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Conversational Framework for the Learning Individual (Laurillard 1997)

Teacher Student. Theoretical. Conceptual. Articulation/. representation. representation. Re-articulation. Reflection/. Reflection/. Adaptation. Adaptation. Experiential. Goal-oriented. Action/. environment. behaviour. Feedback.

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Conversational Framework for the Learning Individual (Laurillard 1997)

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  1. Teacher Student Theoretical Conceptual Articulation/ representation representation Re-articulation Reflection/ Reflection/ Adaptation Adaptation Experiential Goal-oriented Action/ environment behaviour Feedback Conversational Framework for the Learning Individual (Laurillard 1997) Content Process

  2. The Continuum Face to face Study on your own

  3. All taught All done in the classroom/ workshop, perhaps with a little practice outside.

  4. SWOT Strengths Weaknesses Opportunities Threats/ Risks

  5. Homework/Projects • Taught sessions most important: other work set to fit in with them. • May make use of library/internet etc. as complementary recources only

  6. Supported independence • Students work mainly on their own, with tutorial support as required • Main burden of content provision carried by personal research or provided materials

  7. Resource-based Learning • Routine process element of the teaching incorporated into the materials • Tutorial support primarily when student gets into difficulty

  8. Resource-based Learning • An approachrather than just a technique • Embraces: • Open learning • Flexible learning • Independent learning • Distance learning

  9. Claimed advantages • Increases accessibility • Flexibility • Consistency • Easy to evaluate • Cheap (?)

  10. Forms • Text-based • Specially-written • Using existing resources • Video and audio • Resources (tapes, CD, CD-ROM) • Distant real-time (video-conferencing) • Computer-based (CAL and CBT) • Multimedia (CD, DVD, broadband net) • Asynchronous support (e-mail and computer conferencing)

  11. Costs • Deceptively cheap at the point of delivery, but • High cost of development • Estimate 20hrsper hour of student learning time for simple in-house text-baed RBL • Up to 100hrsper hour for interactive CAL

  12. RBL and Lifelong Learning • Attractive because of • Accessibility • Delivery to work-places and home • Customised, consistent training • Basis for • Expansion of provision • LearnDirect

  13. But... • Makes demands on students • Access to facilities • Competence in using them • Time-management • Study Skills

  14. And ... • What happens to teachers? • Reduced to support rolefor packaged programmes • Replaced by resource centre technicians • Standardisation of learning programmes • Need for economies of scale

  15. Centralised Controlling Quality Democratic Distributed Variable Top-down/bottom-up

  16. Resources • National Grid for Learning Developing frameworks • Virtual Learning Environments • Managed Learning Environments • Virtual Practice Environments

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