Dialogic Learning Research Articles

Study on Development of Sustainable Livelihood Framework Approach at Indian Part of Sundarbans by Geospatial and Geo-statistical Analysis

Reclamation for settlement was started in 1770 at Sundarbans and the present population in the Indian part, is around 5.0 million, and gradually increasing, but continuous mangrove degradation made Sundarbans vulnerable. The Livelihood Structures for Sundarbans’ residents and amenities are largely dependent upon the Sundarbans’ resources, but these livelihood opportunities became vulnerable and face threats from several natural processes and anthropogenic activities. The present study attempted to understand the several dimensions of livelihood strategies for the inhabitants of several occupational groups at Sundarbans; associated opportunities, as well as constraints through the Sustainable Livelihood Framework (SLF) approach (after DFID, 2000) that envisages and comprises the livelihood assets, activities, important vulnerable issues that affect livelihood structures with the complex interactions amongst them. The objective of the present study is to establish a sustainable livelihood through the analysis of five important capitals of the SLF approach for the people of Indian Sundarbans considering the possible vulnerabilities. The same study has been carried out based on the extensive literature review, household livelihood surveys; informant interviews, and Shared Learning Dialogue (SLD) using the participatory approach by selected livelihood groups through several quantitative and qualitative indicators. The study concluded with the recommendation of Mangrove regeneration at Sundarbans.

INTERDISCIPLINARY ANALYSIS OF THE AGE CHARACTERISTICS OF TEENAGERS IN THE CONTEXT OF INTERCULTURAL COMMUNICATION

The article substantiates the relevance of the problem of forming teenagers' readiness for intercultural communication in the age context from the point of view of interdisciplinary analysis. The reasons for the relevance of studying such issues are indicated: communication with representatives of other cultures, implementation of academic, professional or personal mobility. The purpose of the presented research is to do the interdisciplinary analysis of the age characteristics of teenagers` in the context of intercultural communication from pedagogical, social, psychological, physiological and axiological aspects. Analysis and systematization of scientific literature, classification, generalization were chosen as the leading methods. Positions are presented that are fundamental in the context of the research problem, namely: 1) the process of their socialization has a strong influence on teenagers, primarily in their own environment; 2) a person's life motivation begins to form at the teenager`s age; 3) taking into account the capabilities of the teenager`s body and giving feasible tasks. It was found that in order to engage all students at the lesson, it is desirable to use interactive collective learning methods that allow the teacher to establish emotional and intellectual relationships with teenagers aimed at achieving joint success. The variability of modern methods and technologies, which involve the use of technological, software and technical means, is revealed, namely: training methods, interactive collective learning methods, web quests, project methods, role-playing games, dialogue technologies, simulation and interactive modeling methods. It is noted that the indicated methods and technologies of forming teenagers' readiness for intercultural communication ensure awareness of their own cultural identity, interest and respect for universal and national cultural values.

Based on natural language processing, human-computer dialogue, image recognition, and machine learning analysis whether artificial intelligence will surpass the human brain

With the popularization and development of the concept of artificial intelligence, the application of artificial intelligence has also begun to deepen into people's lives. While bringing convenience to people, it has also made some people worry about whether artificial intelligence will replace humans. Therefore, In order to make people understand the current development status and bottlenecks of artificial intelligence more intuitively, as well as the difference between artificial intelligence and human brain, this article will turn from speech recognition and natural language processing, human-computer dialogue, image recognition, and machine learning ability, that is, machine listening, reading, and thinking four aspects of research and discussion, and finally summarize why artificial intelligence cannot completely surpass humans.

Myśl Janusza Korczaka/ Henryka Goldszmita w kontekście debat obywatelskich o edukacji w Polsce oraz dyskusji nad realizacją demokratycznych praw dziecka w edukacji

The article shows the conclusions of the debates on education that took place in Poland in 2017–2019, as a result of the crisis of the Polish school that citizens wanted to heal. The crisis in education continues, and it is not becoming more democratic as it has been further weakened by the trauma of the pandemic, economic and political control, and the effects of the war in Ukraine, which have exposed the collapse of the system even more. Conclusions from the debates, confronted with the universality of what Janusz Korczak/ Henryk Goldszmit wrote, show how extremely contemporary, after a turbulent five years, is the recognition of the school as a place of education to democracy and a place for students to experience democracy. Korczak also lived in difficult times leading to war, but despite the current affairs, he always emphasised the need to change in us – adults. He wrote about the changes necessary for the realisation of children’s rights and about the shortcomings of education provided by their guardians. For him, democracy meant partnership with the child in building social reality in which the process of learning democracy should not take place without the active participation of children, but on the contrary, with their active contribution. His thought is still an element of hope for change. Both civic debates and Korczak’s reflections show the need to return to the values of upbringing, supporting the development and partner dialogue in learning, in spite of, or rather because of the weaknesses of school as the institution with the aim of socialisation, in which democracy seems to be an unnecessary addition, despite declarations.

Embedding Canva into the marketing classroom: a dialogic and social learning approach to classroom innovation

PurposeThe purpose of this paper is to introduce a conceptual framework as a six-stage guided implementation for educators to embed Canva (an online design tool) into their marketing subjects to encourage super-skills of the 21st century including stronger collaboration, creativity, critical thinking and communication which in turn increases a student's work readiness.Design/methodology/approachThe framework is designed from sociocultural and experiential approaches of learning and teaching. It is based on dialogic and social learning theories and guided by the 21st century skills, experience, student interactions and reflections.FindingsBased on the initial staff and student reflections and the author's extensive teaching experience, the implementation of Canva into marketing subjects suggests students are increasing their creativity, design, collaborative and critical thinking skills due to the unique features of the tool. This is suggestive that the implementation process developed through the conceptual framework of embedding Canva supported not only the students’ learning experience but allowed for a more immersive experience for teaching staff as well.Originality/valueThis paper provides a pedagogical and theoretically supported rationalisation for a staged approach to embed Canva into a classroom to assist educators in fostering students’ critical thinking skills, communication, collaboration whilst encouraging higher quality and creativity of assessments. This paper may have a continued flow on effect to student's work readiness by equipping them with a needed marketing tool in their career pursuits.

A realist synthesis of educational outreach visiting and integrated academic detailing to influence prescribing in ambulatory care: why relationships and dialogue matter

BackgroundMany quality improvement initiatives in healthcare employ educational outreach visits, integrating academic detailing to bridge evidence-practice gaps and accelerate knowledge translation. Replicability of their outcomes in different contexts varies, and...

Learning collaboration at the primary-secondary care interface: a dual-method study to define design principles for interventions in postgraduate training programmes

BackgroundCollaboration between primary and secondary care (PSCC) is important to provide patient-centered care. Postgraduate training programmes should provide training to learn PSCC. With a design based research (DBR) approach design principles can be formulated for designing effective interventions in specific contexts. The aim of this study is to determine design principles for interventions aimed to learn PSCC in postgraduate training programmes.MethodsDBR is characterised by multi-method studies. We started with a literature review on learning collaboration between healthcare professionals from different disciplines within the same profession (intraprofessional) to extract preliminary design principles. These were used to inform and feed group discussions among stakeholders: trainees, supervisors and educationalists in primary and secondary care. Discussions were audiotaped, transcribed and analysed using thematic analysis to formulate design principles.ResultsEight articles were included in the review. We identified four preliminary principles to consider in the design of interventions: participatory design, work process involvement, personalised education and role models. We conducted three group discussions with in total eighteen participants. We formulated three design principles specific for learning PSCC in postgraduate training programmes: (1) The importance of interaction, being able to engage in a learning dialogue. (2) Facilitate that the learning dialogue concerns collaboration. (3) Create a workplace that facilitates engagement in a learning dialogue. In the last design principle we distinguished five subcategories: intervention emphasises the urge for PSCC and is based on daily practice, the presence of role models, the work context creates time for learning PSCC, learning PSCC is formalised in curricula and the presence of a safe learning environment.ConclusionThis article describes design principles for interventions in postgraduate training programmes with the aim to learn PSCC. Interaction is key in learning PSCC. This interaction should concern collaborative issues. Furthermore, it is essential to include the workplace in the intervention and make adjacent changes in the workplace when implementing interventions. The knowledge gathered in this study can be used to design interventions for learning PSCC. Evaluation of these interventions is needed to acquire more knowledge and adjust design principles when necessary.

Investigating willingness to communicate vis-à-vis learner talk in a low-proficiency EAP classroom in the UK study-abroad context

Abstract A large body of research has investigated the factors which underlie willingness to communicate (WTC). However, scant scholarly attention has been paid to WTC vis-à-vis learner talk, i.e., how intentions to talk translates into talk. Drawing on Dörnyei’s retrodictive qualitative modelling template, this research comprises a qualitative multiple-case study of three South Korean students who were learning English in a low-proficiency EAP classroom in the UK study-abroad context. Specifically, the study examined what factors facilitated or hindered their WTC-talk realisation. Methodological triangulation was achieved by means of classroom observations, audio-stimulated recall interviews and semi-structured interviews. Findings revealed five individual factors and four contextual factors which formed various interactional patterns and interdependently influenced the three students’ WTC-talk realisation. Such interactional patterns showcase how individual and contextual factors interact and contribute to WTC and individual differences in communication frequency in the EAP classroom. The study provides novel empirical evidence for the influence of the Korean Confucian-based culture of learning and communication on students’ L2 practice. Informed by the complex dynamic systems theory, the study concludes with pedagogical implications that aim to inspire EAP practitioners to cultivate WTC-friendly classes that optimise the realisation of learner talk.

Collaborating with Traditional and Faith Healers in Mental Health: A Public Health Approach

There is an increasing interest in collaboration between biomedical services and traditional and faith healers for mental health care. In this article, we briefly outline recent research in this area and discuss some of the challenges to collaboration, particularly in relation to the care of people living with serious mental illness (SMI). Several approaches to collaborative mental health care have been attempted primarily in Africa, but also in Asia. Challenges to these collaborations include mutual distrust, power differentials, conceptual and methodological problems, and a lack of organizational support and resources. Importantly, the perspectives of people with lived experiences of mental illness are seldom considered. Research suggests that “bottom-up” approaches using community engagement, dialogue, and mutual learning may enable more effective and sustainable collaboration. We identify a need for greater involvement of people with lived experience of mental illness and their families and consider the potential of a public mental health approach in which collaborations are embedded within communities and existing support structures and accompanied by policies and interventions to address social as well as spiritual and medical needs.

Konsep ‘Dialogika’ dan Perubahan Model Pembelajaran Sekolah Minggu di GKPI Dame Dr. I.L. Nommensen Resort Saitnihuta, Kabupaten Tapanuli Utara

This paper tries to explain how the Sunday School learning strategy is carried out by Sunday School teachers, and the changes in the learning model that are applied during and after the Covid-19 pandemic. This research uses qualitative-descriptive by conducting in-depth interviews with Sekolah Minggu teachers and GKPI Dame Dr. I.L. Nommensen Saitnihuta, Tarutung. By using the dialogue concept of Paulo Freire, this research shows that teaching and learning activities in Sekolah Minggus provide a free space for critical thinking processes. Teachers can provide a more creative and dialogical learning atmosphere to students. The material for Sunday School activities comes from an agenda book entitled 'Ajarlah Mereka' which the GKPI head office issued by adjusting the contents of the Bible. Students are more reflective in absorbing moral education and applying Christian faith. Teachers conduct regular evaluations, mobilize study rooms and arrange worship arrangements during and after the Covid-19 pandemic takes place. Reflective evaluation of a range of different situations can lead to changes in the dialogical learning model. Teachers and students will be in an equal stage, which is both learning to reflect the gospel and Christian moral values ​​in everyday life.

The Anthropological Approach to Education and Modern Training and Learning Methodology

The paper deals with the anthropological approach to education in particular to teaching theory through the prism of the correlation between the mentioned approach and modern teaching and learning methodology. The purpose is to establish and trace the correlation between anthropological approach to education and modern teaching and learning methodology 
 The tasks are: to find out the essence of the anthropology in relation to pedagogy; to reveal and describe teaching and learning models based on anthropological approach to teaching theory; to figure out effective instruction methods, which can be applied within the designated teaching and learning models. The methods of the investigation are analysis and syntheses of the related scientific materials aimed at collecting and presenting the results as well as drawing the conclusion. 
 The results revealed three different understandings of the essence of the studied phenomenon, one of which (as a methodological core and a modern paradigm of the complex of pedagogical sciences with practical orientation of education to the person as its main goal and value) is associated with our investigation. Among the correspondent teaching and learning models we revealed and described personality-oriented learning model, student-centered learning model and a model based on individual approach to teaching. A number of effective instruction methods (as: problem-based learning, case study, inquiry-based learning, discovery-based learning, role playing game, game learning, different forms of dialogic learning, team learning and others) was figured out. 
 The conclusion is that in modern educational system anthropological approach is one of the central as knowledge about human, his nature and the laws of his development allows designing the educational process.

Teaching Law of the Sea from a Critical Perspective

Abstract Scholarship on law of the sea has become increasingly critical in recent years, but such a critical perspective is not easily implemented in the teaching of the subject. Given that little to no scholarship has engaged with the teaching practice of law of the sea, it seems timely to consider more carefully the research-teaching nexus in this field of law, which I seek to do through this essay. Drawing on critical pedagogy, I explain how I seek to encourage dialogic learning, to de-emphasise presumably authoritative voices, and to decentre the law in my teaching of law of the sea. I also consider some of the challenges that I have encountered in my efforts to decentre the teacher and the law, which mainly relate to arguably inherent tensions within critical pedagogy and to the contemporary higher education environment.

Dialogic learning as means of forming the communication skills of higher education students

The research aims to establish a pattern of promoting the introduction of dialogic learning as a means of forming the communicative abilities of higher education students. This can be achieved by surveying students on the Internet to determine the ability of educational institutions to form communicative competence in higher education students. The study revealed that the method of modeling situations in educational activities (9 8.3%), intellectual games (94.1%), communicative games (93.8%), the method of dialogic interaction (92.4%), the case method (89.8%), and the educational discussion (89.2%) contribute to the formation of communicative abilities in higher education students. It has been determined that teachers use exercises to translate international words into their native language in the process of dialogic communication (95.5%), communicative exercises aimed at using the learned lexical material in speech and close to the natural process of communication (95.3%), exercises to compare words with their definitions in their native or foreign languages (89.5%), etc. to form communicative competence in higher education students in the process of applying dialogic teaching. Based on the study, it was found that the successful implementation of dialogic teaching to ensure the formation of communicative abilities in higher education students based on a communicative approach contributes to the formation of certain skills in higher education students.

Architectural vintage. The fence

The project considers the notion of ‘boundary space’ as a link between different thematic-behavioural states of human beings, which initiates the process of learning in dialogue with nature.

Implementation of Surfing in Physical Education

Surfing has a great educational potential. This paper shows Physical Education (PE) teachers how to introduce surfing in their lessons although they are far from the coast and the waves. Our intention is to show its implementation through several stages that will progressively bring students closer to practicing surfing. For thar purpose, we selected the pedagogical model “Interactive Challenges with Shared Responsibility” based on the contents are presented by means of highly demanding challenges, interactions are encouraged in a dialogic learning context, a support network and a safe and no-violence work environment. The pedagogical approach used for including surfing in the PE class comprises three consecutive stages (ground, pool, sea) attending to the contents and facilities used, familiarizing students progressively to the aquatic and sea environment. In the ground stage, students develop static to dynamic balance and sliding skills with Bosu, Fitball, Indo boards, skates, tarp surf or slack-line. Buoyancy, diving and swimming skills are achieved in the pool stage. Finally, surfing skills and techniques are developed in the sea stage. In conclusion, surfing is a challenging and attractive content that can be included in the Physical Education classes for becoming a means that enriches the active leisure options of our students and provides a setting for socialization in contact with nature.

(Un) Critical Pedagogy: Current Priorities and Prospects of Development

The article highlights the relevance of the problems of critical pedagogy, associated with the name of the Brazilian scientist Paulo Freire (60s of the XX century), who promotes problem-oriented learning, anthropological interpretation of culture, and concepts of humanity. The main content of the concept of critical pedagogy is highlighted due to the necessity to overcome stereotypes regarding the organization of pedagogical education and teaching in an educational institution based on oppression, humiliation, and (non) recognition of differences, in particular linguistic and cultural. It has been revealed that followers of Freire’s ideas regarding critical pedagogy emphasize the principles of equality and justice, understanding/acceptance of various issues that are debatable or in need of public criticism (repression and resistance in higher education, teaching, and consumerism, issues of transsexuality and transgenderism, etc.). The author extrapolates the main principles of critical pedagogy to the subject of their use in modern conditions, when slightly different forms of bullying (violence) take place in educational institutions (or outside them) or the virtual world – a negative attitude towards persons with special needs, various types of bullying (physical, social, verbal), cyberbullying, cyber grooming, flaming, harassment, denigration, etc. It is substantiated that various forms of discrimination often arise in the educational setting due to the social or material status of the child's parents, and his/her racial or religious affiliation, that is, they are associated with the rejection of diversity and have an impact on the educational process and personal self-expression in society. The issue of criticality in education must be considered in the modern dimension: in school and student society, teaching and scientific activities, educational management, pedagogical imageology, intercultural education, etc. The theoretical analysis of the content and structure of the concept of “critical pedagogy” was carried out, the necessity to develop students' critical perception of the world, critical thinking, and info media literacy. To motivate young people to search for and acquire new knowledge independently, to be active in applying it in practice, to teach them to criticize and respond adequately to constructive criticism, to draw conclusions and check them, etc. In a practical context, it is recommended to use the improvisation method to develop students’ critical thinking, as well as Problem Based Learning, Project Based Learning, Inquiry Based Learning, Flipped Learning, Interactive or Dialogic Learning, etc.

A Dialogical Inquiry of Elementary School Teachers’ Perspectives on Inclusive Education of Students With Special Education Needs and Disability (SEND)

Internationally, many countries have developed inclusive education policies to offer quality education opportunities to all students. However, many teachers are still grappling with how to facilitate inclusive education in their general education schools. Challenges to inclusive education have pointed to teacher perspectives and beliefs about the practicability of inclusive education in general education classroom. This paper explored and discussed the perspectives of 70 Saudi comprehensive elementary school teachers who participated in a group online dialogical interview about their understanding of disability, inclusive education, and considers how inclusion might work in their comprehensive schools. The findings revealed mixed understandings of disability and inclusive education, and challenges that must be mitigated through dialogic professional learning to improve their practice.

Digital Cognitive Maps for Scientific Knowledge Construction in Initial Teacher Education

Interactive technology offers new opportunities to design dialogic learning spaces and scaffolds with the aid of visual icons. These technological environments can support the construction of open-ended visual cognitive digital maps, which portray an external representation of scientific knowledge that could foster the meaningful resolution of socio-scientific challenges. In this context, this research aims to study the impact of digital cognitive maps on: a) meaningful learning of scientific concepts and b) complex representation of scientific concepts in teacher education. A case study with multi-method analysis was designed. The cognitive maps of 47 teacher education students are analysed, both quantitatively and qualitatively, and before-after their participation in an educational experience that enhances the collaborative construction of digital cognitive maps in order to solve a socio-scientific challenge. The results show that the overall educational experience and, specifically, the scientific inquiry visual scaffolds embedded into the technological environment have a positive impact on learning scientific knowledge and inquiry skills. Furthermore, outcomes also indicate that the experience enriches the students’ representation strategies of complex scientific knowledge and that the construction of cognitive maps with a network architecture increases after the educational experience. Finally, educational implications on the use of interactive technology and cognitive maps for promoting significant learning of content knowledge in pre-service teachers are discussed.

Polarised perspectives in salmon aquaculture warrant a targeted long-term approach to communication

Many activities associated with the expanding blue economy are characterised by high complexity, uncertainty, and significant potential for environmental impacts. In a shared marine environment, these conditions can lead to conflict, with increasingly polarised debate ultimately hindering new development. Key communication determinants of this conflict include: (i) the level of interest in the debate; (ii) the strength of attitudes; (iii) the certainty of attitudes; (iv) the level of trust between stakeholder groups; and (v) gaps in information. Using the Australian salmon industry as an exemplar of aquaculture conflict, we have run a stakeholder survey to measure each of these determinants. Implications for building effective communication strategies have been explored, addressing systemic issues such as legitimacy and credibility of information sources, message discrepancy, and negation of misinformation. The findings suggest that to reduce conflict and build community trust, communication will require targeted long-term strategies, allowing government agencies, aquaculture companies, scientists and communities to inform and be informed. Policies that promote a common dialogue and collective learning with regard to interactions between aquaculture, coastal ecosystems and communities will be critical in shifting the focus from concerns of collusion and secrecy, towards that of engagement and collaboration on impact and trust attributes. Policy makers and research agencies will also need to provide adequate resources, training, and incentives for scientists to expand their role from providing traditional technical advice, to engaging more broadly on contentious socio-ecological issues.

Implementasi Metode Socrates Di Era Pendidikan

This research discusses the implementation of the Socratic method in modern education. The purpose of this research is to improve the critical thinking skills of eighth grade students when they study the Pythagorean content in mathematics through the use of the Socratic approach. The Socratic technique is one of them. The Socratic dialogue learning strategy is based on the idea that knowledge and higher-order thinking skills can be developed through collaborative question and answer sessions between students and instructors and between students, making use of verbal and non-verbal cues. The results of research conducted at SMAN 15 Bandarlampung show that compared to students who are taught using more conventional methods, students who are exposed to the Socratic approach have a much greater increase in critical thinking skills. More than 75% of students are actively involved in the learning process, and most of those who participate do so effectively. It was found that the Socratic method was effective in eliciting thoughtful responses from the class