20080605_workshop_Bodomo.pptVIP

Introduction Interactivity in learning situations has attracted considerable attention (Brogan, 1999; Parker, 1999; Bodomo, 2006, 2008). How can instructional interactivity be enhanced? The Conversational Learning Community (CLC) In the age of IT, web-based teaching in a course plays a crucial role in enhancing interactivity. WebCT, a web-based platform for course design, is the platform for implementing this. Outline The model of CLC and three main types of instructional interactivity Constructivist theories A case study comprising a report of activities on the WebCT Conclusion The Conversational Learning Community (CLC) CLC is a model of learning that projects the idea that learning is most effective in an atmosphere of interactive communication between learners, teachers and modern digital resources (Bodomo, 2001; Bodomo, Luke, and Anttila 2003; Bodomo, 2006; Bodomo, 2008). The theme of the model Knowledge and meaning are constructed out of the learner’s own experience. One of the tenets of CLC is to gradually encourage students to frenetically work themselves into a community of partnerships for learning based on activities both in the classroom and online (information mining, competitive group debates, etc). Main types of instructional interactivity Instructor-learner Learner-learner Learner-resource Instructor-learner Interaction either via physical face-to-face activities (at lectures, tutorials, demonstrations, and consultations) or via digital ICTs (email enquiries, bulletin board enquiries and clarifications, and very rarely chat rooms) or a mixture of both Learner-learner Interaction within or without an ICT medium, where students are involved in communication with each other in the classroom, in the corridors, on web-based bulletin boards, in chat rooms, and through email Learner-resource Interaction which involves learners actively communicating with textbooks, hard-copy hand outs, lecture notes, and with ICT- based cur