Dialogic intervisualizing: Developing a conceptual framework for equitable engagement in blended inquiry-based learning

Abstract

Studies in computer-supported inquiry-based learning predominantly adopt an empirical rather than conceptual focus producing evidence-based justifications through ‘what works’ evaluations and process-based ‘how it works’ studies. This paper presentation seeks to further conceptualize digitally mediated learning processes in inquiry-based learning by elaborating on an existing CSCL definition of ‘dialogic intervizualizing’. In particular, the conceptual framing will seek to address the issue of equitable practices (tutor facilitated or student self-regulated) for student engagement in-the-moment and over-time.