A five-cycle living visual taxonomy of learning interactions

Williamson, B. ORCID: 0000-0003-1680-9894 (2015) A five-cycle living visual taxonomy of learning interactions. Educational Journal of Living Theories, 8 (2). pp. 100-133. ISSN 2009-1788

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Abstract

This paper describes my development of a useful, descriptive model that one-to-one practitioners could use to analyse transcripts of their sessions, design new strategies and even test them out. Further, this work has the potential to offer a framework that students, patients, clients and colleagues could use to communicate the types of interactions they prefer. The narrative in my educational life around the domain of heuristic generates a living-educational-theory as a values-based explanation for my educational influences as a tutor. The living contradictions I encounter, and praxes I make up to help me imagine solutions, are portrayed visually and verbally; and this leads to my proposal of a five-cycle living visual taxonomy of learning interactions. I consider the application of my living-educational-theory to other domains, for example, confidence; and to power dynamics, autism support, student engagement, expert behaviour, external influences, understanding negative feedback, and remoteness in heuristics. Interestingly, one future possibility is to use my taxonomy to develop a ‘positivist/scientific flavoured’ quantitative instrument to support learning analytics and educational data-mining; to optimise learning, and the environment in which it takes place.

Item Type: Article
Uncontrolled Keywords: Living Educational Theory, Open review, Pedagogy, Andragogy, Taxonomy, Learning cycles, Discourse analysis, Heuristic, Confidence, Locus of control, Motivation, Mantle of the expert, Power dynamics, Autism support, Student engagement, Expert behavior, Quality of teaching and learning, Learning analytics, Educational data mining
Divisions: School of Engineering > Maths
Depositing User: Tracey Gill
Date Deposited: 27 Jun 2016 08:01
Last Modified: 11 Apr 2019 14:56
URI: http://ubir.bolton.ac.uk/id/eprint/899

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