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web2write Idensen's List: 2write
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Jan 19, 13
Learning conversations
Learning conversations can take many forms, but all share a common theme: the learner is at the heart of the process. Harri-Augstein and Thomas (1991) envisaged the learning conversation as a scaffold to help learners reflect constructively. It has come to represent a model of working in formal, one to one situations such as reviews, where learners can reflect on their progress and decide what to do next, or where any informal constructive feedback is taking place during the learning itself. Laurillard (2000) sees learning conversations as being ‘applicable to any learning situation’ and she points out that the strategy must be ‘discursive, adaptive, iterative and reflective’ and that it must operate at task and/or topic level, meaning that it must relate to the learner’s immediate context.
The purpose of the learning conversation is to:
• keep the learner at the centre and to work with their agenda
• challenge and motivate learners to improve
• enable learners to explain their progress and how far this deepens their understanding
of the topic, theory or concept
• enable teachers* to explain how far learner progress fits in with overall understanding
of the topic, theory or concept
• keep the learner actively engaged in analysing learning information and using it to plan
their own learning and development, for example, they are able to set targets, to reflect
on feedback and to carry out self-assessment
• enable the individual to become an expert learner, self-motivated and able to manage
their own learning independently
• encourage the individual to become a reflective learner and to transfer skills. -
Jan 04, 13
MOOCS, Online Learning, and the Wrong Conversation http://t.co/QtwwtZQk via @zite #mooc
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