The Human Centrality of Conversational Learning

View Sample PDF

Author(s): Gary McIntyre Boyd (Concordia University, Canada)
Copyright: 2008
Pages: 10
Source title: Handbook of Conversation Design for Instructional Applications
Source Author(s)/Editor(s): Rocci Luppicini (University of Ottawa, Canada)
DOI: 10.4018/978-1-59904-597-9.ch004

Keywords: Education / Educational Technologies / Information Science Reference / Instructional Design

Purchase

View The Human Centrality of Conversational Learning on the publisher's website for pricing and purchasing information.

Abstract

More responsible and potent World-wide distributed cybersystemic education is now essential for the survival of eudamonic human being. The main thrust of this chapter is that multi-level multi-perspectival learning conversations supported by manipulatable realia workspaces are essential for potent and responsible education. Three types of conversation: 1) about why we are learning this, 2) about what this amounts to, and 3) about how to better learn, are (after Harri-Augstein & Thomas, 1991) taken as primary. And employed to construct the argument for using and improving versions of learning support ventures based on Gordon Pask’s Conversation Theory. Roy Bhaskar’s Meta-Reality Philosophy provides an appealing novel approach toward legitimating our whole collective undertaking.

The IRMA Community

Research IRM

The Human Centrality of Conversational Learning

Purchase

Abstract

Related Content

IRMA Sponsors