Educational dialogue and technological utterances: A phenomenological approach to developing a theory of evocative design practice

Marcinkowski, Michael

Permalink

https://hdl.handle.net/2142/39678 Copy

Description

Title

Educational dialogue and technological utterances: A phenomenological approach to developing a theory of evocative design practice

Author(s)

Marcinkowski, Michael

Contributor(s)

Fonseca, Fred

Issue Date

2013-02

Keyword(s)

• cultural informatics
• education
• human-computer interaction

Abstract

Online and distance education presents many challenges for both educators and system designers. The nature of these challenges is given particular clarity when examining online education in respect to pedagogical approaches which emphasize the importance of dialogue as part of the educational process. In order to begin to understand the dialogic role that technology plays in online education, a phenomenologically-oriented conceptual framework is sketched out. Taking computer interactions to be structured largely as interpretive processes that occur within a wider cultural context, the role of online educational systems in instructor-student dialogue is presented as a form of technological utterance, able to both sustain, as well as instantiate, messages in a dialogue between students and instructors. Introducing questions for future research, the aim is to develop design theory for both the design of online education as well as for design in general.

Publisher

iSchools

Type of Resource

text

Language

en

Permalink

http://hdl.handle.net/2142/39678

DOI

https://doi.org/10.9776/13270

Copyright and License Information

Copyright © 2013 is held by the authors. Copyright permissions, when appropriate, must be obtained directly from the authors.

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