School of Education

School of Education

Talanga: Developing Reflective Knowledge using Critical Thinking Scaffolds

Date: March, 14, 2014 09:30 Age: 4 yrs

Developing Reflective Knowledge using Critical Thinking Scaffolds
Date: Monday 17th March, 2014

Abstract

This seminar introduces a pedagogical paradigm that helps to explain the psychological nature and encounter of what constitutes as a user-friendly e-learning interaction. This pedagogical assumption is derived from the conversational learning paradigm perspective of Laurie Thomas and Sheila Harri-Augstein (1985). They define human learning as “the construction and reconstruction, exchange and negotiation of significant, relevant and viable meanings” (p.2). Their theory of the self-organized learner (S-o-L) is a personal constructivist theory of human learning that considers the design and use of reflective tools and processes which lead to an improved repertoire of inner-reflexive skills. From such an academic framework we have the fields of personal construct theory (Kelly, 1955), systems thinking and cybernetics and linked to these epistemological assumptions the concept of knowledge elicitation systems (Coombs, 1995) and critical thinking scaffolds have emerged. The application of critical thinking scaffolds to e-learning environments has led to the notion of e-scaffolding (Coombs, 2007) and how these ideas connect to online 'scaffolds' to elicit new knowledge and understanding through higher order critical reflection. Such reflective tools have been applied to postgraduate masters programmes to support professional learning in real life work-based settings. The seminar will explore such examples and other interesting case studies and implications for postgraduate curriculum development at USP.


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