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Open Education Network http :// www . open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul Kawachi FRSA Open University of China kawachi @ open-ed.net

Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

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Page 1: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

Transactional Distance Model : a practical scaffold for

Classroom, Online and Blended Learning

Paul Kawachi FRSA

Open University of China

kawachi @ open-ed.net

Page 2: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

Transactional Distance Model : a practical scaffold for

Classroom, Online and Blended Learning

Paul Kawachi FRSA

Open University of China

kawachi @ open-ed.net

http://www.open-ed.net / library / scaffold.ppt

Page 3: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

an empirically validated model

as a practical scaffold for supporting

classrooms, blended, and online learning

that derives essentially from the distinction

between cooperative and collaborative ways

of learning in groups

overview

Page 4: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

i definitions of the terms

ii theories behind the scaffold

iii the scaffold model

iv empirical validation

v on decreasing autonomy

vi on group size

vii summary

overview

Page 5: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

i definitions of the terms

definitions

Page 6: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

definitions of the terms :

- transactional distance

- cooperative

- collaborative

- structure

- dialogue

- autonomy

definitions

Page 7: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

i definitions of the terms

ii theories behind the scaffold

iii the scaffold model

iv empirical validation

v on decreasing autonomy

vi on group size

vii summary

theories

Page 8: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

ii theories behind the scaffold

theories

Page 9: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

theories behind the scaffold :

- conversation theory

- transactional distance theory

- constructivism

- constructionism

- connectivism

theories

Page 10: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

iii the scaffold model

scaffold

Page 11: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

the scaffold model :

distinct stages can be characterised by their

added Structure S+ imposed by the institution, and

added Dialogue D+ the educative transactions

scaffold

Page 12: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

the 4 stage theory of transactional distance :

1) Maximal Distance ( D- S- ) no teaching, and no structure

2) Less Distance ( D- S+ ) no teaching, but added purpose

3) Less Distance ( D+ S+ ) content teaching, and purpose

4) Minimal Distance ( D+ S- ) content relevant, freedom

. D = educative dialogue S = imposed structure

scaffold

Page 13: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

the 4 stage model of transactional distance :

1) Maximal Distance ( D- S- ) reflective, cooperative

2) Less Distance ( D- S+ ) framing in a theory, collaborative

3) Less Distance ( D+ S+ ) review other solutions, collaborative

4) Minimal Distance ( D+ S- ) adopt new way, cooperative

. D = educative dialogue S = imposed structure

scaffold

Page 14: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

scaffold

the transactional distance model of learning

Page 15: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

the Transactional Distance Model

scaffold

Page 16: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

the Transactional Distance Model

example

Stage 1get input

Stage 4try out …

Stage 2create

Stage 3choosefrom all world

Page 17: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

the Transactional Distance Model

scaffold

Page 18: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

Transactional Distance Model : Kawachi 2003

this Model recognizes that learningstarts from what someone already knows through cooperative sharing,

and proceeds through collaborative reflectionabout new not-yet-learnt information

Page 19: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

decreasing

Transactional

Distance

1 S- D-

2 S+ D-

3 S+ D+

4 S- D+

cooperative sharing old

collaborative creative

collaborative disjunctive

cooperative experiential

Page 20: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

Transactional Distance Model : Kawachi 2003

1 elicit needs, sharing, brainstorming

2 rationalizing, theorizing, justifying

3 consider all possible alternatives, disjunctive thinking

4 test out new way, experiential, publish

Page 21: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

here we use the letters S and D to refer to :

S Structure : the educative structure imposed by the teacher, textbook or institution

D Dialogue : the educative guiding conversation ( not idle or social chat )

Page 22: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

decreasing

Transactional

Distance

1 S- D-

2 S+ D-

3 S+ D+

4 S- D+

cooperative sharing old

collaborative creative

collaborative disjunctive

cooperative experiential

Page 23: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

Stage 1 cooperative

Stage 2collaborative

Stage 4cooperative

Stage 3collaborative

Page 24: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

Stage 1

is characterized by cooperative sharing of prior old knowledge and prior experience,eliciting views, brainstorming and divergent thinking to gather various differentframes of context

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Stage 2

is characterised by collaborative creation and discovery of new theory rationalizing and underlying prior knowledge, developing metaphors, horizontal and lateral thinking

Page 26: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

Stage 3

is characterised by collaborative testing out of hypotheses to co-discover some new potential knowledge, problem solving, vertical and disjunctive thinking

Page 27: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

Stage 4

is characterised by cooperative presenting new ideain real-life, experiential,personal meaning-making,social-constructivist,dissemination, reflecting, judging, publishing

Page 28: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

decreasing

Transactional

Distance

1 S- D-

2 S+ D-

3 S+ D+

4 S- D+

cooperative sharing old

collaborative creative

collaborative disjunctive

cooperative experiential

Page 29: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

now the main points in thisTransactional Distance Model :

are that initially the student chats, ( not educatively, so here D- and without teaching tasks S- )to share own background, to reduce anxiety,and to become comfortable and able then to engage S+ reasoning

Page 30: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

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now the main points in thisTransactional Distance Model :

then the student explains to othersand must engage S+ reasoning

at this Stage 2, social interactions may be fun or desirable but is no longer needed

Page 31: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

now the main points in thisTransactional Distance Model :

then the teacher engages ( D+ )and raises alternatives to be explored ( S+ ),

and finally the student tries out a new ideain her own context ( S- )with teaching guidance and assessment ( D+ )

Page 32: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

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this Transactional Distance Model

succeeds through bringing the student from not knowing ( greatest Transactional Distance )

to knowing something ( zero Transactional Distance )

Page 33: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

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Learning Transaction =requires 4 interactions

1 student’s prior knowledge and need are identified

2 the text or teacher gives an amount of information

3 the student outputs an own construction

4 the teacher or society confirms the meaning

Three encounters / passes are needed to ‘learn’

Page 34: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

decreasing

Transactional

Distance

1 S- D-

2 S+ D-

3 S+ D+

4 S- D+

Cooperative sharing old

Collaborative creative

Collaborative disjunctive

Cooperative experiential

Page 35: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

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Four Categories in Transactional Distance Theory

less

Transactional

Distance

1 S- D-

2 S+ D-

3 S+ D+

4 S- D+

added

Structure

added

Dialogue

Page 36: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

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now we have the scaffold or frameworkconsisting of the four distinct Stageson which to put theessential kinds of interactions

that we need to bring about learning, through reducing the Transactional Distance

Page 37: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

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difficulties are reported in achieving Stage 3

Renner 1976 found only 81% of final-year law students in 2 law schools reached Stage 3

Piaget 1977 acknowledged many people never reached Formal Operations level Stage 3 even in adulthood

McKinnon 1976 found only 50% of college students at 7 colleges could reach Stage 3

Gunawardena 1997 and 2001 found in graduate students and teachersthat the Stage 3 “collaboration simply did not happen”

Meyer 2003 found only 29% of graduate students reached Stage 3and Anderson 2007 only 13% of two graduate courses

Page 38: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

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How do other theories such as constructivismfit with this Transactional Distance Model ?

Most theories each have their own special practice

Behaviorism, and objectivism each suitsthe cooperative Stage 1 plus Stage 4 While cognitive constructivism suits Stage 2and social constructivism suits Stage 3

Overall, constructionism suits the whole Modelinvolving all four stages in sequence

Page 39: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

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let’s open up these points a little . . .

Stage 1 T input : behaviourismStage 4 T-moderated output : behaviourism Stage 1 + Stage 4 : behaviourismStage 2 Ss told connections : cognitivismStage 3 Ss discuss connections : constructivism

T or S knows : cooperativeso we lack collaborative – critical thinking skills so adopt constructionism

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in constructionism . . .

Learning is wholly within the student’s mindthrough interactions ( as in Conversation Model )

diversity helps to achieve collaborative Stage 3so adopt Transactional Distance Model

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Stage 1 cooperative

Stage 2collaborative

Stage 4cooperative

Stage 3collaborative

Page 42: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

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the Transactional Distance Model is perfectly suited to early school education

the initial stage involves cooperative sharing . . .this can be from the student herself ( best ) or from other students ( suits large classes )or any source ( teacher, textbook or internet )

younger children might prefer doing some activitiesto generate own ideas to share with others

Page 43: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

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1 each student first expresses her own ideas or own findings or experience

2 the teacher then asks students to express why they feel or think like they do

3 and then raises other new alternatives using a textbook or the internet

4 for the students to take away and try out themselves

Page 44: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

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The Transactional Distance Model : Kawachi underpinned by the widely accepted

- Conversation Theory : Holmberg 1983 , Grogono 1993, Laurillard 2002

- Transactional Distance Theory : Peters 1973, Moore 1993

- Constructionism Theory : Papert 1991, Gergen 2001

Page 45: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

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Conversation Theory : Mitchell & Grogono 1993

- postulates that learning occurs through guiding transactions between a desirable target concept map model of knowledge and a student’s externalized model of prior understanding.

- Such transactions include asking the student to articulate and make explicit own elaborations

Page 46: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

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Conversation Model : learning transactions include

appropriation - whereby the teacher or a good student picks up points from weaker students and shows how they can fit into a larger picture, to model greater understanding for the weaker students to then see

elaboration - whereby conflicts, slight differences or diverging views are verbalized, and so lead to learning

justification - whereby thought processes and strategic knowledge initially implicit are made explicit through verbalization to help both the enquirer and the justifier to learn

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Harel, I., & Papert, S. (1991). Constructionism. Norwood, NJ : Ablex.

Holmberg, B. (1983). Guided didactic conversation in distance education. Distance education : International perspectives, (pp. 114-122). London : Croom Helm.

Gergen K.J., & Wortham, S. (2001). Social construction and pedagogical practice. In K.J. Gergen (Ed.), Social construction in context, (pp. 115-136). Thousand Oaks, CA : Sage.

Laurillard, D. (2002). Rethinking university teaching : A conversational framework for the effective use of learning technologies. London : RoutledgeFalmer.

Mitchell, P.D., & Grogono, P.D. (1993). Modelling techniques for tutoring systems. Computers & Education, 20 (1), 55-61.

Moore, M. G. (1993). Theory of transactional distance. In D. Keegan (Ed), Theoretical principles of distance education, (pp. 22-38). London : Routledge.

These plus my own Kawachi 1999 – 2012 published works available from me by email

Page 48: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

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constructivist learning :

the distinction between

iii cooperative in a group

iv collaboratively in a group

is important for scaffolding the learning process

scaffold

Page 49: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

less

transactional

distance

1 S - D -

2 S+ D -

3 S+ D+

4 S - D+

cooperative sharing old

collaborative creative

collaborative disjunctive

cooperative experiential

the transactional distance model of learning

scaffold

Page 50: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

the transactional distance model of learning

Stage 1 cooperative

Stage 2collaborative

Stage 4cooperative

Stage 3collaborative

scaffold

Page 51: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

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a scaffold of the interactions :

cooperative interactivity occurs in a situation

of inequality or disequilibrium

from a source (knower)

to the passive receiver

cooperative activity is limited to recall and memorisation

an active receiver questions the input in collaborative mode

scaffold

Page 52: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

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suggested verbal expressions for the interactions :

T1 : initial input from outsiders as trigger

followed by S1 and S2 self-reflections

T2 : output and the possible T3 received by outsiders

followed by their S3 and S4 self-reflections

T4 : output from outsiders, and T5 received input

followed by self-reflections again and T6 output

these are illustrated in the following scaffold …

scaffold

Page 53: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

scaffold

Page 54: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

suggested verbal expressions for the interactions :

T1 : "How do you think about this idea?"

S1 "I think this is the meaning" and

S2 "I wonder if I am connecting this well"

T2 : "This is my interpretation. Is it complete?"

T3 "Please add complexity to help my understanding"

S3 "I confirm one point, and add some related others"

S4 "Show us a bigger picture of your interpretation"

T4 : "The initial idea is now input and well connected

while the other points need more clarification"

scaffold

Page 55: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

a scaffold of the interactions :

cooperative learning characterises

the second-level Stage 1 and Stage 4 of the

transactional distance model

in Stage 1, cooperation involves getting input

in Stage 4, cooperation involves testing out an idea

scaffold

Page 56: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

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scaffold

cooperative input of new information in Stage 1

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scaffold

cooperative input of feedback in Stage 4

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collaborative learning :

used in small groups for questioning ideas

and the perspectives of the participants

in a search and research inquiry

to co-create

new non-foundational learning

learning

Page 59: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

a scaffold of the interactions :

collaborative interactivity occurs in a situation

of perceived equality and equilibrium

between two pro-active partners

who do not yet know the outcome

collaborative activity questions all input and

is highly engaged and reflective

scaffold

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the turn-taking collaborative process :

involves three functional turn-taking steps A B A

between two pro-active participants A and B

which when repeated as B A B

give both participants the opportunities each

to give opinions and receive counter-opinions

empathically, as follows ;-

scaffold

Page 61: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

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the functional turn-taking interactions :

A) ( Hello ) Affirm + ElicitationB) Opinion + Request understandingA) Confirm + Counter-opinion B) Affirm + ElicitationA) Opinion + Request understandingB) Confirm + Counter-opinion

these are illustrated in the following scaffold …

scaffold

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scaffold

Page 63: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

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suggested verbal expressions for the interactions :

1 : warm affirmation “you’re okay by me”

2 : inviting open disclosure in response “please tell me what

you want to do here, so that I can see your point of view”

3 : open disclosure “here’s my own experience

and what I want to do …”

4 : inviting empathic comprehension in response

“I’d welcome knowing what you think I mean, to be sure my

feelings are accepted” or “I’d like your sense of what I mean”

5 : empathic comprehension “what I think you mean in essence is …”

6 : “my own view differs …” or “I’d like you to hear my own view”

inviting warm affirmation in response.

scaffold

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a scaffold of the interactions :

collaborative learning characterises

the second-level Stage 2 and Stage 3 of the

transactional distance model

in Stage 2, reorganising to fit into schema

in Stage 4, research with disjunctive reasoning

scaffold

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scaffold

collaborative argument in Stage 2

search for schema

internal reorganisation

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scaffold

collaborative argument in Stage 3

external arguments

research

Page 67: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

the transactional distance model of learning

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iv empirical validation

validation

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empirical validation :

validation

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v on decreasing autonomy

autonomy

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on decreasing autonomy :

autonomy

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vi on group size

group size

Page 73: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

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on group size :

group size

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vii summary

summary

Page 75: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

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summary :

summary

Page 76: Open Education Network http :// www. open - ed. net Transactional Distance Model : a practical scaffold for Classroom, Online and Blended Learning Paul

Open Education Networkhttp :// www . open - ed. net

You can download these slides freely from the website

http://www.open-ed.net / library / scaffold.ppt

or by email to me at

kawachi @ open-ed.net