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A five - cycle living visual taxonomy of learning interactions

Williamson, BG (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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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 behaviour; Quality of teaching and learning; Learning analytics; Educational data mining
Subjects: L Education > LB Theory and practice of education
Divisions: Education
Publisher: ejolt
Date Deposited: 18 Dec 2015 13:11
Last Modified: 04 Sep 2021 13:43
URI: https://researchonline.ljmu.ac.uk/id/eprint/2505
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