Inquisitivism is a descriptive approach to designing instruction. It shares many of the same principles as minimalism but offers two key principles or components that set it apart. These two principles are co-dependent in the sense that the second principle cannot be realized without the first. The first principle of the inquisitivist approach is the removal of the fear that many adults have when first faced with learning to use technology. Many adults who are new to technology are virtually paralyzed when placed in front of a computer. The fear of “breaking something” or perhaps the fear of looking or feeling foolish often prevents these adults from embracing computers and technology (DeLoughry, 1993; Shull & Weiner, 2000).

The second most significant, or dependent, principle is the stimulation of inquisitivism. By designing instruction that reduces the “hurt level” and encourages the “HHHMMM??? What does this button do?” approach/attitude to learning, adults can be encouraged to learn in a similar fashion that children learn (Harapnuik, 1998). Exploring and discovering the power and potential of computers, and technology in general, can be an exciting and stimulating process if the learner is confident that they “can’t break the system” or that the system “won’t break them.” With fear reduced and the inquisitive nature stimulated, it can be argued that adults can have almost the same level of success with technological learning as children. An inquisitivist approach to learning technology is essential because technology is dynamic and is rapidly changing, forcing learners to continually adapt to these changes.

Another significant factor about inquisitivism is that the approach was developed (and continues to evolve) during the development and continued delivery of the Nethowto web-based course.  The development of the inquisitivist approach was a practical response to a need and was the result of a search for a theoretical foundation for the design, development, and delivery of the course. As Nethowto evolved, it became clear that many of the principles that ultimately became foundational to inquisitivism were at work in the development of the course.

In 1997 and 1998, the third and fourth year the Nethowto course was delivered and the second and third year it was delivered exclusively online, the minimalist approach was researched and even though it was originally designed as an approach for document design, components of its rubric seemed very appropriate to, and were applied to, Nethowto. During this time it became apparent that even though minimalism satisfied many of the instructional design needs of Nethowto and had the potential of providing a sound theoretical foundation for the course, it was lacking in two key areas—fear removal and social interaction. Kearsley (1998) affirmed the “solid theoretical foundation for minimalism” (p. 395) but also pointed out that it does have theoretical gaps. The most significant gap in minimalism is that it does not address the social aspect of learning (Kearsley, 1998). A lesser gap is that minimalism has not been tested in a variety of media, specifically online systems. As a result the adaptation of minimalism proceeded and, inquisitivism was formalized in 1998 (Harapnuik). Table 1 offers a comparison of inquisitivism to the constructivist learning environments (CLE) and minimalist rubric from which it ultimately evolved.

It must be noted that many of the same principles apply to all three approaches. For example, all three approaches share the need for students to work on real world tasks in genuine settings. As would be expected of constructivist approaches, all three emphasize knowledge construction, whether it is called reasoning and improvising or discovery learning. Since inquisitivism is an adaptation of minimalism, it shares even more of the same principles. Inquisitivism is continually evolving, but there are currently ten key concepts/components that make up the approach.

Inquisitivism is an approach for designing and delivering web-based instruction that shares many of the same principles of minimalism and other constructivist approaches.  Inquisitivism is unique in that its two primary or first principles are the removal of fear and the stimulation of an inquisitive nature. The approach evolved during the design and delivery of an online full credit university course and continues to evolve.

Inquisitivism fundamentals include:

• Fear removal. Dealing with the paralyzing fear that many adult learners experience must precede the stimulation of one’s natural inquisitiveness. Demonstrating that the computer or other piece of technology is not easily broken, providing explanations, examples and solutions for common errors and problems and the application of data backup will help quell the adult learners fear.
• Stimulation of inquisitiveness. With the fear abated, encouraging adult learners to become like children and enjoy the pleasure of inquisitiveness can be easily facilitated. Encourage the use of the “HHHMMM??? What does this button do?” approach.
• Using the system to learn the system. This is one of the key differences from the systems approach. All learning and training must take place on or in the actual system that is being learned.
• Getting started fast. Adult learners often have other interests than learning a new system. The learning they undertake is normally done to compliment their existing work. The “welcome to the system” prefaces and other non-essential layers in an introduction are simply a waste of the learners time.
• Discovery Learning. There is no single correct method or procedure. Allowing for self directed reasoning and improvising through the learning experience will require the adult learner take full responsibility for their learning.
• Modules can be completed in any order. Materials must be designed to be read or completed in any order. This will eliminate the common problems that arise from material read or completed out of sequence.
• Supporting Error Recognition and Recovery. Much of what learner does is “error”. Since there is such a pervasiveness of errors in most learning it is unrealistic to imagine that errors can be ignored. Error recognition and recovery strategies need to be implemented to enable learners to learn from their mistakes instead of being trapped by them. Use of Frequently asked Question lists (FAQ’s) Help Forums and other help strategies must be implemented to deal the errors and problems that arise.
• Forum for Discussions and Exploiting Prior Knowledge. Much adult education dealing with technology is conducted through alternative delivery. Distance education, web-based instruction and other alternative delivery methods can isolate students. Providing a conferencing system or similar computer mediated communication system for the replacement of face2face interaction is a crucial component of any alternative delivery program. Most adult learners of technology are experts in other areas or domains. Understanding the learners prior knowledge and motivation and finding ways to exploit it is one of the keys to effective adult training. In addition, adult learners can share their expertise or assist each other and should be encouraged to use conferencing system or other forms of computer mediated communication to facilitate social interaction.
• Real World Assignments. “Make-work” (purposeless) projects are simply useless. All assignments must have a real world application. Adult learners are often undertaking training to be able to work in their own area of expertise more effectively. If possible the assignments should be tied directly to the learner’s personal or professional interests.
• Developing Optimal Training Designs. Feedback facilities like online surveys or email should be used to allow learners to immediately provide feedback on any aspect of a program. Problems with instructions, assignments, wording or other problems should be immediately addressed corrected. Instructional models are not deductive or prescriptive theories, they are descriptive processes. The design process should involve the actual learner through empirical analysis so that adjustment can be made to suit the learners needs. “Develop the best pedagogy that you can. See how well you can do. Then analyze the nature of what you did that worked.” (Brunner, 1960)

The content above is an excerpt from the chapter called Inquisitivism:  The Evolution of a Constructivist Approach for Web-Based Instruction (PDF – 178kb) from the book Enhancing Learning Through Technology (In Press). For a more detail explanation of Inquisitivism, I encourage you to read the full chapter. Or if you are really facinated by this approach you can read results of over 5 years of research by either viewing or downloading the Doctoral Thesis Titled: Development and Evaluation of Inquisitivism as a Foundational Approach for Web-Based Instruction (PDF format – 1.6 Mb).

• Learning Philosophy
• Dwayne Harapnuik CV
• Presentations, Workshops and Symposia

I am the husband of my wonderful wife Marilyn and the father of two amazing sons, Levi and Caleb. I am a learning theorist, a learning innovation consultant, a virtual professor, a perpetual student of inquiry, and the former Vice President Academic of Concordia University of Edmonton. I am currently serving as a Clinical Instructor/Visiting Professor and developer of the Applied Digital Learning Masters of Education and co-developer of the M.Ed. in Digital Learning and Leading at Lamar University. I aided the School of Health Sciences at British Columbia Institute of Technology (BCIT) develop their Learning Innovation Strategy. I am also teaching in the Provincial Instructor Diploma Program at Vancouver Community College.

This is my personal website, blog, ePortfolio, and part of my learning environment. It is focused on learning and learning environments. My primary goal is to change the world one learner at a time. To do that I strive to help you all to understand and build significant learning environments that will serve all learners. To fully understand why I believe it is crucial for everyone to have a personal learning environment read my post Why Learners Should Blog. Because this blog is part of my learning environment it will never be fully finished.

I write/post regularly on all aspects of the Learner’s Mindset, significant learning environments, leadership & change, disruptive innovation, instructional technology, mobile and web-based learning, constructivism, and instructional design. As of the summer of 2013, I also started writing and reflecting on Becoming an Intentional Father. On occasion, I write about stuff that doesn’t fit neatly into one of these categories. You will also notice that I am an advocate for new media–especially video and infographics and I believe that we should be incorporating media into everything we do (see my… Embedding Media into all Programs post for a full justification). On Wednesdays, I add to my Wednesday Watchlist where I post an amazing video I found at TED, Youtube, Vimeo, RSA, or one of the many other sites that I monitor on a regular basis.

The following videos provides a snapshot of my thoughts on school and learning:

My Top Posts

If you are new to my site, you might want to start with my posts on the following topics.

Learner’s Mindset

• Learner’s Mindset Explained
• Motivating Learners-As Simple as a Change in Mindset
• In pursuit of the better way – the learners mindset
• DIY Mindset Requires a Learner’s Mindset
• Learners Mindset Discussions – Getting Started
• We Need More Autodidacts
• How to Change the World One Learner at a Time

Creating Significant Learning Environments

• CSLE+COVA
• Change in Focus
• Doing my homework on homework
• Significant Learning Environments
• Creating Significance to Foster Learning
• You Learn What You Live
• Why Student Engagement Plummets in High School

Leadership and Change

• Head Won’t Go Where the Heart Hasn’t Been
• Practice Change by Living It
• Three Powerful Phrases Kids and Learners Need To Hear Daily
• Quality time is spelt “TIME”
• Power of Media in Informal Learning

Teaching & Learning

• Feedforward Vs. Feedback
• How to Grow a Growth Mindset
• Feeling Machines that Think
• Innovation in Education – A Return to Teaching & Learning
• Why Learners Should Blog

Learning Innovation

• How to Foster Intrinsic Motivation
• Why do so many prefer passive learning?
• Six Things That Innovative Universities Do Well 
• Is the Post-PC Age a Catalyst for the Start of the Digital Information Age?
• 1.7 Million iPhone 4 Sold in 3 Days

Mobile & Web-based Learning

• Mobile Devices as Engagement Catalysts
• What Tablet Should One Purchase?
• Horizon Reports and Mobile Learning

Instructional Technology & Design (enhancing learning with technology)

• Why AI Should Scare Some Educators and Not Others
• Media/Visual Arts Programs vs Embedding Media into All Programs
• Seton Hall University to pilot Windows 8 Tablets – Slippery slope to limiting learning
• Cyberinfrastructure – Moving from Theory to Practice

Intentional Father

• Becoming an Intentional Father
• Catching the Openness to Change
• The Gift of Intrinsic Motivation

My Full Bio

I received my PhD. in Educational Psychology from the University of Alberta and am currently serving as a Clinical Instructor/Visiting Professor and developer of the Applied Digital Learning Masters of Education and co-developer of the M.Ed. in Digital Learning and Leading at Lamar University in Beaumont TX. I have worked as an educational consultant for many years and aided the School of Health Sciences at British Columbia Institute of Technology (BCIT) develop and their Learning Innovation Strategy. I am also teaching in the Provincial Instructor Diploma Program at Vancouver Community College.

I have also provided Instructional Design and Technology Integration support as an Instructional Development Consultant at BCIT. Prior to working at BCIT, I served as the Vice President Academic of Concordia University of Edmonton. Concordia’s priority is to prepare its learners for a future that is very difficult to predict and my responsibility was to provide the leadership that ensured that Concordia developed learning environments that utilize innovation to stimulate critical and analytical thinking and that equipped its graduates to effectively communicate as they tackle global challenges.

Prior to joining Concordia, I was the Director of Faculty Enrichment at Abilene Christian University in Southwest Texas. As the Director of Faculty Enrichment my primary responsibility was to help the faculty to develop active and engaging learning environments and to provide strategic direction for Mobile Learning; instructional design; faculty development; teaching, learning, and Technology; and the Researchers in Residence, and Scholars in Residence programs.

My previous professional appointments include Manager Educational Technology at Lethbridge College and Adjunct Professor for the Department of Educational Psychology in the Faculty of Education at the University of Alberta. As Manager Instructional Technology, my primary focus was to provide vision, leadership, expertise, and creativity to support and develop the use of educational/instructional technology at Lethbridge College.

While at the University of Alberta I was involved in pioneering web-based instruction in the Faculty of Education. In my work on online and web-based learning and I developed an approach to learning called Inquisivistism.  My research has demonstrated that Inquisitivism is an effective approach for web-based instruction as well as most other forms of inquiry-based learning.

This approach is at the foundation of many web-based courses that have developed, facilitated, and instructed in a blended or fully online format at several institutions across North America. In addition, to my research into adult learning, I am also researching the application of the Project Approach in Elementary and Early Childhood in a homeschool and/or tutorial-based learning environment.

As an advocate of practical hands-on learning, I put theory into practice as a consultant and have served as a Director of Information Technologies for one of the largest private Residential Real Estate firms in North America and also served as a volunteer Chief Information Officer for a global mission and relief organization.

I strive to find a balance between my academic and professional career by regularly volunteering at a variety of community-based programs and by focusing on my family.

Revised September 1, 2021