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Using the Interpersonal Action-Learning Cycle to Invite Thinking, Attentive Comprehension

Zimmer, Bob (2008). Using the Interpersonal Action-Learning Cycle to Invite Thinking, Attentive Comprehension. In: Luppicini, Rocci ed. Handbook of Conversation Design for Instructional Applications. Hershey, Pennsylvania, USA: Information Science Reference (an imprint of IGI Global), pp. 264–288.

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DOI (Digital Object Identifier) Link: http://dx.doi.org/10.4018/978-1-59904-597-9.ch017
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Abstract

This chapter shows how the interpersonal action-learning cycle (IALC) can be used to invite thinking, attentive comprehension from learners in conversation. It explains what the IALC is, where it comes from, how it works, and why. In particular, it offers a logical demonstration that all interpersonal learning takes place within the IALC, and that all competition for dominance lies outside it – suggesting conscious use of the IALC as a desirable practice. The chapter goes on to explore linguistic factors that routinely disrupt use of the IALC, and that can hide its very existence. Strategies for restoring and stabilizing it are offered. Routine use of the IALC can have profound implications for teaching and instruction, collaborative learning, assessment, course evaluation, and professional development. These are explored.

Item Type: Book Chapter
Copyright Holders: 2008 IGI Global
ISBN: 978-1-59904-597-9 (hardcover); 978-1-59904-599-3 (ebook)
Keywords: instructional systems; design.; computer-assisted instruction; education; computer network resources; educational technology
Academic Unit/Department: Institute of Educational Technology
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 32563
Depositing User: Bob Zimmer
Date Deposited: 14 Feb 2012 13:49
Last Modified: 17 Feb 2012 01:16
URI: http://oro.open.ac.uk/id/eprint/32563
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