Dialogic Learning: Shifting Perspectives to Learning, by J van der Linden, P Renshaw (Eds.)

By J van der Linden, P Renshaw (Eds.)

This booklet indicates the significance of a extra socially grounded account on studying, guide and educating at and among diverse degrees: meta-theory, conception, equipment and academic practices. 3 major questions are handled within the study offered within the publication: what are the affordances and constraints of a dialogic view of realizing, wisdom, and studying; how worthwhile it really is to combine modern studying mechanisms and ideas (like elaboration, metacognition) inside of a dialogic framework; what are the academic implications of a dialogic view of understanding and studying.

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Additional info for Dialogic Learning: Shifting Perspectives to Learning, Instruction and Teaching

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Episode 11: group 2 (5/6/00) 1) Fouzia: Look, you do the length. OK first we calculate the length. If you do it step by step, we will be finished in no time [laughs]. 2) [Other students laugh] 3) Fouzia: OK, now the length, what is the length? 4) Student: Three centimeters (…) 5) Fouzia: How much is it upwards? [laughs] 6) Zakaria: Four centimeters. 7) Fouzia: [laughing] How long is it? 8) Ilham: Three centimeters. 9) Ferit: Three centimeters. 10) Ilham: You should take this one. 11) Student: OK, here three centimeters.

This model is characterized by a tutor structuring the dialogue in such a way that she includes the tutees' contribution into her intervention. At the same time, this does not mean that the tutees are expected to begin a discussion or raise a topic. Annelies has taken on the responsibility herself to start and lead the interaction. In many respects this mode of collaboration resembles the Child-as-Performer (CAP) strategy, adopted by parents in interaction with their children (Nilholm & Säljö, 1996).

This chapter analyses the affordances and constraints of a cyber literacy program (PLUS) designed for Australian Indigenous youth. The project sought to build on the cultural resources and experiences of the youth by engaging in a dialogic process of planning, negotiating, implementing, reflecting and renegotiating the program with participants and a range of stakeholders. Our observations suggest a complex interaction between indigeneity and cyber technologies. In the majority of cases, students presented themselves as part of the pervasive global popular culture, and often hot-linked their own web pages to those of their pop icons and local sports stars.

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