From conditioning to learning communities: Implications of fifty years of research in e‐learning interaction design

This paper will consider e‐learning in terms of the underlying learning processes and interactions that are stimulated, supported or favoured by new media and the contexts or communities in which it is used. We will review and critique a selection of research and development from the past fifty years that has linked pedagogical and learning theory to the design of innovative e‐learning systems and activities, and discuss their implications. It will include approaches that are, essentially, behaviourist (Skinner and Gagné), cognitivist (Pask, Piaget and Papert), situated (Lave, Wenger and Seely‐Brown), socio‐constructivist (Vygotsky), socio‐cultural (Nardi and Engestrom) and community‐based (Wenger and Preece). Emerging from this review is the argument that effective e‐learning usually requires, or involves, high‐quality educational discourse, that leads to, at the least, improved knowledge, and at the best, conceptual development and improved understanding. To achieve this I argue that we need to adopt a more holistic approach to design that synthesizes features of the included approaches, leading to a framework that emphasizes the relationships between cognitive changes, dialogue processes and the communities, or contexts for e‐learning

Dialectical Polyptych: an interactive movie installation

Most of the known video games developed by important software companies usually establish an approach to the cinematic language in an attempt to create a perfect combination of narrative, visual technique and interaction. Unlike most video games, interactive film narratives normally involve an interruption in time whenever the spectator has to make choices. “Dialectical Polyptych” is an interactive movie included in a project called “Characters looking for a spectactor”, which aims to give the spectator on-the-fly control over film editing, thus exploiting the role of the spectator as an active subject in the presented narrative. This paper presents an installation based on a mobile device, which allows seamless real-time interactivity with the movie. Different finger touches in the screen allow the spectator to alternate between two parallel narratives, both producing a complementary narrative, and change the angle or shot within each narrative.info:eu-repo/semantics/publishedVersio

Building the foundations of professional expertise: creating a dialectic between work and formal learning

Recent critiques of management and teacher education curricula and teaching pay particular attention to the disconnection between the de-contextualised, formal knowledge and analytical techniques conveyed in university programs and the messy, ill-structured nature of practice. At the same time research into professional expertise suggests that its development requires bringing together different forms of knowledge and the integration of formal and non-formal learning with the development of cognitive flexibility. Such complex learning outcomes are unlikely to be achieved through a 'knowledge transmission' approach to curriculum design. In this article we argue that in many ways current higher education practices create barriers to developing ways of knowing which can underpin the formation of expertise. Using examples from two practice-focused distance learning courses, we explore the role of distance learning in enabling a dialogue between academic and workplace learning and the use of 'practice dialogues' among course participants to enable integration of learning experiences. Finally, we argue that we need to find ways in higher education of enabling students to engage in relevant communities of expertise, rather than drawing them principally into a community of academic discourse which is not well aligned with practice

Reflective Collaboration Practices to Explore Personal Belief Systems in Teacher Preparation Courses

The purpose of this article is to examine the need for intentionally designed faith integration conversations to explore the personal belief systems and concerns of teacher candidates through the use of effective reflective collaboration strategies in their preparation courses. The influence of one’s prior experiences and personal belief system cannot be underestimated when working effectively in a pluralistic society. This necessitates that all teachers be cognizant of how their belief system shapes interactions with students and families, as well as how they plan for instruction. Student voice and reflective collaboration techniques are important instructional tools that can be integrated into teacher preparation courses at Christian universities to assist pre-service teachers in reaching this understanding. Practical strategies to address faith integration questions are discussed in this article to assist instructors with incorporating student voice and reflective collaboration practices in their university classrooms

Management: thesis, antithesis, synthesis

Increasingly, managers live in a world of paradox. For instance, they are told that they must manage by surrendering control and that they must stay on top by continuing to learn, thus admitting that they do not fully know what they do. Paradox is becoming increasingly pervasive in and around organizations, increasing the need for an approach to management that allows both researchers and practitioners to address these paradoxes. A synthesis is required between such contradictory forces as efficiency and effectiveness, planning and action, and structure and freedom. A dialectical view of strategy and organizations, built from four identifiable principles of simultaneity, locality, minimality and generality, enables us to build the tools to achieve such synthesis. Put together, these principles offer new perspectives for researchers to look at management phenomena and provide practitioners with a means of addressing the increasingly paradoxical world that they confront.dialectics, improvisation, paradox, synthesis

It's all action, it's all learning: Action learning in SMEs

Purpose - The purpose of this paper is to argue that action learning (AL) may provide a means of successfully developing small to medium-sized enterprises (SMEs). Design/methodology/approach - The literature around SME learning suggests a number of processes are important for SME learning which similarity, it is argued, are encompassed in AL. AL may therefore offer a means of developing SME. This argument is then supported through the results of a longitudinal qualitative evaluation study conducted in the north-west of England, which involved the use of AL in 100 SMEs. Findings - The paper finds that the discursive and critical reflection aspects of the set environment appeared to be of great utility and importance to the SMEs. Sets also had an optimum level of which helped them find "common ground". Once common ground was established set members often continued to network and form alliances outside of the set environment. SME owner-managers could discuss both personal and business. Finally, AL offered the opportunity to take time out of the business and "disengage" with the operational allowing them to become more strategic. Practical implications - In this paper both the literature review and the results of the evaluation suggest AL may offer a means of engaging SMEs in training, which is relevant and useful to them. AL offers a way for policy makers and support agencies to get involved with SME management development while retaining context and naturalistic conditions. Originality/value - This paper attempts to move beyond other articles which assess SME response to government initiatives, through examining the literature around SME learning and constructing a rationale which proposes that AL encompasses many of the learning processes suggested in the literature as effective for SME development. © Emerald Group Publishing Limited

Critical thinking and systems thinking: towards a critical literacy for systems thinking in practice

About the book: In reflective problem solving and thoughtful decision making using critical thinking one considers evidence, the context of judgment, the relevant criteria for making the judgment well, the applicable methods or techniques for forming the judgment, and the applicable theoretical constructs for understanding the problem and the question at hand. In this book, the authors present topical research in the study of critical thinking. Topics discussed include developing critical thinking through probability models; the promotion of critical thinking skills through argument mapping; an instructional model for teacher training in critical thinking; advanced academic literacy and critical thinking and critical thinking and higher education

Organizational time: a dialectical view

We present twelve propositions constituting a contribution to a contingency view of time in organizations and synthesize apparently opposite perspectives of time. To articulate them, we relate the planning, action and improvisation strategic orientations to the dependent, independent and interdependent perspectives of the environment. Then, we relate these strategic orientations related to approaches to the problems of scheduling, synchronization and time allocation. Action strategies rely on event time to handle scheduling, use entrainment to synchronize with their environment and view time as linear. Planning strategies use even time to handle scheduling, impose their internal pacing upon the environment and view time as cyclic. Improvisation strategies use even-event time to handle scheduling, synchronize via internal-external pacing and hold a spiral view of time. Our argument strengthens the case for a more deliberate approach to time in organizations and favors a dialectical view of organizational phenomena.action, contingency, dialectics, improvisation, planning, synthesis, time

Critical Thinking Activities and the Enhancement of Ethical Awareness: An application of a ‘Rhetoric of Disruption’ to the undergraduate general education classroom

This article explores how critical thinking activities and assignments can function to enhance students’ ethical awareness and sense of civic responsibility. Employing Levinas’s Othercentered theory of ethics, Burke’s notion of ‘the paradox of substance’, and Murray’s concept of ‘a rhetoric of disruption’, this article explores the nature of critical thinking activities designed to have students question their (often taken-for-granted) moral assumptions and interrogate their (often unexamined) moral identities. This article argues that such critical thinking activities can trigger a metacognitive destabilization of subjectivity, understood as a dialectical prerequisite (along with exposure to otherness) for increased ethical awareness. This theoretical model is illustrated through a discussion of three sample classroom activities designed to destabilize moral assumptions and identity, thereby clearing the way for a heightened acknowledgment of otherness. In so doing, this article provides an alternative (and dialectically inverted) strategy for addressing one of the central goals of many General Education curricula: the development of ethical awareness and civic responsibility. Rather than introducing students to alternative perspectives and divergent cultures with the expectation that heightened moral awareness will follow, this article suggests classroom activities and course assignments aimed at disrupting moral subjectivity and creating an opening in which otherness can be more fully acknowledged and the diversity of our world more fully appreciated