On Teaching and Learning : Putting the Principles and Practices of Dialogue Education into Action.

Intro -- On Teaching and Learning -- Contents -- Foreword -- Preface -- On Teaching -- Paulo Freire, Revolutionary Teacher -- Instructional Technology -- Where Is the Teacher? -- On Learning -- Epistemological Concerns -- An Ongoing Research Agenda -- Acknowledgments -- The Author -- Introduction -- Applications -- A New World of Team Players -- How Do They Know They Know? -- Overview of the Contents -- A Word on Language -- Welcome to Dialogue -- Part One: STRUCTURED -- 1 Why Structure? -- Structuring Content and Process -- 2 Learning Needs And resources Assessment -- An LNRA in Practice -- Infinite Varieties -- A Startling Example -- Without an LNRA -- LNRA in an On-Line Situation -- Why Do a Learning Needs and Resources Assessment? -- 3 The Seven Design Steps -- Step One: Who? Participants and Leaders-How Many? -- Step Two: Why? The Situation Calling for the Learning Event -- Step Three: When? The Time Frame -- The When? Time Frame in an On-Line Course -- Step Four: Where? The Site -- Learning Tasks Demand a Learning Site -- The Where? Question in On-Line Learning -- Steps Five and Six: What? and What For? The Content and Objectives -- Outcomes or Achievement-Based Objectives -- Outcomes -- Achievement-Based Objectives -- Step Seven: How? Learning Tasks and Materials -- Learning Materials -- The Seven Design Steps in On-Line Learning -- A Natural Sequence: What? What For? How? -- Part Two: SOCIAL -- 4 The Learning Task in a Small Group -- Safety in Design -- What Happens in the Small Group? -- Leaders and Followers -- Questions Arising -- Faith in the Small-Group Learning -- The Size of a Small Group -- When People Find Their Voice -- Dealing with Exclusion -- Small Groups in Learning Tasks On-Line -- Co-mentoring On-Line -- Left Brain, Right Brain -- The Four Parts of a Learning Task -- Inductive (Anchoring) -- Input (Adding).

Implementation (Applying) -- Integration (Taking Away) -- 5 Individual Learning Enhanced -- Example: Scripture Studies -- Learning Task 1: Major Themes in the Gospel of Mark -- Implementation (Applying the New Data to a Situation): -- Example: Nutrition -- Learning Task 2: Nutrition: The Art of Portion Control -- Implementation (Applying this New Data to our Context): -- Part Three: SOUND -- 6 Principles and Practices: Current State of the Art -- Needs Assessment -- Needs Assessment in an On-Line Situation -- Safety in Learning -- Safety On-Line -- Sound Relationships -- Sound Relationships On-Line -- Sequence and Reinforcement -- Time for an Appropriate Sequence -- Reinforcement -- Sequence and Reinforcement On-Line -- Praxis: Action with Reflection -- Praxis On-Line -- Using Ideas/Feelings/Actions -- Ideas/Feelings/Actions On-Line -- Respect for Learners as Decision Makers -- Example -- Immediacy -- Immediacy On-Line -- Clear Roles -- Clear Roles On-Line -- Teamwork -- Teamwork On-Line -- Engagement -- Engagement On-Line -- Accountability -- Accountability On-Line -- 7 Open Questions Invite Dialogue -- Closed Questions -- From Closed to Open Questions -- Examples -- 8 The Designer's Skill: Trust Your Design -- The Potential of Affirmation -- The Design and Time -- Design Materials -- All About Mnemonics -- The Point of Power -- Resistance -- Example -- No Polemic Here -- Frame the Learning Task -- A Broken Frame -- Trust Your Design -- Design On-Line -- Part Four: SURE -- 9 Indicators of Learning, Transfer, and Impact -- Learning, Transfer, Impact -- Learning -- Other Indicators of Learning -- Transfer -- Impact -- 10 Impact and the Seven Design Steps -- Example -- Course Title: Parents' Education: How to Talk with Your Kids about Drinking -- Hard Work of Preparation -- Part Five: SYNTHESIS: PUTTING IT ALL TOGETHER.

11 Putting It All Together: Examples of Dialogue Education Designs -- Tate Museum, London: Four Protocols for Effective Learning -- Dialogue Education Seminar: The Seven Design Steps -- Introduction: What Is Dialogue Education? -- Indicators of Learning -- My Reflections -- Simon Fraser University, Vancouver: Seven Design Steps -- Designing Education with the Seven Design Steps -- Mnemonics and Follow-up -- Medical Education Conference, Philadelphia: Learning Needs and Resources Assessment (LNRA) -- Beginning the Dialogue Before the Lesson -- Learning Task 1: A Sample LNRA -- Advanced Learning Design Course, Raleigh, North Carolina -- Four Parts of the Learning Task -- 12 An On-Line Course Using Dialogue Education -- Seven Design Steps -- 13 Dialogue Education in School Leadership -- Institute for Sustainable Leadership -- The Seven Design Steps -- Day One: Welcome and Introductions -- Day Two -- Reflections on the Use of Dialogue Education -- 14 Dialogue Education in Health Care Settings -- A Short Program on Food and Stress -- The Seven Design Steps -- A One-Day Workshop for Expectant Mothers -- The Seven Design Steps -- Choices: Seniors' Health Care Resources -- 15 Dialogue Education in a College Classroom -- Learning Needs and Resources Assessment -- Safety -- Sound Relationships -- Sequence and Reinforcement -- Praxis -- Subjects: Learners as Decision Makers -- Ideas, Feelings, and Actions -- Immediacy -- New Roles for Dialogue -- Engagement -- Teamwork -- Accountability -- Respect -- Epilogue -- Appendix A: GLOSSARY OF TERMS USED IN DIALOGUE EDUCATION -- Appendix B: TOUGH VERBS FOR LEARNING TASKS -- References -- Index -- EULA.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.