Twds a task model for mobile lng. eLng in Higher Edn. The Changing University. Use of Conversation theory to underpin blended lng. TOJDE. Teacher as Action Researcher. Reusing online resources. Rethinking teaching for the knowledge society. Physical sciences-Book Reviews + Laurillard's 2001 2nd ed. Supporting law teaching: training and teaching at UKCLE. Presentation at UKCLE seminar on teaching and learning for legal skills trainers, 16 February 2005 Peter’s address provided a framework within which the remaining presentations at the event could be viewed and appraised.
Dr Peter Clinch is an Information Specialist for Law at Cardiff University. He has taught undergraduate and postgraduate students legal research skills for many (too many!) Years. He has contributed to the IOLIS, co-produced a video on Using Halsbury’s Laws and is the author of the UKCLE guidance note on Teaching legal research. This presentation is divided into four sections: E-mathisi2011.wikispaces.com/file/view/Diana+Laurillard+-+Balancing+the+Media.pdf. Rethinking Pedagogical Practice and Educational Media Development - 2009 NMC Summer Conference Proceedings. Maria Hedberg & Lotty Larson (Lund University) Inspired by Laurillard’s (2002) ideas on media’s affordances for learning in different contexts, and rethinking the way we develop learning arenas, supervise academics, and plan online learning activities to engage learners, we have developed The Media Wheel, a representation where the student learning experience is the focus.
In the following text, a summary of our presentation at the NMC summer conference of 2009, we explain and share some examples of applications of The Media Wheel in different contexts. Introduction Diana Laurillard argues in her book Rethinking University Teaching (2002) that different kinds of media have different affordances for different kinds of student learning experiences. She lists five different forms of media: Communicative, Adaptive, Interactive, Narrative, and Productive Media. “Narrative media tell or show the learner something (e.g. text, image).
Conversational learning theory; Pask and Laurillard. Gordon Pask's work stands rather outside the mainstream of the psychology of education, but is immediately recognised by many learners and teachers in adult education as being very significant.
He was a cyberneticist rather than an educationalist, and developed a systems approach to learning which is highly abstract and difficult, although rewarding: it is reflected in the “conversational” models of learning of Laurillard and Thomas and Harri-Augstein. More (Pask’s obituary) And the TIP account And the technical angle in Wikipedia His most accessible work, however, is based on the recognition of two different kinds of learning strategy: "serialist" and "holist".
Note "strategy" rather than "style". When confronted with an unfamiliar area, serialists tackle the subject step by step, building from the known to the unknown with the simplest possible connections between the items of knowledge. Note that while this whole site is occasionally (!) Conversational Approach cf. Module 3: Multimedia in education - EDDE 221: Design and Evaluation of Multimedia Educational Materials.
Introduction In this module, we enumerate some multimedia tools and multimedia products and classify them according to some useful typologies.
Before we do, recall how the course introduction emphasized that EDDE 221 would concentrate on design and evaluation of multimedia for learning objects instead of the role that multimedia plays in the three other stages of planning and delivering instructional material. However, you should keep in the back of your mind that multimedia does play a role along multiple levels, and many of the tools and products discussed in this module are significant in other stages of design and delivery of instructional material. In Module 1, we distinguished the tools for producing multimedia from multimedia products themselves, but we also saw how multimedia products can be used to produce other multimedia products. Module 1 also emphasized the distinction between "true" multimedia and the use of the term "multimedia" to cover various kinds of digital media. Learning as conversation. Diana Laurillard’s conversational framework feels like a very powerful model for understanding how formal learning works and how best to design effective learning objects.
It is the best kind of theory: one that informs practice. It starts by identifying the main characteristics of a learning encounter, develops from these a typology of learning experiences, and finally maps this to a taxonomy of media forms appropriate to each type of experience. a continuing iterative dialogue between teacher and student, which reveals the participants’ conceptions and the variations between them… There is no escape from the need for dialogue, no room for mere telling, nor for practice without description, nor for experimentation without reflection, nor for student action without feedback. (Laurillard, 2002) She divides her learning conversation into four phases – “the basic characteristics of every learning encounter” – as follows: Here’s my attempt at an answer.. Reference: Laurillard, D, 2002. The accidental technologist » Blog Archive » And so it begins… Posted by Wayne Barry | Filed under Learning My journey towards doing this Masters degree started in 1999.
I had just successfully completed my first degree (which took 6 years to complete as I was undertaking this as a part-time evening student). I was, then, working in the Higher Education sector for a small unit that was exploring ways in which modern technology could be used to help over-burden and under-resourced lecturers to enhance their teaching and learning practice. In the three years of working with this unit saw the political and educational landscape change forever. Learning as conversation.