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Vicarious learning, case-based teaching and educational ICT. by Mind Map: Vicarious learning, case-based teaching and educational ICT.
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Vicarious learning, case-based teaching and educational ICT.


Can you see all three of the categories you have been working with as relevant to this use of ICT; i.e. acquisition, participation and personal/identity change? Why/how? Why not?

Are they only subjects or are they also present within the wider community?

What tools are included in the activity system?

Where are the learners located?

reasons for using vicarious learning

In classroom and small­ group tutorial contexts students are often reluctant to articulate the current state of their understanding. Any utterances they do make may be ‘socially edited’ to a large degree to mask the true extent of their (mis)understanding. The structured nature and limited (topic) scope of TDDs provide a means of limiting the potential for ‘loss of face’ in front of others

Compared to open classroom or small-group tutorial contexts, the participation by pairs of participants in TDD exercises is designed to ensure a high degree of topic focus and increased amounts of discussion, together with deeper explorations of domain concepts.

Participating in a TDD exercise is a useful way of learning to reflect upon and express one’s understanding of concepts in a domain, ie. a means of developing ‘epistemic fluency’ (Morrison & Collins, 1995

TDDs provide a context for several forms of effective collaborative learning, including explaining-to-another, explanations-to-self which are overheard by another, and elaborative co­ construction (mutually exending each others ideas) (Hausmann, Chi & Roy, 2004).



task directed discussion

activity theory close-up


Engeström, Y. (1987). Learning by expanding: an activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit