Abstract
Over the past 30 years, technology has been introduced into higher education shifting the ways in which learning and student engagement occurs. While the literature suggests that technology offers benefits for improving educational outcomes, few studies have examined how benefits are achieved. This case study presents how the students and instructor of a course on postmodern theory and family therapy developed a praxis-based approach using a digital platform to improve pedagogy. Specifically, using a reflective approach based on ethnomethodology, this paper presents how the members of this course achieved a transformative generative dialogue using an online, simultaneous multi-user document, file-sharing and editing platform. This paper stresses the importance of all members of a course participating in the use of an interactive technological platform to facilitate open dialogue and collaboration.
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Notes
While these authors used google docs as a platform, there are a variety of digital software that can be used to achieve similar dialogical processes.
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Boe, J.L., Gale, J.E., Karlsen, A.S. et al. Filling in the Gaps: Listening Through Dialogue. Contemp Fam Ther 39, 337–344 (2017). https://doi.org/10.1007/s10591-017-9432-z
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DOI: https://doi.org/10.1007/s10591-017-9432-z