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Scoping Research with a Focus on Questioning

Mason, Jon (2015). Scoping Research with a Focus on Questioning. In: Kojiri, Tomoko, Supnithi, Thepchai, Wang, Yonggu, Wu, Ying-Tien, Ogata, Hiroaki, Chen, Weiqin, Kong, Siu Cheung and Qiu, Feiyue 23rd International Conference on Computers in Education ICCE 2015, Hangzhou, China, 30 November - 4 December 2015.

Document type: Conference Paper
Citation counts: Google Scholar Search Google Scholar

IRMA ID 84550754xPUB70
Author Mason, Jon
Title Scoping Research with a Focus on Questioning
Conference Name 23rd International Conference on Computers in Education ICCE 2015
Conference Location Hangzhou, China
Conference Dates 30 November - 4 December 2015
Conference Publication Title Workshop Proceedings of the 23rd International Conference on Computers in Education ICCE 2015
Editor Kojiri, Tomoko
Supnithi, Thepchai
Wang, Yonggu
Wu, Ying-Tien
Ogata, Hiroaki
Chen, Weiqin
Kong, Siu Cheung
Qiu, Feiyue
Place of Publication Japan
Publisher ICCE 2014 Organizing Committee - ICT Unit, Center for Graduate Education Initiative, Japan Advanced Institute of Science and Technology
Publication Year 2015
Issue Number 978-4-9908014-7-2
Start Page 544
End Page 549
Total Pages 6
HERDC Category E1 - Conference Publication (DIISR)
Abstract This conceptual paper outlines a cross-disciplinary research agenda focused on situating questioning while engaging with the digital environment. It builds upon earlier research focused primarily in the area of why-questioning that identified significant difference between information and explanation as distinct goals of inquiry. Consequences of this distinction point to limitations of current digital technology, particularly from the perspective of an individual researcher engaging in prolonged, reflective inquiry. The digital environment offers numerous options to support inquiry but is dominated by the search paradigm in which the informational bias of search engines abbreviate inquiry, and therefore, questioning. While other digital options such as scholarly collection services, social media, and question-answering services also support inquiry there are limits to which these services can provide targeted support for sense-making activities such as in-session questioning, reasoning, interpreting, identifying connections, discerning relationships and implications, evaluating competing explanations, as well as development and validation of understanding. Within the research agenda outlined here the relationship between sense-making and questioning has emerged as a pivotal area to investigate. In a very reflexive way many questions arise – as the scope of this inquiry includes inquiry itself. What can be learned from a focus on questions as data? How might question formulation be supported online? What digital technologies are successfully used to support sense-making? In what ways might human-computer interfaces be further developed in order to scaffold deep and prolonged in-session questioning? In what ways might ontologies of questioning support such an endeavour? While situated at the nexus of educational research and information science, this research agenda is both informed by, and positioned to inform, other domains of research and innovation, including human-computer interaction,
knowledge management, and communications design. Of particular interest is how application of the Question Formulation Technique and recent innovations in automated Question Generation might be utilized.
Keyword Questioning
Inquiry
Question formulation
Sense-making
Digital technology
Description for Link Link to conference paper
Link to conference proceedings
URL http://www.apsce.net/uploaded/filemanager/6f0bc78c-8102-4a3b-8eb3-3d01213d6d58.pdf
http://www.apsce.net/icces.php?id=f51279ea-b952-4aeb-b5bb-1b2256ff48dd
 
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