Rethinking University Teaching 2nd Edition: A conversational framework for the effective use of learning technologies

By Diana Laurillard. 2002

824 citations recorded by the source corpus.

Subfields: Computer Science Applications

View Paper: https://www.semanticscholar.org/paper/4dec362d89a2268466d39d43d03ea7c5818ee2f7

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In Computer Science Applications

Citations in the corpus

Making learning visible: the role of concept mapping in higher education (2008, background): “Among others, Laurillard (2002) states that there is remarkably little published work documenting cognitive change among learners at university.”
The pedagogical challenges to collaborative technologies (2009, background): “D. Laurillard 7 7/7/09 Putting all these pedagogic approaches together defines the superset of essential requirements for supporting the learning process, a ‘Conversational Framework’, as shown in Figure 5 (Laurillard, 2002).”
Reconceptualising assessment feedback: a key to improving student learning? (2011, background): “An established principle of good practice is that ‘action without feedback is completely unproductive for a learner’ (Laurillard 2002, 55).”
The Model for Introduction of Gamification into E-learning in Higher Education (2015, background): “Many authors (Laurillard, 2002; Goodyear, Jones, Asensio, Hodgson, & Steeples, 2005), report about e-learning in higher education and students experience.”
New technology, new pedagogy? Employing video podcasts in learning and teaching about exotic ecosystems (2011, background): “Laurillard (2002) has recently encapsulated these learning theories in her iterative ‘conversational framework’, which she hopes will enable teachers to deliver the true potential of digital technologies to learners.”
‘It'd be useful, but I wouldn't use it’: barriers to university students’ feedback seeking and recipience (2017, background): “Indeed, Laurillard (2002, 55) argues that ‘action without feedback is completely unproductive for a learner’; yet it is increasingly apparent that feedback without action is equally unproductive.”
Student Engagement in Campus-Based and Online Education: University Connections (2006, background): “Such views have underpinned criticism of the idea that it is sufficient for student learning that institutions transmit knowledge to students in a decontextualised form (Laurillard, 2002).”
Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006, background): “Some researchers maintain that teacher–student dialogue is essential if feedback is to be effective in higher education (Laurillard, 2002).”
The influence of instructional methods on the quality of online discussion (2006, background): “Reflective deliberation provides the opportunity for students to reflect on the abstracted material presented in academic settings and to make it relevant to their own worlds (Laurillard, 2002).”
Increasing entrepreneurial intention: effective entrepreneurship course characteristics (2011, background): “Laurillard (2002) states that an empirically-based teaching strategy recommends an iterative dialogue between the teacher and the students with a focus on the topic at hand.”
Audio and video podcasts of lectures for campus‐based students: production and evaluation of student use (2007, background): “This appears to support the view of Laurillard (2002) that the success of learning technologies depends on embedding them in the existing learning context, even though delivering some lectures exclusively as podcasts could enable time-shifting of learning activities and provide more contact time…”
The quality of guidance and feedback to students (2008, background): “…of the instances above, the feedback referred to was predominantly extrinsic; that is, it had been provided in response to a formally assigned task completed in the students’ own time, rather than being intrinsically embedded in day-to-day teaching–learning activities (Laurillard, 2002, p. 55ff.).”
The reflective diary as a method for the formative assessment of self-regulated learning (2018, background): “It is important that students are actively involved in the construction of meaning in order to fully profit from the feedback, for example, through discussions (Higgins, Hartley, and Skelton 2001; Laurillard 2002).”