Coombs, S and Ravindran, R (2003) 'Techno-pedagogy and the Conversational Learning Paradigm: Delivering the curriculum at the Centre for Individual Language Learning.' Asia Pacific Journal of Education, 23 (2). pp. 151-170. ISSN 1742-6855

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Techno‐pedagogy or the powerful combination of various technologies and pedagogy provides new opportunities to support a range of learning environments. This article describes how the Centre for Individual Language Learning (CILL) at Temasek Polytechnic in Singapore applies techno‐pedagogy to a conversational self‐organised learning (S‐O‐L) environment. The concept of S‐O‐L is explained in terms of conversational constractivist learning events within a social context. We also review the pedagogy of S‐O‐L in terms of delivering task management components within a learning organisation. We then show how the CILL facility functions as a self‐organised conversational learning environment with its adapted working model of S‐O‐L pedagogy. We then discuss the three key technologies available in CILL and explain how the integration of these three technologies provides for a conversational scaffolding learning environment that helps deliver the CILL curriculum. This pedagogic process facilitates in learners the development of independent learning skills through both collaborative and individualized language learning encounters that enables them to take increased responsibility for self‐organising their own learning in both school and the community. The article concludes by discussing the benefits of techno‐pedagogic solutions and how these have shaped learning within a self‐organised conversational learning environment at CILL.

Item Type: Article

This internationally peer-reviewed article is set within the field of language learning. Its theoretical perspective is that of conversational pedagogy, and its original contribution is the introduction of the new concept of techno-pedagogy - the practice of combining learning technology with a conversational pedagogy in education. It is significant in developing a new pedagogical framework for a student-centred individualised language learning curriculum at the Centre for Individual Language Learning (CILL) in Singapore. The research was rigorous in that it evaluated conversational learning findings as part of a PhD research project for the co-author. It employed a rigorous methodological framework of conversational tools as a reflective technology.
Proportional contribution 70%.

Subjects: L Education > L Education (General)
Divisions: Institute for Education
Date Deposited: 18 Nov 2012 04:45
Last Modified: 05 Nov 2014 16:09
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