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Conversational Framework

The document is about Prof. Diana Laurillard's Conversational Framework for teaching and learning. The framework proposes 5 key events in the teaching-learning process: 1) Acquisition, 2) Discovery, 3) Dialogue, 4) Practice, and 5) Creation. A study evaluated the effectiveness of the framework in developing writing skills in a blended learning environment versus a face-to-face environment. The results showed the framework was more effective for developing some skills in blended learning. Learners' perceptions depended on factors like language proficiency and technology familiarity. The framework guides combining face-to-face and technology-based learning to support students' learning needs.

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346 views

Conversational Framework

The document is about Prof. Diana Laurillard's Conversational Framework for teaching and learning. The framework proposes 5 key events in the teaching-learning process: 1) Acquisition, 2) Discovery, 3) Dialogue, 4) Practice, and 5) Creation. A study evaluated the effectiveness of the framework in developing writing skills in a blended learning environment versus a face-to-face environment. The results showed the framework was more effective for developing some skills in blended learning. Learners' perceptions depended on factors like language proficiency and technology familiarity. The framework guides combining face-to-face and technology-based learning to support students' learning needs.

Uploaded by

luisgelacio19
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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Republic of the Philippines

President Ramon Magsaysay State University


(Formerly Ramon Magsaysay State University)
College of Teacher Education
Iba, Zambales Philippines 2201
Telefax: (047) 811-1683

Conversational
Framework
Prof. Diana Laurillard’s Framework
STUDENT-PRESENTERS

DIANE FERIA DANICA PALERO DIANA MAE


MODELO DON MANALO

REBECCA MERIÑO MICA PAGTACUNAN KATHLEEN


TOLENTINO ARME JOHN DRIZA
Who is she?
What is
Conversational
Framework?
What is Conversational Framework ?

A pedagogical approach that draws on


multiple media forms, teaching activities
and events and stakeholders (educators,
tutors, students) to support various
learning processes (practice, reflection,
dialogue, acquisition, discovery) by
stakeholders.
Conversational Framework of
Laurillard (2002)
The teaching-learning process poses very complex tasks
to allow learners to understand their lessons and master
the skills they are expected to demonstrate. Thus, it will
be reassuring if teachers will explore on engaging
various media to support various learning activities in
classrooms. This is how the Conversational Framework
(Laurillard, 2002) may support. The framework
postulates a way of presenting teaching and learning in
terms of events.
Conversational Framework
Video
Presentation
These are the 5 key Teaching and Learning
events in the Framework which are identified as

A. Acquisition
B. Discovery
C. Dialogue
D. Practice
E. Creation
The Laurillard’s Conversational Framework
(LCF) is relevant in the field of language
education since this field requires appropriate
and complex use of various technologies:

The framework clearly presents the way


teaching events in language classrooms can be
thoroughly related to their language learning
events. Language teachers need to
systematically match their teaching styles to
the learning needs of their students. By this,
the integration of ICT and pedagogy will be
The usefulness of LCF in language education
was analyzed in a study that was conducted by
Abeer Aidh Alshwiah in 2016.
The study investigated and evaluated the
effectiveness of LCF in developing the writing
component of foreign language learners’
(FLLs’) communicative competence in
blended learning (BL) context, as compared to
a face-to-face (F2F) context. The FLLs in the
study comprised three intact classes from a
foundation course at a Saudi university. The
three skills addressed consisted of the use of
the past tense to describe past events and form
To evaluate the effectiveness of LCF, a
mixed-methods approach was used. The
quasi-experimental design was applied by
measuring learners’ development in the
three aforementioned skills. The
corresponding test results were then
compared with those of a control group.
Moreover, the benefits of LCF were
examined by gathering the learners’
perceptions of the intervention and
The study revealed that LCF was more effective in the
BL than in the F2F context, in terms of developing the
learners’ skill in forming wh questions. However, both
contexts almost equally developed the learners’ skills
in using the’ past .tense and writing a letter of
complaint. Moreover, interviews with volunteers from
the two experimental groups, observing their
engagement, and analyzing their conversations,
revealed positive perceptions amongst learners with an
intermediate level of English language proficiency. On
the other hand, two different factors affected their
perceptions of the intervention: language proficiency
and the willingness of peers to collaborate. Another
factor affecting perceptions of BL was lack of
familiarity with the technology applied. It is therefore
Conclusion
Laurillard’s Conversational Framework
The learning environment was designed based
on Laurillard's (1993) conversational framework.
Here, students combined learning face-to-face in the
class with learning using technology. Laurillard's
conversational framework was developed to guide
and provide what learners needed and to explore how
best to support their learning (Laurillard, 2008).
Laurillard's Conversational Framework was a way of
“capturing the iterative, communicative, adaptive,
reflective and goal-oriented actions with feedback
that were necessary to support the complete learning
REFERENCES

https://teaching.london.edu/
exchange/applying-design-
frameworks-digital-learning/
https://www.futurelearn.com
THANK YOU!

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