Designing Online Learning Through Productive Talk: Project Report

This participatory action research project investigated how teachers could implement dialogic teaching, characterised by collective, reciprocal, supportive, cumulative, and purposeful classroom conversations (Alexander, 2020), to create educationally effective learning environments using digital technologies. The research addresses three critical demands: the complexity of integrating new technology (including AI) into teaching; the need for professional development in dialogic methods that enhance student engagement and deep learning; and the necessity to create vibrant spaces for professional agency and pedagogic transformation through participatory professional learning communities.