Rupert Wegerif | |
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| Born | 2 September 1959 |
| Nationality | British |
| Known for | Theory of Dialogic Education for the Internet Age. |
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| Academic work | |
| Discipline | Education |
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| Website | www |
Rupert Wegerif (born 2 September 1959) is a professor of education at the University of Cambridge in England.
Prof. Wegerif is a writer and researcher in the field of dialogic education and dialogic education with technology. He has proposed a dialogic theory of education for the AI-Enhanced Internet Age,and conducted research on education technology as a support for teaching dialogue in classrooms as well as designing for dialogue with the Internet. He was the founder of the Elsevier journal Thinking Skills and Creativity and lead editor until 2017. He is founder and director of the Digital Education Futures Initiative (DEFI) at Hughes Hall,Cambridge.
Wegerif studied Philosophy with Social Anthropology at the University of Kent (1980–83),began a PhD on Derrida and Millenarianism at the University of Kent in 1984 which he did not complete,did a Post-Graduate Certificate of Education (PGCE) specialising in Religious Education at Bristol from 1990 to 1991 and a Masters in Information Technology at Queen Mary and Westfield College,London University,1991 to 1992 followed by a PhD in Education Technology at the Institute of Education Technology in the UK Open University,1992 to 1996. His topic was ‘Using computers to teach reasoning through talking across the curriculum’. Neil Mercer was one of his supervisors,the other was Pat Fung [1]
Wegerif began his academic career at the Open University working with Neil Mercer on a range of funded projects to explore the impact of teaching ‘Exploratory Talk’on learning,especially on learning with computers. In 2004,he went to the University of Southampton as a Reader and in 2006 he joined the University of Exeter as a professor. In 2017,Wegerif became the Professor of Education (2000) at the Faculty of Education,University of Cambridge. There he is a member of the Cambridge Educational Dialogue Research Group (CEDiR). [2] In November 2017,Wegerif was awarded a Fellowship at Hughes Hall College (Cambridge). He founded the Digital Education Futures Initiative at Hughes Hall Cambridge in 2020. He was the first Managing Director of this new 'think and do' centre moving on to be the Academic Director in 2022. [3]
He is known for developing a dialogic theory of Education. This argues for the importance of dialogue as an aim of education as well as being a means to education. Wegerif understands learning as being motivated by relationships and taking the form of 'dialogic switches' whereby students take on different perspectives within already existing dialogues. The originality of the theory lies in the focus on the significance for development of the 'dialogic gap' between perspectives. This leads to a model of development that is not primarily characterised in terms of individual identities or expanding knowledge but in terms of expanding 'dialogic space'. Education is understood as opening,widening and deepening dialogic space through dialogue with specific others,cultural ‘general others’personifying communities of practice and also ‘the Infinite Other’. The ‘Infinite Other’is the idea that the unbounded horizon of knowledge can act as a voice within educational dialogues. [4] His recent work outlines the role of technology in education for expanding dialogue. [5]
Wegerif has gained significant sums in research funding for projects exploring diversity in science education and developing tools to support Learning to Learn Together (L2L2) online. [6] In 2006,he founded the journal Thinking Skills and Creativity with Anna Craft. [7] They edited the journal together until Anna Craft's death in 2014. [8] Wegerif remained chief editor of the journal through June 2018, [9] and was subsequently replaced by Teresa Cremin and Pamela Burnard. [10]
Wegerif's books include:[ citation needed ]
Education is the transmission of knowledge,skills,and character traits and manifests in various forms. Formal education occurs within a structured institutional framework,such as public schools,following a curriculum. Non-formal education also follows a structured approach but occurs outside the formal schooling system,while informal education entails unstructured learning through daily experiences. Formal and non-formal education are categorized into levels,including early childhood education,primary education,secondary education,and tertiary education. Other classifications focus on teaching methods,such as teacher-centered and student-centered education,and on subjects,such as science education,language education,and physical education. Additionally,the term "education" can denote the mental states and qualities of educated individuals and the academic field studying educational phenomena.
Learning theory describes how students receive,process,and retain knowledge during learning. Cognitive,emotional,and environmental influences,as well as prior experience,all play a part in how understanding,or a worldview,is acquired or changed and knowledge and skills retained.
Bloom's taxonomy is a framework for categorizing educational goals,developed by a committee of educators chaired by Benjamin Bloom in 1956. It was first introduced in the publication Taxonomy of Educational Objectives:The Classification of Educational Goals. The taxonomy divides learning objectives into three broad domains:cognitive (knowledge-based),affective (emotion-based),and psychomotor (action-based),each with a hierarchy of skills and abilities. These domains are used by educators to structure curricula,assessments,and teaching methods to foster different types of learning.
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student;this instructional approach allows students to experience student-centered learning,which tends to facilitate more efficient learning than teacher-centered learning. This learning process promotes a deeper level of learning than many other common teaching strategies.
Critical thinking is the analysis of available facts,evidence,observations,and arguments in order to form a judgement by the application of rational,skeptical,and unbiased analyses and evaluation. In modern times,the use of the phrase critical thinking can be traced to John Dewey,who used the phrase reflective thinking. The application of critical thinking includes self-directed,self-disciplined,self-monitored,and self-corrective habits of the mind;thus,a critical thinker is a person who practices the skills of critical thinking or has been trained and educated in its disciplines. Philosopher Richard W. Paul said that the mind of a critical thinker engages the person's intellectual abilities and personality traits. Critical thinking presupposes assent to rigorous standards of excellence and mindful command of their use in effective communication and problem solving,and a commitment to overcome egocentrism and sociocentrism.
Pedagogy,most commonly understood as the approach to teaching,is the theory and practice of learning,and how this process influences,and is influenced by,the social,political,and psychological development of learners. Pedagogy,taken as an academic discipline,is the study of how knowledge and skills are imparted in an educational context,and it considers the interactions that take place during learning. Both the theory and practice of pedagogy vary greatly as they reflect different social,political,and cultural contexts.
Constructivism in education is a theory that suggests that learners do not passively acquire knowledge through direct instruction. Instead,they construct their understanding through experiences and social interaction,integrating new information with their existing knowledge. This theory originates from Swiss developmental psychologist Jean Piaget's theory of cognitive development.
Learning sciences (LS) is the critical theoretical understanding of learning,engagement in the design and implementation of learning innovations,and the improvement of instructional methodologies. LS research traditionally focuses on cognitive-psychological,social-psychological,cultural-psychological and critical theoretical foundations of human learning,as well as practical design of learning environments. Major contributing fields include cognitive science,computer science,educational psychology,anthropology,and applied linguistics. Over the past decade,LS researchers have expanded their focus to include informal learning environments,instructional methods,policy innovations,and the design of curricula.
Project-based learning is a teaching method that involves a dynamic classroom approach in which it is believed that students acquire a deeper knowledge through active exploration of real-world challenges and problems. Students learn about a subject by working for an extended period of time to investigate and respond to a complex question,challenge,or problem. It is a style of active learning and inquiry-based learning. Project-Based Learning is a form of experiential learning that emphasizes active,hands-on engagement with real-world problems. Project-based learning contrasts with paper-based,rote memorization,or teacher-led instruction that presents established facts or portrays a smooth path to knowledge by instead posing questions,problems,or scenarios.
This is an index of education articles.
The zone of proximal development (ZPD) is a concept in educational psychology. It represents the space between what a learner is capable of doing unsupported and what the learner cannot do even with support. It is the range where the learner is able to perform,but only with support from a teacher or a peer with more knowledge or expertise. The concept was introduced,but not fully developed,by psychologist Lev Vygotsky (1896–1934) during the last three years of his life. Vygotsky argued that a child gets involved in a dialogue with the "more knowledgeable other",such as a peer or an adult,and gradually,through social interaction and sense-making,develops the ability to solve problems independently and do certain tasks without help. Following Vygotsky,some educators believe that the role of education is to give children experiences that are within their zones of proximal development,thereby encouraging and advancing their individual learning skills and strategies.
Egalitarian dialogue is a dialogue in which contributions are considered according to the validity of their reasoning,instead of according to the status or position of power of those who make them. Although previously used widely in the social sciences and in reference to the Bakhtinian philosophy of dialogue,it was first systematically applied to dialogical education by Ramón Flecha in his 2000 work Sharing Words. Theory and Practice of Dialogic Learning.
Dialogic learning is learning that takes place through dialogue. It is typically the result of egalitarian dialogue;in other words,the consequence of a dialogue in which different people provide arguments based on validity claims and not on power claims.
David R. Cole is a philosopher of education,academic and author. He is an Associate Professor in the School of Education,English,Literacies and ESL and has held positions as Globalisation Theme Leader in the Centre for Educational Research,Senior Researcher in the Institute for Culture and Society and Associate Dean,HDR at Western Sydney University.
Wolff-Michael Roth is a learning scientist at the University of Victoria conducting research on how people across the life span know and learn mathematics and science. He has contributed to numerous fields of research:learning science in learning communities,coteaching,authentic school science education,cultural-historical activity theory,social studies of science,gesture studies,qualitative research methods,embodied cognition,situated cognition,and the role of language in learning science and mathematics.
Neil Mercer is Emeritus Professor of Education at the University of Cambridge.
David Richard Olson is a Canadian cognitive developmental psychologist who has studied the development of language,literacy,and cognition,particularly the mental lives of children,their understanding of language and mind and the psychology of teaching. Olson is University Professor Emeritus at the Ontario Institute for Studies in Education at the University of Toronto,where he has taught since 1966.
The Cognitive Theory of Inquiry Teaching,also referred to as the Cognitive Theory of Interactive Teaching,was developed by Allan Collins and Albert L. Stevens. Allan Collins was a chief scientist at Bolt Beranek and Newman Inc.,a research firm in Cambridge Massachusetts. He is also a specialist in the field of cognitive science and human semantic processing. Albert L. Stevens was a senior scientist at Bolt Beranek and Newman Inc. He was also director of the company's Artificial Intelligence,Education Technology and Training Systems Division. He is also a specialist in cognitive science. The Cognitive Theory of Inquiry Teaching according to Collins and Stevens (1981) requires the learner to construct theories and principles through dialogue,the teaching of self-questioning techniques and the teaching of metacognitive or self-monitoring skills,all with the intent of clarifying misconceptions so the theory or principle is well articulated and developed. The essence of the cognitive theory of Inquiry teaching is that of developing students' metacognitive skills. Inquiry teaching deliberately attempts to develop these stills through instruction.
Bill Lucas is a social entrepreneur and author. He is a professor of Learning and Director of the Centre for Real-World Learning at the University of Winchester. He is the co-creator of Expansive Education Network and a founding partner of a Bill Lucas Partnership Ltd. He is also an international adviser to Victorian Curriculum and Assessment Authority in Australia and to the OECD/CERI on creativity.
Sara Hennessy is a British scholar. As of 2022,she is a professor of Teacher Development and Pedagogical Innovation in the Faculty of Education at the University of Cambridge. Hennessy has worked in the field of EdTech for over three decades,focusing particularly on professional development,teacher inquiry,and interactive pedagogy,including in sub-Saharan Africa. She is a Research Director of EdTech Hub,a multi-million-pound 8-year program funded by the UK's Foreign,Commonwealth and Development Office.
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