emphasis on
dialogue
Wegarif (2001), Applying a dialogical model of reason in the classroom - 0 views
Paulo Freire and informal education - 0 views
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informal education is a dialogical (or conversational) rather than a curricula
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should not involve one person acting on another, but rather people working with each other. Too much education, Paulo Freire argues, involves 'banking' - the educator making 'deposits' in the educatee.
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Description of Paulo Freire and his work. He was an influential educator and sought to use education as a means of helping individuals develop a critical consciousness about their life situations. His work was geared towards groups who were oppressed and lacked opportunities.His most famous work was a book titled "Pedagogy of the Oppressed."
A dialogic approach to online facilitation - 0 views
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Social construction of understanding has long been a significant underlying principle of learning and teaching
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Learning through dialogue with others has a long history.
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main themes of learning theory
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Constructivism | Funderstanding - 0 views
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The purpose of learning is for an individual to construct his or her own meaning, not just memorize the “right” answers and regurgitate someone else’s meaning.
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Constructivism is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in
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Teachers also rely heavily on open-ended questions and promote extensive dialogue among students.
ETAP640amp2012: How do they do it in their online courses? - 0 views
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Communicative Real-time chat, e-mail exchange, discussion lists (Warschauer, 1997), use of speech recognition-based dialog systems (Luperfoy, 1998) Sociolinguistic Task-based, problem-solving, and role-playing activities that address sociolinguistic differences between native and target languages, and that could involve real-time chat, e-mail exchange, discussion lists (Chun, 1994) Strategic Task-based, problem-solving, and role-playing activities that require learners to achieve specific goals (e.g., persuading, self-correcting, negotiating a desired outcome); these could involve real-time chat, e-mail exchange, and discussion lists
Teachers' Invisible Presence in Net-based Distance Education | Hult | The International... - 0 views
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The stance taken in this paper, then, is constructivist – that conversation is learning in the making.
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Any conversation, that is, draws on heteroglossia (Bakhtin’s neologism) – pools of different ideas whose elements, when exchanged, foster learning. According to Bakhtin, every utterance has a double significance. It is an expression of a 'unitary [common] language' used to conduct the conversation and, at the same time, it builds on the 'social and historical' differences embedded in the heteroglossia (1981, p. 272).
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Yuri Lotman,
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Reflections on Online Teaching - Diane Hamilton - 3 views
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maybe even a little less nervous.
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The rubric does allow for that, but there is a strong sense that some of these dialogic purposes are not as highly valued as others, but I value them all as essential components to class community.
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Not at all. personal opinion, experiences and social presence and support ARE essential in building trust and the sense of a class community. That is why they we have class community areas for interaction in the course and why they are in the rubric. It is, however, important to understand that the discussion can't consist only of those types of posts. And high quality posts are what we need to strive for in the discussion areas of the cousre. The rubric is a device to clarify- to give students informed choice and guidance, and to elevate the quality of interactions. "2" points is not bad. it simply indicates the kind of post that it is. you can post as many "1" point posts as you like - that is not wrong - but, you also need to contribute to the quality of the discussion and learning and to do that you need to aim higher than social and personal experience/opinion type posts.
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I believe students can have teaching presence within a course when the nature of their interactions helps others to think more deeply or to look at something from an alternate viewpoint.
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Active/Cooperative Learning - 0 views
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"When using active learning students are engaged in more activities than just listening. They are involved in dialog, debate, writing, and problem solving, as well as higher-order thinking, e.g., analysis, synthesis, evaluation."
Michael Polanyi and tacit knowledge - 0 views
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Central to Michael Polanyi's thinking was the belief that creative acts (especially acts of discovery) are shot-through or charged with strong personal feelings and commitments (hence the title of his most famous work Personal Knowledge).
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Polanyi's argument was that the informed guesses, hunches and imaginings that are part of exploratory acts are motivated by what he describes as 'passions'.
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'we can know more than we can tell
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Rubrics as Effective Learning and Assessment Tools Laura Baker - 1 views
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measurable criteria that can be counted or marked as present or not present in the work that is being evaluated.
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This allows the rubric to be used as an ongoing dialog between the teacher and student and allows the student to know when each criterion has been met and then make improvements as needed. (Lockett, 2001)
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Although allowing student involvement in creating rubrics is time consuming, by allowing students a voice in creating their own rubric, the students have more ownership over their own learning and evaluation.
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