Why use structured controversy pedagogy (in LAMS)?
This paper explores the nature, purpose and practice of structured controversy pedagogy (SCP). It begins by examining the philosophical underpinnings of SCP and explains its relationship with transformational learning. A four-step model is introduced, followed by two LAMS-based case examples, illust...
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| Format: | Conference Paper |
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LAMS Foundation
2012
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| Online Access: | http://lams2012sydney.lamsfoundation.org/docs/Dobozy.pdf http://hdl.handle.net/20.500.11937/9744 |
| _version_ | 1848746038002712576 |
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| author | Dobozy, Eva |
| author2 | Leanne Cameron |
| author_facet | Leanne Cameron Dobozy, Eva |
| author_sort | Dobozy, Eva |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | This paper explores the nature, purpose and practice of structured controversy pedagogy (SCP). It begins by examining the philosophical underpinnings of SCP and explains its relationship with transformational learning. A four-step model is introduced, followed by two LAMS-based case examples, illustrating contemporary, technology-based applications of this pedagogical model. This paper argues that SCP may provide a possibility to engage students and lecturers in teaching and learning practices that move beyond transmission education. It is a response to Dalziel’s (2010) call for more specific examples of eTeaching Strategies. |
| first_indexed | 2025-11-14T06:26:53Z |
| format | Conference Paper |
| id | curtin-20.500.11937-9744 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T06:26:53Z |
| publishDate | 2012 |
| publisher | LAMS Foundation |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-97442023-02-02T07:57:37Z Why use structured controversy pedagogy (in LAMS)? Dobozy, Eva Leanne Cameron James Dalziel Structured controversy pedagogy eTeaching Learning Design LAMS This paper explores the nature, purpose and practice of structured controversy pedagogy (SCP). It begins by examining the philosophical underpinnings of SCP and explains its relationship with transformational learning. A four-step model is introduced, followed by two LAMS-based case examples, illustrating contemporary, technology-based applications of this pedagogical model. This paper argues that SCP may provide a possibility to engage students and lecturers in teaching and learning practices that move beyond transmission education. It is a response to Dalziel’s (2010) call for more specific examples of eTeaching Strategies. 2012 Conference Paper http://hdl.handle.net/20.500.11937/9744 http://lams2012sydney.lamsfoundation.org/docs/Dobozy.pdf LAMS Foundation fulltext |
| spellingShingle | Structured controversy pedagogy eTeaching Learning Design LAMS Dobozy, Eva Why use structured controversy pedagogy (in LAMS)? |
| title | Why use structured controversy pedagogy (in LAMS)? |
| title_full | Why use structured controversy pedagogy (in LAMS)? |
| title_fullStr | Why use structured controversy pedagogy (in LAMS)? |
| title_full_unstemmed | Why use structured controversy pedagogy (in LAMS)? |
| title_short | Why use structured controversy pedagogy (in LAMS)? |
| title_sort | why use structured controversy pedagogy (in lams)? |
| topic | Structured controversy pedagogy eTeaching Learning Design LAMS |
| url | http://lams2012sydney.lamsfoundation.org/docs/Dobozy.pdf http://hdl.handle.net/20.500.11937/9744 |