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    Why use structured controversy pedagogy (in LAMS)?

    190711_75871_72791.pdf (6.778Mb)
    Access Status
    Open access
    Authors
    Dobozy, Eva
    Date
    2012
    Type
    Conference Paper
    
    Metadata
    Show full item record
    Citation
    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
    http://lams2012sydney.lamsfoundation.org/docs/Dobozy.pdf
    ISBN
    978-1-74138-393-5
    URI
    http://hdl.handle.net/20.500.11937/9744
    Collection
    • Curtin Research Publications
    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.

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