1. The Conversational Framework based on work by Laurillard

3. The framework as a sequence 1. The Teacher sets the task goal 2. The Teacher describes his/her conception of the subject (or that aspect of it being taught) 3. The Learner describes his/her conception of it 4. The Teacher re-describes in the light of the Learner's conception or action 5. The Learner re-describes in the light of the Teacher's re-description or Learner's action 6. The Teacher adapts the task goal in the light of the Learner's description or action. Atherton (2003) based on Laurillard (1993)

4. Teacher’s constructed environment Reflection in light of experience Adaptation of actions in light of theory Reflection on learners’ actions Student’s specific actions Teacher’s Concepts Conversational Framework for the learning process Laurillard (2000) Adaptation of learners’ activities Student’s specific concept Goal Feedback Actions Revisions Theory, ideas Questions, ideas

5. Bibliography Atherton, J. S. (2003) Learning and Teaching: Pask and Laurillard [On- line] UK: Available: http://www.dmu.ac.uk/~jamesa/learning/pask.htm#Conversational Accessed: 8 July 2004 http://www.dmu.ac.uk/~jamesa/learning/pask.htm#Conversational Laurillard, D (2000a) Rethinking University Teaching: a conversational framework for effective use of learning technologies Routledge Falmer Laurillard, D (2000b) HCT-2000 [Online] at http://meno.open.ac.uk/meno/ visited 19.12.2001. Multimedia, Education, and Narrative Organisation http://meno.open.ac.uk/meno/