Dialogue Based Teaching

At the heart of dialogue-based teaching as described in this book, is a conviction that learning takes place when students' curiosity and creativity are engaged through conversation and practical-aesthetic activity.

Dialogue Based Teaching

At the heart of dialogue-based teaching as described in this book, is a conviction that learning takes place when students' curiosity and creativity are engaged through conversation and practical-aesthetic activity. By exploring seven cases, Dysthe, Bernhardt and Esbjorn demonstrate how experienced museum educators challenge groups of children and youth to explore a variety of topics, exchange views, and develop new perspectives. The museum educators in this book strive to connect with children's everyday life-worlds, as well as to draw out the multivoicedness that is latent in every group. The authors use seven teaching sequences from different art museums to reveal what dialogue-based teaching looks like in practice. They show how art and design is a springboard to engage students in dialogue, not only about art itself, but about subjects such as history, society, sustainability and identity. These case descriptions illuminate the power and process of dialogue-based education in the art museum and generate insights about learning that are relevant to any museum or classroom setting - in all subjects and at all levels.

Curriculum and Teaching Dialogue

Linking together the idea of collaboration and social capital with our lives, we
engaged in dialogue based on a social constructionism theoretical stance. Social
constructionism focuses on the cultural generation of meaning created through
the ...

Curriculum and Teaching Dialogue

Curriculum and Teaching Dialogue is the journal of the American Association of Teaching and Curriculum (AATC). An important historical event in the development of organizations dealing with the scholarly field of teaching and curriculum was the founding of the AATC on October 1, 1993. The members of the AATC believed that the time was long overdue to recognize teaching and curriculum as a basic field of scholarly study, to constitute a national learned society for the scholarly field of teaching and curriculum (teaching is the more inclusive concept; curriculum is an integral part of teachingthe "what to teach" aspect). Since it's founding AATC has produced scholarship in teaching and curriculum and serves the general public through its conferences, journals, and the interaction of its members. The purpose of the organization was originally defined in Article 1, Section 2 of the AATC Constitution: "To promote the scholarly study of teaching and curriculum; all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum shall be encouraged." Curriculum and Teaching Dialogue seeks to fulfill that mission.

Design Recommendations for Intelligent Tutoring Systems

Rather than didactic content simply being presented, ITS technologies attempt to
emulate human tutors who perform individualized instructional actions. Human
tutors represent dialogue-based actions instead of monologue-based ones.

Design Recommendations for Intelligent Tutoring Systems

Design Recommendations for Intelligent Tutoring Systems explores the impact of intelligent tutoring system design on education and training. Specifically, this volume examines “Instructional Management” techniques, strategies and tactics, and identifies best practices, emerging concepts and future needs to promote efficient and effective adaptive tutoring solutions. Design recommendations include current, projected, and emerging capabilities within the Generalized Intelligent Framework for Tutoring (GIFT), an open source, modular, service-oriented architecture developed to promote simplified authoring, reuse, standardization, automated instructional management and analysis of tutoring technologies.

Artificial Intelligence in Education 1997

Knowledge and Media in Learning Systems : Proceedings of AI-ED 97, World
Conference on Artificial Intelligence in ... Introduction Inquiry teaching is a
dialogue - based teaching style that forces students to articulate theories that are
critical ...

Artificial Intelligence in Education  1997

The theme of this book is Knowledge and Media in Learning Systems, and papers that explore the emerging roles of intelligent multimedia and distributed technologies as well as computer supported collaboration within that theme are included. The spread of topics is very wide encompassing both well- established areas such as student modelling as well as more novel topics such as distributed intelligent tutoring on the World Wide Web. Far from undermining the need to understand how learning and teaching interact, the newer media continue to emphasise the interdependence of these two processes. Collaboration and tools for collaboration are the major topics of interest. Understanding how human learners collaborate, how peer tutoring works and how the computer can play a useful role as either a more able of even a less able learning partner are all explored here.

Information Communication Technologies for Enhanced Education and Learning Advanced Applications and Developments

A model of a competent dialogue is offered to help improve the linking of
thoughts in web dialogues. The chapter concludes with considerations when
developing dialogue-based communication forms for learning purposes and
contributes to ...

Information Communication Technologies for Enhanced Education and Learning  Advanced Applications and Developments

"This book offers an examination of technology-based design, development, and collaborative tools for the classroom"--Provided by publisher.

Curriculum and Teaching Dialogue

Curriculum and Teaching Dialogue is a peer-reviewed journal sponsored by the American Association for Teaching and Curriculum. The purpose of the journal is to promote the scholarly study of teaching and curriculum.

Curriculum and Teaching Dialogue

Curriculum and Teaching Dialogue is a peer-reviewed journal sponsored by the American Association for Teaching and Curriculum. The purpose of the journal is to promote the scholarly study of teaching and curriculum. The aim is to provide readers with knowledge and strategies of teaching and curriculum that can be used in educational settings. The journal is published annually in two volumes and includes traditional research papers, conceptual essays, as well as research outtakes and book reviews. Publication in CTD is always free to authors. Information about the journal is located on the AATC website http://aatchome.org/ and can be found on the Journal tab at http://aatchome.org/about-ctd-journal/

Handbook of Conversation Design for Instructional Applications

Taking self-explanatory instruction as a limiting case, it is proposed that spoken
dialogue may be added to ... Based on these, how far we are in exploiting spoken
dialogue for multimodal instruction is now illustrated and discussed.

Handbook of Conversation Design for Instructional Applications

Given the rapid growth of computer-mediated communication, there is an ever-broadening range of social interactions. With conversation as the bedrock on which social interactions are built, there is growing recognition of the important role conversation has in instruction, particularly in the design and development of technologically advanced educational environments. The Handbook of Conversation Design for Instructional Applications presents key perspectives on the evolving area of conversation design, bringing together a multidisciplinary body of work focused on the study of conversation and conversation design practices to inform instructional applications. Offering multimodal instructional designers and developers authoritative content on the cutting-edge issues and challenges in conversation design, this book is a must-have for reference library collections worldwide.

Encyclopedia of Distributed Learning

The most exciting contemporary development, a new fifth medium, is the Web-
based online dialogue, which offers opportunities for ongoing feedback among a
group of co-learners, between the facilitator and an individual, or between the ...

Encyclopedia of Distributed Learning

In today's fast-paced world, with multiple demands on time and resources as well as pressures for career advancement and productivity, self-directed learning is an increasingly popular and practical alternative in continuing education. The Encyclopedia of Distributed Learning defines and applies the best practices of contemporary continuing education designed for adults in corporate settings, Open University settings, graduate coursework, and in similar learning environments. Written for a wide audience in the distance and continuing education field, the Encyclopedia is a valuable resource for deans and administrators at universities and colleges, reference librarians in academic and public institutions, HR officials involved with continuing education/training programs in corporate settings, and those involved in the academic disciplines of Education, Psychology, Information Technology, and Library Science. Sponsored by The Fielding Graduate Institute, this extensive reference work is edited by long-time institute members, bringing with them the philosophy and authoritative background of this premier institution. The Fielding Graduate Institute is well known for offering mid-career professionals opportunities for self-directed, mentored study with the flexibility of time and location that enables students to maintain commitments to family, work, and community. The Encyclopedia of Distributed Learning includes over 275 entries, each written by a specialist in that area, giving the reader comprehensive coverage of all aspects of distributed learning, including use of group processes, self-assessment, the life line experience, and developing a learning contract. Topics Covered Administrative Processes Policy, Finance and Governance Social and Cultural Perspectives Student and Faculty Issues Teaching and Learning Processes and Technologies Technical Tools and Supports Key Features A-to-Z organization plus Reader's Guide groups entries by broad topic areas Over 275 entries, each written by a specialist in that area Comprehensive index and cross-references between entries add to the encyclopedia's ease of use Annotated listings for additional resources, including distance learning programs, print and non-print resources, and conferences

Developing Interactive Teaching And Learning Using The Iwb

Teachers will be drawn to this material, and will be able to review their own
practice, reflect on the centrality of classroom spoken ... This book will enable
teachers to plan for dialogue based on the motivating and interesting features of
the IWB.

Developing Interactive Teaching And Learning Using The Iwb

This resource aims to provide teachers with the rationale, model and examples they need to develop interactive approaches that will promote learning when using Interactive Whiteboards (IWBs) in the classroom.

Dialogue and Learning in Mathematics Education

... Dialogic teaching and learning is a fragile process . But why worry about this
fragility ? Because dialogic teaching and learning also has potential . In the
Introduction we referred to the work of Freire . He finds that learning based on
dialogue ...

Dialogue and Learning in Mathematics Education

Dialogue and Learning in Mathematics Education is concerned with communication in mathematics class-rooms. In a series of empirical studies of project work, we follow students' inquiry cooperation as well as students' obstructions to inquiry cooperation. Both are considered important for a theory of learning mathematics. Special attention is paid to the notions of `dialogue' and `critique'. A central idea is that `dialogue' supports `critical learning of mathematics'. The link between dialogue and critique is developed further by including the notions of `intention' and `reflection'. Thus a theory of learning mathematics is developed which is resonant with critical mathematics education.

Inspiring Dialogue

Part 1 orients you to the overarching theme of the book—cultivating a dialogic
stance to inspire learning talk in your classroom. More specifically, Chapter 1
introduces you to our idea of dialogic teaching: It is not just about discussion-
based ...

Inspiring Dialogue

Inspiring Dialogue helps new English teachers make dialogic teaching practices a central part of their development as teachers, while also supporting veteran teachers who would like new ideas for inspiring talk in their classrooms. Chapter by chapter, the book follows novice teachers as they build a repertoire of practices for planning for, carrying out, and assessing their efforts at dialogic teaching across the secondary English curriculum. The text also includes a section to support dialogic teacher learning communities through video study and discourse analysis. Providing a thorough discussion of the benefits of dialogic curriculum in meeting the objectives of the Common Core State Standards, this book with its companion website is an ideal resource for teacher development. Book Features: Dialogic tools for step-by-step planning within a lesson, over the course of a unit, or during an entire academic year.A user-friendly, interactive layout designed for new teachers who are pressed for time.Classroom examples addressing the challenges English teachers may face in stimulating rich learning talk in an era of standardization. A companion website with additional examples, activities, and course material. “Real talk. Real classrooms. Real students. The authors of Inspiring Dialogue have given teacher education programs a tool for introducing dialogic teaching in culturally and linguistically diverse classrooms while meeting Common Core State Standards objectives.” —Maisha T. Winn, Susan J. Cellmer Chair in English Education, University of Wisconsin–Madison, author of Girl Time: Literacy, Justice and the School-to-Prison Pipeline “Inspiring Dialogue covers a comprehensive and practical set of tools and strategies for implementing dialogic instruction. . . . It is a program that has been fully tested at Michigan State University in one of the most thorough and carefully crafted teacher education programs nationally.” —From the Foreword by Martin Nystrand, professor emeritus, University of Wisconsin–Madison “One of the most exciting aspects of English language arts is the discussion that can occur in the classroom. For many teachers, however, it is often a struggle to structure and implement real dialogue. Inspiring Dialogue provides specific guidance to encourage authentic conversations between teachers and students with practical advice for implementation.” —Leila Christenbury Chair, Department of Teaching and Learning, Commonwealth Professor, English Education, School of Education, Virginia Commonwealth University Mary M. Juzwik is associate professor of language and literacy in the Department of Teacher Education at Michigan State University (MSU), and co-editor of the journal Research in the Teaching of English. Carlin Borsheim-Black is assistant professor of English language and literature at Central Michigan University (CMU). Samantha Caughlan is an assistant professor of English education in the Department of Teacher Education at MSU. Anne Heintz is an adjunct professor in the Master of Arts in Educational Technology program at MSU.

Artificial Intelligence in Education

[6] H. C. Lane and K. VanLehn, Teaching the Tacit Knowledge of Programming to
Novices with Natural Language ... [7] E. Arnott, P. Hastings and D. Allbritton,
Research Methods Tutor: Evaluation of a Dialogue-Based Tutoring System in the
 ...

Artificial Intelligence in Education

The nature of technology has changed since Artificial Intelligence in Education (AIED) was conceptualised as a research community and Interactive Learning Environments were initially developed. Technology is smaller, more mobile, networked, pervasive and often ubiquitous as well as being provided by the standard desktop PC. This creates the potential for technology supported learning wherever and whenever learners need and want it. However, in order to take advantage of this potential for greater flexibility we need to understand and model learners and the contexts with which they interact in a manner that enables us to design, deploy and evaluate technology to most effectively support learning across multiple locations, subjects and times.

Dialogue and Instruction

Agent architectures, design education, intelligent tutoring, ITS, interaction styles,
mixed-initiative dialogue, teaching ... with describing or analysing existing tutorial
interactions but with defining how a computer-based agent can participate in ...

Dialogue and Instruction

This volume in the NATO Special Programme on Advanced Educational Technology addresses fundamental principles in the design of a dialogue component in intelligent tutoring systems. The purpose of the book is to link fundamental issues of communication and interaction to the more restricted domain of instructional dialogue. The papers are grouped into parts on: theoretical issues in instructional dialogue; theory into practice - interaction in learning environments; natural dialogue and interaction theory; and feedback and control in human-machine communication. The book originates from a NATO Advanced Research Workshop held in Italy in 1992 and the authors are leading researchers in educational technology, dialogue research and user-interface design.

Intercultural Dialogue on English Language Teaching

Being a member of the academic staff in a tertiary level educational institution in
Indonesia almost invariably involves teaching students in various settings, and
yet the full working life of a university-based educator certainly has other
functions ...

Intercultural Dialogue on English Language Teaching

This book examines how educators conceptualize their profession and (re)construct their professional selves. Drawing on a narrative-based study, it reports research that follows closely five multilingual English language teacher educators teaching in a teacher education program at a large private university. It explores their learning and teaching experiences and how they attach meaning to these experiences, the (re)construction of their professional identity, their commitment to their profession, and the various factors that mediate these experiences and understandings by analyzing their narrative accounts. In this exploration, there is a particular focus on the nature of language, identity and culture in intercultural teacher education settings. Overall, the book demonstrates the complex, nuanced, and dynamic nature of professional learning and intercultural identity construction, involving multiple, sometimes competing, discourses of professionalism in ELT. The teacher educators’ professional learning narratives provide an insight into their “struggle for voice” (Britzman, 2003) in their immediate teaching and learning context, as well as internationally. Their struggle for a voice highlights the frictions, negotiations, and dialogues with the dominant western discourses of ELT professionalism that have often been imposed on them in their profession. In addition, their teaching and learning accounts emphasize the importance of revisiting, re-evaluating, and reimagining the teaching paradigm of ELT in this teaching setting in engaging with today’s globalized world. These accounts suggest a call for pedagogical and curriculum reform in ELT that takes into account learners’ linguistic and cultural identity, and that will enable them to use English as a language that mediates their identity work as national, international and intercultural selves. This book is about English language educators’ professional learning, and will be of interest to teacher candidates, teachers, and teacher educators who wish to extend their knowledge and understanding of the dynamicity and complexity of teachers’ learning through narratives of teaching.

Multiculturalism

The learning process had a dialogue-based, problem-posing format as Freire
formulated that all-adult learners share, ... pedagogy: First, dialogue is the center
of the pedagogical process in which learners and teachers are co-investigators.

Multiculturalism

Multiculturalism: A Shalom Motif for the Christian Community is an attempt to engage the Christian community on the ongoing discussion of cultural diversity and its implications for the church and the entire Christian community of the twenty-first century. Written for Christian schools and churches, this book confronts the fact that, for the Christian church in North America to remain vibrant and relevant in the twenty-first century, it must engage with the idea of multiculturalism and all other forms of diversity that now characterize the contemporary society. While the nature of this engagement will vary from case to case, cultural diversity must become a growing face of the church in America. This book uses a combination of philosophy, educational theories, and biblical theology to provide Christian educators and churches with a critical understanding of multiculturalism, as well as practical steps for engaging this issue within the Christian community.

Inside Multi Media Case Based Instruction

In the course of a dialogue, a case based teaching storyteller examines indexes
in its case library to retrieve cases that are relevant to a student's situation. To
support effective case retrieval, the indexing vocabulary must be expressive
enough ...

Inside Multi Media Case Based Instruction

The fourth in the Inside series, this volume includes four theses completed under the editor's direction at the Institute for the Learning Sciences at Northwestern University. This series bridges the gap between Schank's books introducing (for a popular audience) the theories behind his work in artificial intelligence (AI) and the many articles and books written by Schank and other AI researchers for their colleagues and students. The series will be of interest to graduate students in AI and professionals in other academic fields who seek the retraining necessary to join the AI effort or to understand it at the professional level. This volume elaborates the Case-Based Teaching Architecture. A central tenet of this architecture is the importance of acquiring cases, and being able to retrieve and use those cases to solve new problems. The theses address the problems of building case bases, indexing large amounts of data contained within those case bases, and retrieving information on a need-to-know basis. They also reflect the work of researchers at the Institute to design tools that enable software programs to be built more effectively and efficiently.

Intergroup Dialogue in Higher Education Meaningful Learning About Social Justice

Her teaching and research interests focus on pedagogy and diversity, intergroup
dialogue, practitioner research, and ... He recently completed a study of
community-based dialogue programs and is currently a co-principal investigator
for a ...

Intergroup Dialogue in Higher Education  Meaningful Learning About Social Justice

Intergroup dialogue promotes student engagement across cultural andsocial divides on college campuses through a face-to-face,interactive, and facilitated learning experience that bringstogether twelve to eighteen students from two or more socialidentity groups over a sustained period of time. Students inintergroup dialogue explore commonalities and differences; examinethe nature and impact of discrimination, power, and privilege; andfind ways of working together toward greater inclusion, equality,and social justice. Intergroup dialogue is offered as a cocurricular activity onsome campuses and as a course or part of a course on others. Thepractice of intergroup dialogue is considered a substantive andmeaningful avenue for preparing college graduates with theknowledge, commitment, and skills essential for living and workingin a diverse yet socially stratified society. The research evidencesupports the promise of intergroup dialogues to meet itseducational goals?consciousness raising, building relationshipsacross differences and conflicts, and strengthening individual andcollective capacities to promote social justice. This volume outlines the theory, practice, and research onintergroup dialogue. It also offers educational resources tosupport the practice of intergroup dialogue. Addressing faculty,administrators, student affairs personnel, students, andpractitioners, this volume is a useful resource for anyoneimplementing intergroup dialogues in higher education. This is the 4th issue of the 32nd volume of the Jossey-Bassreport series ASHE Higher Education Report Series.Each monograph in the series is the definitive analysis of a toughhigher education problem, based on thorough research of pertinentliterature and institutional experiences. Topics are identified bya national survey. Noted practitioners and scholars are thencommissioned to write the reports, with experts providing criticalreviews of each manuscript before publication.

Ironies Leaders Navigate

From the Bully Pulpit Most church leaders are not given the formal distrust-based
power that often accompanies given authority. ... Jesus appears to agree with
Craddock's suggestion, relying as he does on dialogue-based teaching more
than ...

Ironies Leaders Navigate

Leaders constantly rely upon power. In fact, leadership and power have so much in common that their definitions are often functionally identical. Every act of leadership is an act of power. Hence, the better we understand power, the better we understand leadership. What, then, are the consequences if, as scholars argue, different people understand power differently and often fundamentally misunderstand power? One consequence turns out to be the emergence of a number of ironies. Another consequence is the opportunity to understand leadership settings better through a careful, redeeming, synergistic look at power. To that end, this book first presents roughly sixty studied, power-related dynamics, and then takes a closer look at how these dynamics clarify leadership settings. Ultimately, this study seeks a better understanding of a particular leadership setting--the local church. Challenges distinct to this setting are explored in marked sections, while the book as a whole offers useful lenses through which to assess the challenges all leaders navigate.

A Classroom of One

classroom-based learning. “Online technology supported our interactive teaching
model, which is dialogue-based and critical to the success of our program,” she
said. And so it was that bulletin boards figured im– portantly in online courses at ...

A Classroom of One

A study of online learning throughout the world examines virtual campuses, evaluating the methods by which electronic learning is conducted while reviewing the business of online education.