THE MEANING OF iQ3R

i Question Reflect Reason Respond

Why is the “i” lower case?

The lower case “i” is about being humble. “I” can mean the first person “I” as in “me, myself and I”. But it can also represent “intelligence”. “Intelligence” is not just concerned with itself, but with the world around us. “Intelligence” asks questions; it then reflects and reasons before responding. Therefore, “intelligence” does not simply “react” when faced with new or unfamiliar learning situations. At iQ3R, we value intelligent thinking. But it is not the most important thing in life. We also value character development, intellectual honesty, academic integrity, and respect for others in our community. So the “i” is not the figure of central importance. What characterizes the “i” is much more important. So the “i” remains uncapitalized while the Q and the 3 R’s are emphasized.

 

Where did the idea of iQ3R come from?

In teaching research skills the SQ3R method is often introduced. It stands for “Survey”, “Question”, “Read”, “Recite”, “Review”. It is a bit dated now because the internet has made the “Survey” part an almost given for any good research. Now we need to question whether the information we come across is relevant and accurate. This involves intelligent reflection and reasoning about the data before responding with actions. iQ3R conveys more of the responsibility which an individual or an organization has to interact with their community in a way that reflects intelligent thinking.

 

You say you are an Education Technologies company, what is innovative about what you will offer the community?

We are actively researching the issues which attend the implementation of machine learning adaptive methods for use with teacher led instruction sessions. As we gather data, we will be able to understand more completely the kinds of tools that are honestly able to help both students and teachers. Many institutions claim to be using technology in this way, but are really not telling the whole story. Applications of data science within education are very challenging when done correctly. Simple spreadsheet algorithms carried out on Excel spreadsheets hardly constitute what experts refer to as “adaptive learning.” Presently our assessment program follows an adaptive model and we are working on developing technology which will automate the generation of assessments and the integration of their results to produce relevant curriculum from a cloud based platform and database.