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The teacher as action researcher : Using technology to capture pedagogic form

Laurillard, Diana (2008) The teacher as action researcher : Using technology to capture pedagogic form. Studies in Higher Education, 33 (2). pp. 139-154. ISSN 0307-5079

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Abstract

The paper argues that we make best use of learning technologies if we begin with an understanding of educational problems, and use this analysis to target the solutions we should be demanding from technology. The focus is to address the issue from the perspective of teachers and lecturers – the 'teaching community', and to consider how they could become the experimental innovators and reflective practitioners who will use technology well. Teachers could become 'action researchers', collaborating to produce their own development of knowledge about teaching with technology. For this to be possible, they must be able to share that knowledge, and the paper proposes the use of an online learning activity management system (LAMS) as a way of capturing and sharing the pedagogic forms teachers design. An action research approach, like all research, needs a theoretical framework from which to challenge practice, and paper shows how teachers could use the Conversational Framework to design and test an optimally effective learning experience. Examples of 'generic' learning designs illustrate how such approach can help the teaching community rethink their teaching, collectively, and embrace the best of conventional and digital methods. In this way they will be more likely to harness technology to the needs of education, rather than simply search for the problems to which the latest technology is a solution.

Item Type: Article
Additional Information: Invited keynote address to the 4th International Conference on Lifelong Learning: Partners, Pathways, Pedagogies, Central Queensland University, Rockhampton, 14-16 June 2006. This is an electronic version of an article published in Laurillard, Diana (2008) The teacher as action researcher: Using technology to capture pedagogic form. Studies in Higher Education, 33 (2). pp. 139-154. Studies in Higher Education is available online at: http://www.informaworld.com/10.1080/03075070801915908. This paper is based on an invited keynote address to the 4th International Conference on Lifelong Learning: Partners, Pathways, Pedagogies, Central Queensland University, Rockhampton, 14-16 June 2006.
Controlled Keywords: Higher education institution, ICT and learning, Peer learning
Divisions: IOE Departments > Departments > London Knowledge Lab
Depositing User: IOE Repository Editor (2)
Date Deposited: 28 Aug 2009 14:07
Last Modified: 27 Nov 2013 12:15
URI: http://eprints.ioe.ac.uk/id/eprint/503

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