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This paper describes an alternative approach to traditional instructional design models by suggesting that participatory communication theory (PCT) creates a process that values the learner's voice. As a student develops a critical awareness of his or her environment, participatory media becomes a catalyst for cognition. Learners use media tools to influence their own lives. PCT suggests that learning is political as well as psychological and that dignity is a fundamental component of learning. The paper first defines participatory communication and its theoretical constructs. Second, an explanation of how it works is given. Third, several examples of participatory communication projects are presented. Fourth, a rationale for employing PCT is suggested, a rationale anchored in self-efficacy research as well as socio-constructivist approaches to learning theory. Finally, the paper explores the uses and ramifications of PCT in an instructional design model. Contains 15 references. (MES)

Descriptors: Cognitive Processes, Communication (Thought Transfer), Instructional Design, Learning Theories, Models, Participation, Self Efficacy











Autor: Maxey, Dennis

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5646&id=ED444503







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