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Reclaiming thinking: Dialectic, dialogic and learning in the digital age

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This paper examines and reflects on a selection of approaches to technology enhanced learning that focus on the promotion of contemporary interactions and thinking to propose a new approach to understanding, supporting and designing learning dialogue. It presents an original anatomy for learning processes and practices in the digital age that is articulated in terms of dialectic and dialogic dimensions of dialogue. We hold that these dialectic and dialogic processes (interpreted broadly) are a primary 'engine' for stimulating and supporting the collaborative development of knowledge, meaning and understanding in ways that promote deep learning in most educational contexts. The argument presented in this article includes reviews of the authors' previous work which encompasses philosophical foundations, sociocultural psychology, empirical studies and design-based research methods. After presenting related perspectives and examples that substantiate our 'dialectical and dialogical stance', we will summarize its significance and the implications for designing technology enhanced interactions that stimulate thinking, conceptual development and engaging learning. One major implication is that we need to build on these types of detailed theory-led examinations to improve our theorizing about the key features of the anatomy of effective and meaningful learning interaction and dialogue that are important in the digital age.

Language: English

DOI: http://dx.doi.org/10.1348/000709907X203670

Publication date: July 1, 2007

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