Robert Doornenbal

Lid kenniskring Geestelijk Leiderschap

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Bart Cusveller

Lector Verpleegkundige Beroepsethiek

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Vera Prins

Student Communicatie

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Diane Laurillard

Diana Laurillard is een denker en schrijver rond het gebruik van multimedia en onderwijs.

Ze schreef oa Rethinking University Teaching (2002). In 2009 hield ze een lezing over technologie en onderwijs (Evaluating Learning Designs). De film begin hieronder:

Diana Laurillard


http://www.macs.hw.ac.uk/~rjr/dolweb/laurillard.htm

 

 

Diana Laurillard - Design tools for e-learning

“Design tools for e-learning” van Diana Laurillard:
http://www.unitec.ac.nz/ascilite/proceedings/papers/key_laurillard.pdf
http://www.unitec.ac.nz/ascilite/proceedings/programme.html

In dit document zelf staat nog niet zo veel informatie, maar het is eerder een inleiding (een keynote speech) op een presentatie die ze gegeven heeft en die beschikbaar is op http://www.imsglobal.org/otf/dl02SeptSheffield.pdf.
Hierin wordt de (voor mij bijzonder relevante en cruciale) vraag gesteld of “computationally well-formed descriptions of such [pedagogical / learning activity] models” (dus: formalisaties van pedagogische modellen) bruikbaar zijn voor zowel de ontwerpers van e-learning architecturen als voor ontwerpers van learning activities of e-leermateriaal. Ook wordt de vraag gesteld of die formalisaties een vorm kunnen aannemen die simpel genoeg is zodat de controle van het learning design bij de teacher kan gelegd worden in plaats van bij de software-ontwikkelaar…

(bron: http://ariadne.cs.kuleuven.be/wordpress/mmeire/index.php/2003/11/30/diana-laurillard-design-tools-for-e-learning/ )

 

Laurillard's Conversational Model

(Rethinking University Teaching, Diana Laurillard).

Laurillard developed a model of teaching with aim of applying it primarily to the use of technology in higher education.

 

  • Learning (at HE level at least) is about what she calls ``second order'' expriences of the world. It's not enough just to observe and experience the world; you have to examine other people's experiences, arguments and models.
  • Learning therefore involves mapping between experiences of the world, and these descriptions and arguments:

     

    • relating knowledge to experience; theory to practice; adjusting descriptions to fit experience;
  • From this she proposes that learning should be viewed as dialogue between teacher and student, operating at level of descriptions, with certain characteristics.

Characteristics of Effective Teaching/Learning Dialogue

 

Discursive:
  • Teachers and students conceptions should be accessible to the other.
  • Teacher and students must agree learning goals and task goals.
  • Teacher must provide environment within which students can act on, generate and receive feedback on descriptions appropriate to topic goal.
Adaptive:
Teacher must use feedback on students conceptions to revise focus of `dialogue'.
Interactive:
Teacher must provide feedback to students based on their tasks and conceptions.
Reflective:
Teacher should support process where students relate tasks and experiences to the topic and topic goals.

The Conversational Model

(Diagrams from Russ Pennell; http://edtech.nepean.uws.edu.au/mmn8/laurillard.html).

Laurillard's model emphasises the interactions that take place between teacher and student, and between experience and theory.

 

Applying the Model

Laurillard analyses both types of teaching/learning, and types of learning technology in terms of which of these types of interaction are supported.

Applying the Model

Similarly different uses of technology are analysed (as given in table) e.g.,:

  • Simulations allow feedback and interaction at the experiential level.
  • Hypertext allows limited interaction at conceptual level.
  • "Tutorial simulations'' potentially provide for all types of interaction.

If a particular type of program doesn't provide for all the types of interaction, Laurillard would argue that it must be provided for in other aspects of the teaching situation.

 

Summary

 

  • Both models emphasise the role of dialogue and interaction; including interaction with the subject matter via tasks.
  • Both provide a way of categorising software, and identifying gaps in the types of interaction that a teaching scenario provides.
  • So both can provide us with guidance on how to use educational software, and on the elements that should be included if teaching is to be primary via technology.

(bron: http://www.macs.hw.ac.uk/~rjr/dolweb/docs/laurillardmoddoc.htm )