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Pedagogical issues and dialogue tools Dr Andrew Ravenscroft Deputy Director Learning Technology Research Institute (LTRI) London Metropolitan University.

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Presentation on theme: "Pedagogical issues and dialogue tools Dr Andrew Ravenscroft Deputy Director Learning Technology Research Institute (LTRI) London Metropolitan University."— Presentation transcript:

1 Pedagogical issues and dialogue tools Dr Andrew Ravenscroft Deputy Director Learning Technology Research Institute (LTRI) London Metropolitan University Learning Interaction and Dialogue Design (LIDD)

2 Overview of Session …background, where I’m coming from Dialogue and SWAP (academia ↔ practice)? Digital Dialogue Games (DDGs) for Learning Previous uses of DDGs InterLoc: Key design features & interaction scenario Demonstration of InterLocLite Discussion, how can our pedagogical approach and technologies help?

3 …background, where I’m coming from Design-based research and development in Learning Science - Publications, technologies and projects etc. Developing and evaluating contemporary pedagogies that embrace internet-applications and models of communicative interaction that support learning (digital dialogues, games, mobile devices, Web 2.0 etc.) “new ways to stimulate and support media-rich dialogue, thinking and 'meaning making' in the digital age”

4 …dialogue and learning in the digital age Dialogue and learning: A primary engine for thinking and reasoning (e.g. dialogic and dialectic features) A/The key process for participating in democratic practices Digital dialogues (interpreted broadly) and learning: An increasingly multimodal process of meaning making Increasingly prevalent as a form of participation, communication and evolving representation, e.g. ‘Web 2.0 age’ cf. ‘print and book’ age

5 …some specifics Lead multi-partner project in Digital Dialogue Games for Learning, supported through £370K from JISC (consecutive projects, past 3 years) Partners: Open University, Universities of Exeter, London (Queen Mary), Teesside, Bolton (JISC-CETIS) and Oxford …completing development of latest DDG tool – InterLocLite - released to partners for use from end October 07 (so WIP)

6 Dialogue and SWAP (academia ↔ practice)? Dialogue and discourse central to all learning! …specific application areas for SWAP? - Interviewing and assessment of clients/service users - Case conferences - Policy debates and impacts on practice (‘Our Health Our Care Our Say’) Sure many others

7 Dialogue and SWAP (academia ↔ practice)? …what sorts of skills important? Communication skills and thinking on your feet, possibly in ‘crisis’ situations Listening and critically evaluating Considering different positions towards negotiated actions What role for our dialogue game or similar technologies?

8 Why Dialogue Games?: Promoting practices for reasoned dialogue and ‘interthinking’ Promote development of dialogue and reasoning skills for thinking and thinking together Problems of limited participation & superficial interaction because of design, ‘skill’ and emotional issues Want deep learning through dialogue –empowering and inclusive –engaging, meaningful and ‘transformative’ interactions –link social and cognitive dimensions of learning (e.g. internalisation of dialogic and dialectic practices)

9 DDGs for thinking conversations Scaffold particular forms of dialogue (e.g. argumentation) for particular educational purposes (e.g. development of reasoning skills) …also creative thinking and exploratory dialogue games Structure and constrain interaction in terms of naturally derived pragmatic level dialogue features (e.g. goals, roles, tactics/speech acts and rules) Provide a learner-centred (personalised), media rich and risk-free space for dialogue, thinking and learning (or serious play)

10 Previous uses of DDG tools Covered in 20 + publications (see web-site) UK Open University, I course –15 ODLs & 2 tutors Cross-institutional pilots, 4 HEIs –LonMet, OU, Southampton, Oxford –80 students (ODLs, campus-based u-grads post- grads) & 5 tutors

11 Summary of findings Approach quite generic: various pedagogical niches for the approach –Collaborative exercises related to courses (from LondonMet Computing u- grads to Oxford Natural Sciences post-grads) Easily adopted by tutors and students Proven to be effective in: –Promoting longer, more varied and more coherent argumentation dialogues (e.g. cf. Chat or ‘natural’ conversation) e.g. McAlister, Ravenscroft & Scanlon (2004) –Stimulating conceptual development in Science e.g. Ravenscroft (2000) Overcomes barriers to participation in critical dialogues –Practical, e.g. distance –Lack of, or perceived lack of, skills, e.g. in ‘academic literacy’ and argumentation –Emotional, e.g. lack of confidence and ‘fear’ …summarised in Ravenscroft (2007)

12 Why use InterLoc? i. Collaborative exercises in ‘digital discourse’ ii. Development of reasoning and discussion skills iii. Linking dialogue and thinking to writing (and digital media creation more generally) iv. Range of adaptable dialogue games Argumentation (CDR) Exploratory dialogue Creative thinking v. Attractive, inclusive and engaging e.g. low barriers to participation (like web 2.0 stuff)

13 Key design features Synchronous Interaction as a social game –Structured rule-based interaction (scaffolding) –multimedia dialogues (4-6 players) –Roles: player, facilitator, learning manager –Pre-defined dialogue features that promote thinking Moves: Inform, Question, Challenge, etc. Sets of Openers to perform each move: “I think…”, “I disagree because…”, “My evidence is…” etc. –Feedback on personal dialogue style Content generated as an Active Document Coordination with Web 2.0 and mobile devices

14 User selected content (Web 2.0) Feedback on performance Replay on mobile phones Extreme Sports example

15 Key interface

16 Login window

17 Preparation screen (Olympics Logo)

18 Game interaction (Olympics Logo)

19 Game interaction (Gordon Brown)

20 viewing and participation via mobile devices

21 Pilots: Learners comments Did the dialogue game, using the sentence openers, change how you expressed, clarified or refined your ideas on this topic? Please comment as appropriate (LonMet) S1. Yes it did, with the openers, I then had to t think before composing the rest of the sentence As a student, would it be useful to participate regularly in dialogues like this one? (Southampton) S2. Yes, because everyone can put their views across without loads of pupils shouting! S3. Good point.Often quiet people do have very good points to make, but are too scared to make them. Did you enjoy discussing the topic in this way, and do you have any further comments? (LonMet) S4. yes. %100 …number remarked preferred DG to f2f dialogue!.

22 More info Andrew Ravenscroft Digital Dialogue Games


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