Online Dialogue and Critical Reflection - In An International Inclusive Education Context
Logan, Joanna, Hobbs, Helen F., & Keeffe, Mary (2005) Online Dialogue and Critical Reflection - In An International Inclusive Education Context. In OLT2005: Beyond Delivery Conference, 2005, Brisbane.
This action research project was designed to structure and model critical pedagogies in international perspectives on education and human rights issues. An online learning environment was designed in which self-directed dialogue and web based investigations provided a framework for final year education students to interrogate the nature of inclusion and diversity in international contexts. This authentic, enquiry based approach was negotiated in a collaborative partnership between the unit coordinator and the liaison librarians to ensure students were able to locate and critically analyse a variety of international sources of information. To achieve this aim, the team designed a series of online information literacy seminars and complemented these with discussion forum activities. The aims of the discussion forums were to promote the establishment of collaborative learning communities, to provide students with the opportunity to interrogate the issues and findings of their research and to maximize the potential for critical reflection.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Keywords:||inclusion, international, information literacy, learning designs, online, higher education, collaboration, interrogation, authentic assessment, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Educational Technology and Computing (130306)
Australian and New Zealand Standard Research Classification > EDUCATION (130000)
|Divisions:||Current > QUT Faculties and Divisions > Division of Technology, Information and Learning Support
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2005 (please consult author)|
|Deposited On:||15 Nov 2005|
|Last Modified:||09 Jun 2010 12:28|
Repository Staff Only: item control page