Inquiry-based learning is gaining popularity, also in teaching. One of the reasons is that its success can be improved by the use of electronic learning environments (Pedaste & Maeots, 2015). In this update I focus on what is inquiry-based learning and by that, showing how inquiry-based learning is supported by the digital ecology.

Inquiry based learning is learning that starts by posing questions, problems or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge. The process is often assisted by a facilitator. In this way, inquire based learning is active knowledge making, because the learners become active knowledge producers, less than they are knowledge consumers.

Instead a teacher telling the students his story of the topic, students are going to tell their own story by diving into the information by themself. Like Brad Chumrau said in his tedtalk, in this way, learning is about focussing on the process and it  enhances students engagement to learning because the learning is student driven, they have to reflect on their own learning and they can show their own creativity. https://www.youtube.com/watch?v=q5RM8ZiCw3s

You can choose to investigate a topic just by your own, but it is also possible to investigate a particular topic by the whole class, learning as a community. Chumrau refers in his tedtalk to the International Baccalaureate. They use the concept of inquire based learning. Schools can choose to be an IB school. They must be authorized and using particular IB programs on their school. In this way they are building a community from schools, teaching their students in the same way, to develop learners who are  (http://www.ibo.org/benefits/learner-profile/)

• Inquirers
• Knowledgeable
• Thinkers
• Communicators
• Principled
• Open-minded
• Caring
• Risk-takers
• Balanced
• Reflective

Part of these learning skills are also mentioned in the tedtalk by Russ Fisher-Ives (https://www.youtube.com/watch?v=jr63RDHI-DM). If teachers use five specific  learning skills, like asking, investigate, discussing and reflecting and show their students how they use these skills to tell the content and then enable the students to tell their own story about the topic, using these skills, students will be more engaged. Learning like this creates participatory knowledge cultures.

Digital ecologies give students the opportunity to investigate a topic worldwide, using different kinds of sources and communicate with people all over the world to create their own story.

An inquiry based learning digital ecology can contribute to the specific contemporary emphasize of a specific student who is innovative, creative and a problem solver.

Pedaste, M., Maeots, M., Siiman, Leo A. (et alii.) (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 20, 47–61. (http://dx.doi.org/10.1016/j.edurev.2015.02.003)