Multiple Visions, Multiple Voices: A Dialogic Methodology for Teaching in Higher Education

Autor/inn/en	Formenti, Laura; Jorio, Federica
Titel	Multiple Visions, Multiple Voices: A Dialogic Methodology for Teaching in Higher Education
Quelle	In: Journal of Transformative Education, 17 (2019) 3, S.208-227 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-3446
DOI	10.1177/1541344618796761
Schlagwörter	Teaching Methods; Higher Education; Learning Processes; Undergraduate Students; Transformative Learning; Workshops; Metacognition; Epistemology; Video Technology; Student Attitudes; Portfolios (Background Materials); Films; Teacher Education Programs; Computer Software; Multimedia Materials; Dialogs (Language); Reflection; Essays; Teacher Student Relationship; College Faculty; Family (Sociological Unit) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning process; Lernprozess; Pädagogische Transformation; Lernwerkstatt; Schulung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Erkenntnistheorie; Schülerverhalten; Film; Dialog; Dialogs; Dialogue; Dialogues; Essay; Aufsatzunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Familie
Abstract	This article aims at contributing to the development of teaching methodologies which can foster transformative learning in higher education. It presents a workshop experience, embedded in an undergraduate course, whereby active and dialogic methodology was designed to support the students in maturing self-awareness about their epistemologies and perspectives. The workshop used video narrative as language that allows exploration of the students' assumptions and the cross-media portfolio to support the learning process in its unfolding. In the first part of the article, we introduce the theoretical frame and contextual premises of the workshop and our different contributions to this study. Then we describe our methodology, through its multiple--visual, narrative, reflective, and reflexive--layers. Finally, we use dialogue to analyze a student's cross-media portfolio, as an in-depth example of the methodology employed. Our analysis illustrates the complexity and learning potential of this experience of transformative learning practices beyond self-report. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01