#Change11 #CCK12 On Conversation and Pedagogical Framework

I came across this post of in praise of vagueness

Is the eternal quest for precise information always worthwhile? Our research suggests that, at times, vagueness has its merits. Not knowing precisely how they are progressing lets people generate positive expectancies that allow them to perform better. The fuzzy boundaries afforded by vague information allow people to distort that information in a favorable manner.

Would this apply in the creation of blog post, especially when precise information is not always available?  Would vagueness in the provision of information aid in stimulating conversation on blogs?

This conversation analysis sounds interesting though it is only applicable in medical conversation.  However, I found conversation analysis also useful in  establishing relationship with others, in social networking.

Laurillard’s Conversational framework sounds interesting here.  It is a useful framework in analyzing the learning transactions between an educator and learner, and how each would contribute to learning in a social networking setting.

Grainne comments in her post:

It focuses on Laurillard’s five media types:

  • Narrative – print, web resources, TV, video, etc.
  • Interactive – hypermedia and web resources
  • Communicative – audio and video conferencing, student collaboration, etc.
  • Adaptive – simulations and interactive tutorials
  • Productive – microworlds, etc.

I think this conversation framework stems from a macro social-communication-technological-media approach, and so how the conversations are developed in the different networks and communities would need to be analysed separately, especially when the learners are assuming part or all of the role of the teachers in the learning process or conversation.

Conversation - with learner in dialogue could be conceptualized in a PLE model , where internalized conversation takes place, with reflective learning (Kop, Fournier and Mak, 2011).

I have conceived that conversation could also be reflected upon, with fractal formations and development, where nested narratives (fractals embedded within fractals) are the important connections between the initial conversation and subsequent conversations.  This is where learning conversation could be manifested.

Conversation could also form part of the pedagogical framework within the model proposed by Grainne.  I think the dichotomy between individual and social could be depicted with a slightly different format, where individual would form the core of a circle, and social would lie outside the circle.

Here I have conceived the pedagogy in a different framework.  Essentially, it is based on the network properties and principles as proposed by Stephen Downes.

Here is my latest suggested pedagogical framework.  I think the information and experience dimensions are embedded in the social and individual dimension, as revealed in the conversation framework.

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9 thoughts on “#Change11 #CCK12 On Conversation and Pedagogical Framework

  1. Pingback: #Change11 #CCK12 On Conversation and Pedagogical Framework | Educación a Distancia (EaD) | Scoop.it

  2. Nice post John I like the different visualisations to try and make sense of things – we need more of this kind of thing! Will explore more the concept of fractal formations and development.
    Gráinne

  3. Thanks Grainne for your comments. Agreed that we need more of this kind of thing, like http://www2.smumn.edu/deptpages/~instructtech/lol/laurillard/ I reckon we could reflect more on the practical and emerging aspects, especially with the emerging tools and technology. For instance, how would the introduction of mobile technology – iPads, iphones, and augmented reality apps impact on the conversation and pedagogical frameworks? How would interaction shift, from text-based post or tweets in different platforms outside the institutional environments? Should iPads, iphones, and social media be part of the classroom curriculum, in order to reinforce the conversation pedagogy? What are the impacts of such tools on formal education (classroom teaching and pedagogy in particular)?

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