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This archive was generated by hypermail 2.0b3 on Sat 30 Oct 1999 - 00:31:05 MEST a: do strategies to increase dialogue
>move the student away from the instructional design of the material,
>or is it the job of a skilled facilitator to carefully control the
>dialogue to serve the ends designated by the curriculum?

It seems to me that in any dialogue situation where there's a goal to be achieved (problem solution, learning), there's got to be scaffolding. In learning, it can be the external imposition of goals like assignments or problem-based learning, or through skilled facilitation.

-- Clark

>See also:

Quinn, C. N., Mehan, H., Levin, J. A., and Black, S. D. (1983). Real Education in Non-Real Time: The Use of Electronic Message Systems for Instruction. Instructional Science, 11, 313-327.

Black, S. D., Levin, J. A., Mehan, H., and Quinn, C. N. (1983). Real and Non-Real Time Interaction: Unraveling Multiple Threads of Discourse. Discourse Processes, 6, 59-75. 

--
Clark Quinn
Knowledge Universe Interactive Studio
(510) 768-2408
cnquinn@knowledgeu.com

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