in this episode, i feature the sharing that arose from the reading group of the Digital Curricular Literacies (DCL) project of the Centre for Research in Pedagogy and Practice, here at the National Institute of Education in Singapore.
the DCL project relates directly to recent initiatives by the Ministry of Education on 'extended learning tasks' and on the use of ICT in schools.
there are three main components to the project:
- DCL I addresses how teachers guide students in their ICT-related project work
- DCL II examines how students engage in online extension tasks
- DCL III investigates how students construct and craft their projects
for yesterday's meeting of the reading group, two articles were discussed. i've split this twentieth episode of ventriloquy into two files, because in its entirety, it is 99 minutes in duration.
the first file is 11.7 MB in size, and is a record of the discussion about an article by Gordon Wells, entitled 'the role of dialogue in activity theory', which was published in 2002 in the journal 'Mind, culture and activity'.
Show notes:
- Rationale for examining the paper
- Overview of the paper
- Previous research on dialogue in activity theory
- Asymmetry of power relations in dialogue
- Power and access to tools
- Dialogue occurs within context of task
- Materialism and symbolism in objects
- Materialism, symbolism and dialogue
- Materialism, symbolism, dialogue and culture
- Primary, secondary and tertiary artifacts
