Advertisement

Bubble dialogue: A new tool for instruction and assessment

  • Language Development and Hypermedia Research Group
Development

Abstract

Described in this article is the development of a tool compatible with the constructivist approach to learning and instruction. Constructivism holds that instruction is less a process whereby knowledge is communicated to learners and more a matter of nurturing the processes whereby learners come to understand, construct interpretations in real-life settings, appreciate multiple perspectives, develop and defend their own positions while recognizing other views, and become aware of and able to manipulate the knowledge construction process itself. Bubble Dialogue is a HyperCard-based technique which combines elements of role play, comic strip creation, and reflexive dialogue analysis enacted in everyday settings. Based upon evidence accumulated over several years of development, the authors feel that this tool responds to the need for classroom-based techniques for promoting knowledge construction.

Keywords

Defend Educational Technology Constructivist Approach Construction Process Role Play 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Bednar, A., Cunningham, D., Duffy, T., & Perry, D. (1991). Theory into practice: How do we link? In G. Anglin (Ed.),Instructional technology: Past, present and future. Denver, CO: Libraries Unlimited, 88–101.Google Scholar
  2. Cunningham, D. (in press). Beyond educational psychology: Steps toward an education semiotic.Educational Psychology Review.Google Scholar
  3. Cunningham, D. J., Duffy, T., & Knuth, R. (in press). The textbook of the future. In C. McKnight (Ed.),Hypertext: A psychological perspective. London: Ellis Horwood.Google Scholar
  4. Eraut, M., & Hoyles, C. (1988). Groupwork with computers.Journal of Computer Assisted Learning, 5(1), 12–24.Google Scholar
  5. Knuth, R., & Cunningham, D. J. (in press). Tools for constructivism. In T. Duffy, J. Lowyck, & D. Jonassen (Eds.),The design of constructivist learning environments: Implications for instructional design and the use of technology. Heidleberg: Springer-Verlag.Google Scholar
  6. McMahon, H., & O'Neill, W., (1990, May).Capturing dialogue in learning. ESRC/InTER Occasional Paper, InTER/18/90, University of Lancaster.Google Scholar

Copyright information

© Association for Educational Communications and Technology 1992

Authors and Affiliations

  • Language Development and Hypermedia Research Group

There are no affiliations available

Personalised recommendations