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.

DOI: https://doi.org/10.4018/978-1-59904-597-9.ch017

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.

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