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Irony as complexity scaffold for deep learning

Publication: Bulletin of the Transilvania University of Brașov. Series IV: Philology and Cultural Studies, 7 (1), p. 7
Publisher:Transilvania University Press
Abstract:In Feller (2008) I have argued that irony can be used to motivate people to take a specific course of action. Based on my findings, this paper looks into the effects irony can have on someone’s mental actions. More precisely, I argue here that ironic expressions can be used in learning interactions to promote deep learning. Under certain circumstances, it can serve as complexity scaffold in the sense that the learner is prompted into thinking along more complex schemas. Following Chi and Ohlsson’s (2005) psychological framework for deep learning, I illustrate how irony facilitates the learner’s arriving at new insights by re- representing her knowledge in certain ways. I will demonstrate on the back of selected examples of quasi-authentic learning interactions from the US television show House, M.D. how this works.
Key words:irony, Dialogic Action Games, Explorative Action Games, dialog, knowledge re- representation, deep learning
Language: English

Citations to this publication: 1

References in this publication: 0

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