Supporting Online Conversations

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To keep up with the information explosion and develop individuals for the knowledge society and information economy Australia’s vocational education and training (VET) sector needs to rethink learning, teaching and assessment (Callan, 2003, Schofield & McDonald, 2005). Teacher-centred approaches where teachers are central to the learning and relied upon as knower of all knowledge is no longer relevant (Callan, 2003). Memorisation of facts has expanded to include knowing how and where to source information but also knowing how to forget and unlearn information (Candy, 2003). The skills learners need to survive in a knowledge and information economy are the skills of becoming self-directed learners (Education Network Australia (EdNA) VET Advisory Group, 2000). This means that VET sector needs to move away from traditional based teaching to a more contemporary flexible on-line based approach that is student-centred, innovative and responsive and develops the skills for lifelong learning (Schofield & McDonald, 2005).

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Supporting Online Conversations - Presentation Transcript

Supporting online conversations
Theoretical concepts
- Constructivist approach (Piaget, 1977)
- Suggests learning is an active process where learners learn how to learn independently, investigate problems, critically think and evaluate their learning, collaborate and debate with others (Bruce & Bishop, 2002)
- Constructionist (Renninger, 2002)
- Collaborative discourse where dialogue and exchange are paramount.
Conceptual Framework