Sunday, 20 June 2010

Conversational Framework - why I like it


When imparting the message of learning technologies, I am often asked to fulfil a more practical role than I would like. There are many reasons for this. One is my inclination to steer clear of models. I have an almost subconscious feeling that in the real world your average educator won't be interested in some complicated diagram that takes ages to understand. Maybe this reflects the lack of time/lack of value we have in education for learning design in general. Models are supposed to help with this process but if you don't value or the system doesn't value the process then they serve no purpose.

However, I've been reflecting that perhaps it's irresponsible to ignore and not promote aids to the adoption of learning technologies that are also often aids to learning design in general.

The conversational framework has emerged for me as the most useful for my context as someone promoting the use of learning technologies. It's pretty comprehensive and seems to sum up the situation pretty well whilst giving a useful checklist to the educator.

What's important to realise is that that many model seems to involve taking a pedagogical stance. I'm happy to do this but it's not always an easy sell for others if they don't agree or don't really know what pedagogy their teaching philosophy fits in with. This is where the converstaional framework is good because, by catering, for a great variety of all different teaching and learning methods it not championing one pedagogical stance over another. Instead it caters for the key elements of a number of different ones. It also seems to have a logical inclusion of every common sense and established way of teaching and learning. I guess to be receptive to the conversational framework you just have to agree that including all these thing in teaching is a good idea. Not many would disagree.

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