Introduction to the Conversational Framework Diana Laurillard UCL Knowledge Lab

What it takes to learn: The Conversational Framework

What does it take to learn in formal education? Teacher concepts Learner concepts L C L C Peer concepts To be able to take a critical approach to learning with digital technology, we need to be clear about what it takes to learn in formal education. Here is one way to think about it. This is very simplified representation of a learner learning. They have some concepts, and they have some level of practice. At the concept level, as they learn new concepts, there are continual iterations of ideas at the conceptual level, as they gradually develop a concept, and begin to join it up with other concepts. At the practice level as well, there are continual iterations of actions that gradually develop a skill, and then gradually more complex skills. Of course it’s also important that the concepts influence the learner’s practice, and their practice also influences the development of their concepts, in another continuously iterating cycle. That’s how we are all learning all the time, from day 1, for all kinds of language learning, sport, social interaction, and so on. And in formal education we have to make sure that the formal concepts and academic skills are being developed in these continual iterative interactions if the learner is to develop formal concepts they can use in practice. And we do that by engaging the learner in making those iterations by interacting with the teacher at the conceptual level, and the learning environment they set up at the practice level. And the same with their peers – they discuss concepts, and they practice skills together. Learning environment Learner practice L P L P Peer practice

What does it take to learn in formal education? Acquiring Teacher communication cycle Peer communication cycle Teacher concepts Inquiring Learner concepts L C L C Peer concepts With this basic framework, we can now use it to represent all the main types of learning we use in education. We can link each one to a specific part of the framework. - So we can represent ‘learning through acquisition’, where the teacher is communicating concepts and ideas That changes some concept, then more presentation changes it some more – or so we hope! But the learner does not need to generate any ideas However, for ‘learning through inquiry’, where the learner explores or interrogates the teachers’ concepts - the learner uses ideas they find and also generates ideas of what to look for next So this iteration produces more conceptual activity by the learner ….. From D. Laurillard (2012) Teaching as a Design Science, Routledge: New York. Teacher modelling cycle Peer modelling cycle Learning environment Learner practice L P L P Peer practice

What does it take to learn in formal education? Acquiring Teacher communication cycle Learner concepts Peer communication cycle Teacher concepts Inquiring L C L C Peer concepts The for ‘learning through practice’, the learner puts their concepts into practice to achieve a goal, and then respond to feedback; And again their interaction with the environment will change their practice and generate new actions to get more feedback. - Then, we also want to encourage them to use their practice to change their concept, and equally, use their concepts to inform their practice, and so generate a better action. From D. Laurillard (2012) Teaching as a Design Science, Routledge: New York. Teacher modelling cycle Peer modelling cycle Learning environment Practising Learner practice L P L P Peer practice

The Conversational Framework for learning in formal education Acquiring Teacher communication cycle Learner concepts Peer communication cycle Teacher concepts Inquiring L C L C Discussing Peer concepts Producing The same iteration happens with ‘learning through discussion’, where the social construction of ideas helps learners develop their concepts; the generate questions, and respond to other learners with answers to their questions, again the iteration helps to develop their concepts. Similarly, for ‘learning through collaboration’, they are discussing and sharing practice, and also linking the two, which helps them develop both concepts and practice with each other; - And finally, ‘learning through production’, is where they reflect on and represent what they have learned to communicate it to the teacher. So they connect up concepts and practice, and then produce an essay, or performance, or presentation to show what they have learned. There is no special ordering to this. All the cycles should continually iterate as much as possible to promote learning, and for any one session can start anywhere. - So for the teacher, the message of the framework is that ideally we design learning sessions that use all these types of learning. ---- From D. Laurillard (2012) Teaching as a Design Science, Routledge: New York. Teacher modelling cycle Peer modelling cycle Collaborating Learning environment Practising Learner practice L P L P Peer practice Ideally, the teacher designs learning sessions that use all these types of learning in the Conversational Framework (Laurillard, 2012)

Technology supporting types of learning YouTube videos, screencasts, forums OERs, Podcasts Discussion forums, Twitter, Facebook, Blogs Teacher communication cycle Learner concepts Peer communication cycle Teacher concepts L C L C Peer concepts Search engines, repositories, digital libraries, WebQuests Programs, animations, blogs, e-portfolios, photos, videos, screencasts From D. Laurillard (2012) Teaching as a Design Science, Routledge: New York. Digital tools of the field Commercial simulations and games Coding toolkits VLEs, Tools, Wikis, Storyboarding, Websites, Coding communities Teacher modelling cycle Peer modelling cycle Learning environment Learner practice L P L P Peer practice Teachers are using many different kinds of digital technologies for active learning

Technology supporting types of learning YouTube videos, screencasts, forums OERs, Podcasts Discussion forums, Twitter, Facebook, Blogs Teacher communication cycle Teacher concepts Learner concepts Peer communication cycle L C L C Peer concepts Search engines, repositories, digital libraries, WebQuests Programs, animations, blogs, e-portfolios, photos, videos, screencasts From D. Laurillard (2012) Teaching as a Design Science, Routledge: New York. Digital tools of the field Commercial simulations and games Coding toolkits VLEs, Tools, Wikis, Storyboarding, Websites, Coding communities Teacher modelling cycle Peer modelling cycle Learning environment Learner practice L P L P Peer practice Teachers are using many different kinds of digital technologies for active learning

Types of learning improving with technology Acquisition Discussion Collaboration Inquiry Production Practice

Further details… http://learningdesigner.org Routledge http://www.routledge.com/9780415803878/