Abstract
The Vicarious Learner project is investigating the fundamental role of dialogue for learning. More specifically, the project is exploring the benefits to learners of being able to observe others participating in discussion. Such opportunities are becoming fewer with the proliferation of computer-based courses and distance learning, as well as growing student numbers. This paper presents the theoretical aspects of the work. A high-level ‘process model’ of learning is presented and then a more detailed model of what happens in educational dialogues. This ‘logic model’ of dialogue breaks discussions into two parts: the introduction of new premises and the derivation of new premises by the application of rules of reasoning in the domain. It is argued that in ordinary conversation the first aspect dominates while in educational dialogues, many misunderstandings arise from the need for more emphasis on explicit demonstration of use of rules.
| Original language | English |
|---|---|
| Pages (from-to) | 110-119 |
| Number of pages | 10 |
| Journal | Journal of Computer Assisted Learning |
| Volume | 14 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - Jun 1998 |
Keywords
- Worked_example
- Logic- Reflection
- observation
- Argumentation
- learning
- Dialogue