(6 March 2018)
This seminar entitled 'Combining a developing dialogic pedagogy and digital tool use: investigating the potential of micro-blogging in creating a ‘dialogic space for learning’ will take place on Wednesday, 21 March 2018 at 1pm in ED101 at the School of Education. The seminar will be led by Dr Paul Warwick from the Faculty of Education, Cambridge University. Everyone is welcome to attend and booking is not required. For more information please contact email@example.com.
The mediating role of technologies in the development of a dialogic classroom pedagogy is a strongly emerging theme in the literature (Hakkarainen, 2009; Hennessy, 2011; Rasmussen & Hagen, 2015). Studies suggest that making intentional links between tool use and pedagogy can have a profound effect on how teachers and students perceive the affordances of digital tools for learning (Yoon, Ho & Hedberg, 2005; Warwick, Mercer, Kershner & Kleine-Staarman, 2010).
This session will present the work of a research team investigating the use of a micro-blogging tool in ‘dialogic classrooms’. Developed by the University of Oslo, Talkwall is a free and open web-based micro-blogging tool especially designed for sharing information and developing knowledge in the classroom. Using Talkwall, teachers can facilitate and develop interaction and dialogue through the posting and manipulation of messages on a shared (whole class or group) ‘walls’; thus, spoken dialogue micro-blogging contributions are combined. Using a design-based approach with educators working as co-researchers, approximately 400 learners were involved in the first phase of the research. Data collection included quantitative (e.g. metadata, measurement of group collaboration/critical thinking, social network/semantic analysis) and qualitative (e.g. field observations, interviews, focus groups) approaches.
The session has three aims:
1) To present details of research that considers how the Talkwall micro-blogging tool affects interactions in ‘dialogic classrooms’.
2) To consider the methodological processes adopted to analyse the data collected from secondary schools involved in the project.
3) To offer participants a practical introduction to Talkwall.
Underpinned by a Vygotskian sociocultural framework, which views learning as a social process mediated by tools, emerging findings from research in Norwegian (n=5) and UK (n=2) secondary schools will be reported. This research investigates how educational uses of micro-blogging affect interactions and dialogue in classrooms, Using a design-based approach with educators working as co-researchers, approximately 400 learners were involved in the first phase of the research. Data collection included quantitative (e.g. metadata, measurement of group collaboration/critical thinking, social network/semantic analysis) and qualitative (e.g. field observations, interviews, focus groups) approaches.