Why use structured controversy pedagogy (in LAMS)?
Access Status
Open access
Authors
Dobozy, Eva
Date
2012Type
Conference Paper
Metadata
Show full item recordCitation
Dobozy, Eva. 2012. Why use structured controversy pedagogy (in LAMS)?, in Cameron, L. and Dalziel, J. (ed), 7th International LAMS & Learning Design Conference, Dec 6-7 2012, pp. 40-48. Sydney, NSW, Australia: LAMS Foundation.
Source Title
Proceedings of the 7th International LAMS & Learning Design Conference: Surveying the Learning Design Landscape
Source Conference
7th International LAMS & Learning Design Conference
Additional URLs
ISBN
Collection
Abstract
This paper explores the nature, purpose and practice of structured controversy pedagogy (SCP). It begins by examining the philosophical underpinnings of SCP and explains its relationship with transformational learning. A four-step model is introduced, followed by two LAMS-based case examples, illustrating contemporary, technology-based applications of this pedagogical model. This paper argues that SCP may provide a possibility to engage students and lecturers in teaching and learning practices that move beyond transmission education. It is a response to Dalziel’s (2010) call for more specific examples of eTeaching Strategies.