Conversational Framework for the Learning Individual (Laurillard 1997)

Teacher Student Theoretical Conceptual Articulation/ representation representation Re-articulation Reflection/ Reflection/ Adaptation Adaptation Experiential Goal-oriented Action/ environment behaviour Feedback Conversational Framework for the Learning Individual (Laurillard 1997) Content Process

The Continuum Face to face Study on your own

All taught All done in the classroom/ workshop, perhaps with a little practice outside.

SWOT Strengths Weaknesses Opportunities Threats/ Risks

Homework/Projects • Taught sessions most important: other work set to fit in with them. • May make use of library/internet etc. as complementary recources only

Supported independence • Students work mainly on their own, with tutorial support as required • Main burden of content provision carried by personal research or provided materials

Resource-based Learning • Routine process element of the teaching incorporated into the materials • Tutorial support primarily when student gets into difficulty

Resource-based Learning • An approachrather than just a technique • Embraces: • Open learning • Flexible learning • Independent learning • Distance learning

Claimed advantages • Increases accessibility • Flexibility • Consistency • Easy to evaluate • Cheap (?)

Forms • Text-based • Specially-written • Using existing resources • Video and audio • Resources (tapes, CD, CD-ROM) • Distant real-time (video-conferencing) • Computer-based (CAL and CBT) • Multimedia (CD, DVD, broadband net) • Asynchronous support (e-mail and computer conferencing)

Costs • Deceptively cheap at the point of delivery, but • High cost of development • Estimate 20hrsper hour of student learning time for simple in-house text-baed RBL • Up to 100hrsper hour for interactive CAL

RBL and Lifelong Learning • Attractive because of • Accessibility • Delivery to work-places and home • Customised, consistent training • Basis for • Expansion of provision • LearnDirect

But... • Makes demands on students • Access to facilities • Competence in using them • Time-management • Study Skills

And ... • What happens to teachers? • Reduced to support rolefor packaged programmes • Replaced by resource centre technicians • Standardisation of learning programmes • Need for economies of scale

Centralised Controlling Quality Democratic Distributed Variable Top-down/bottom-up

Resources • National Grid for Learning Developing frameworks • Virtual Learning Environments • Managed Learning Environments • Virtual Practice Environments

Conversational Framework for the Learning Individual (Laurillard 1997)