collection of some useful web tools and apps that support the ethos of inquiry-based learning.  Using these tools will enable students to engage in a wide range of learning tasks that are all driven by a sense of inquiry and questioning."

MindShift Magazine have collected these articles related to Inquiry Learning

In February this year, Attorney-General Nicola Roxon announced the Australian Law Reform Commission (ALRC) would conduct an inquiry into copyright law to make sure it was keeping pace with the digital age. The inquiry was initially flagged by former Attorney-General Robert McLelland in 2011. "Fifteen years ago no one used Google as an internet search engine, viewed YouTube videos on iPads or listened to music on their mobile phones," McLelland told the 15th Biennial Copyright Symposium on 14 October in Sydney.

"Find information, strategies, protocols, and tools -- including resources and downloads from teachers and schools - to promote curiosity and engage students in asking questions, thinking critically, and solving problems."

"At my school it has become time to formally institute a new curriculum structure that best suits the needs of our 21st century students. But which pedagogical approach do we go with? Or rather, should the question be, which acronym do we go with? There's IBL or EBL (Inquiry Based Learning or Enquiry Based Learning, depending on which brand of English you prefer), CBL (Challenge Based Learning), and an awful lot of PBLs (including Project Based, Product Based, Problem Based, Play Based, Passion Based and Process Based Learning!)."

Abstract This article defi nes Twitter TM ; outlines the features, affordances, and common uses; and conceptualizes "tweeting" as a literacy practice, comprising  both traditional and new literacies, and impacting both informal and formal  learning settings. Also provided is an overview of traditional and new literacies, and insights from a scan of the research literature to date on tweeting as  a literacy practice. The authors outline areas for inquiry and the challenges  to conducting such research. 

"Search engines such as Google and popular cloud computing services may have been "sued out of existence" if they started in Australia, while consumers who make remixes or mash-ups of copyright songs and videos are also breaching the law. These are just some of the glaring issues with the Copyright Act that have been raised today by the Australian Law Reform Commission (ALRC) and copyright experts. The ALRC has released a new issues paper for its inquiry into whether Australia's copyright laws have kept up with the digital age."

"This is the first post of a research inquiry that questions the ways in which we have understood the Youth-Technology-Change relationship in the contemporary digital world, especially through the identity of 'Digital Native'. Drawing from three years of research and current engagements in the field, the post begins a critique of how we need to look at the outliers, the people on the fringes in order to unravel the otherwise celebratory nature of discourse about how the digital is changing the world. In this first post, I chart the trajectories of our research at the Centre for Internet and Society (Bangalore, India) and Hivos (The Hague, The Netherlands) to see how alternative models of understanding these relationships can be built."

Participatory Narrative Inquiry a process in which groups gather and work with real stories of personal experience to do useful things in their communities.

"It doesn't seem to matter what age group or demographic that I talk to, kids (and adults) everywhere are fans of Angry Birds. As I was playing around with Angry Birds (yep I'm a fan too), I started thinking about all of the learning that could be happening. I have watched a two year old tell an older sister that "you have to pull down to go up higher". I have watched as kids master this game through trial and error. Being the teacher that I am, I started dreaming up a transdisciplinary lesson with Angry Birds as the base. I happened to be writing an inquiry lesson that has students look at inventions throughout time and thought: the catapult-that is an invention that has technology and concepts that are used even today. This is one of those inspirational moments that comes when you are drifting off to sleep and has you frantically searching for paper and pen to record as fast as the ideas come. So what did I do? I got myself out of bed and went to work sketching out a super awesome plan. Here is the embedded learning that I came up with"

On Monday 20 June 2011, the Joint Select Committee on Cyber-Safety tabled its report on the Inquiry into Cyber-Safety

Talk about this program - FUSE funded activity developed by Kaye Hunter and SLAV

"Project-based learning is centered on the learner and affords learners the opportunity for in-depth investigations of worthy topics. The learners are more autonomous as they construct personally-meaningful artifacts that are representations of their learning. This article examines the theoretical foundations of project-based learning, particularly constructivism and constructionism, and notes the similarities and differences among implementations, including project-based science (Blulmenfeld et al., 1991), disciplined inquiry (Levstik & Barton, 2001) and WebQuests (Dodge, 1995). In addition, an anatomy of a model case will be considered using a WebQuest example developed by the author, describing seven characteristics common among the various implementations of project-based learning. Finally, practical advice and recommendations for project-based learning are discussed, including beginning slowly with the implementation, teaching students to negotiate cooperative/collaborative groups and establishing multiple forms of performance assessments."

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