The Role of Dialogue in Computer-Based Learning and Observing Learning: an evolutionary approach to theory

This paper examines two sides of a coin that relate to learning from dialogue. The first side of our coin relates to the role of dialogue in learning; the second side is related to the part that observations of learning can play in the design of computer-based learning environments. In order to define the scope of the paper two complementary research question are examined. The first question is how and why does one learn from dialogue? The second question is how, or to what extent, can theories and studies of dialogue and interaction be exploited in a concrete way by designers of interactive media for education? Following a review of related literature, we investigate the above questions by drawing on a useful, if somewhat simplified, conception of the role of theory and models in learning technology development. There are three aspects to what we are terming an evolutionary approach to learning technology theory: (i) theories/models of learning, (ii) empirical observations of learning, and (iii) interactive learning environment design and implementation. The purpose of this evolutionary approach is the mapping out of not a specific theory, but how people are working towards the creation of theories. The evolutionary approach involves a constant process which slowly takes the educational technology field forward in iterative steps. In order to concretize our evolutionary approach we examine the work of selected researchers, in the field of dialogue in learning, in the context of the identified three points of evolution. We conclude by suggesting that our evolutionary model can help designers of, and researchers into, learning technology in various important ways.