Designing effective learning experiences has always been a balancing act between content delivery, active engagement, and meaningful feedback. This challenge becomes even more complex when learning takes place in online or blended environments. One influential pedagogical model is Laurillard’s Conversational Framework, which also outlines six important learning types. The framework serves as a practical reminder that learning is relational, iterative, and collaborative. For instructional designers and faculty, it offers a lens through which to evaluate whether a course truly supports the conversations learners need to build understanding.
Laurillard’s Conversational Framework considers learning a dialogue: between teacher and learner, between learners, and between learners and the subject matter. It emphasises that knowledge does not simply transfer from expert to novice. Instead, learning is constructed through a “conversation” of iteration, feedback, and reflection.
Below, we explore the framework, its importance, and how it can be applied with insendi.
Developed by Professor Diana Laurillard, the Conversational Framework maps out how teaching and learning can be understood as an iterative dialogue. It identifies the essential exchanges required for effective learning to occur:
This cyclical process is not limited to the traditional classroom. In fact, it maps seamlessly onto digital learning environments, where dialogue can occur asynchronously through forums and collaborative tools, or synchronously in live discussions and feedback sessions.
From rich text to activities, there are many ways the Conversational Framework can be incorporated into your online course when building with insendi. Take a look at the box below to see how each dialogue type can be supported by our integration.
The Conversational Framework is powerful because it offers both a theory of learning and a practical guide for design. Here are three reasons it matters:
A common pitfall in online course design is an over-reliance on content delivery, essentially turning platforms into repositories of slides, PDFs, or recorded lectures. Laurillard’s Conversational Framework, and particularly the six learning types (see below), reminds us that learning isn’t just about absorbing information, but doing something with it. Learners must apply ideas, test their understanding, and both receive and act on feedback. This balance ensures that content serves as a foundation for activity, rather than an endpoint.
Feedback shouldn’t be an afterthought. Instead, it’s a crucial part of the learning ‘conversation’. According to the framework, feedback loops help learners refine their understanding, while giving instructors insights into misconceptions and progress. In digital environments, this might mean timely instructor comments, peer review opportunities, or automated feedback after engaging with an activity.
Laurillard’s Conversational Framework highlights the importance of learner agency. Involving learners in dialogue with peers and instructors positions them as active participants, not passive recipients. This approach is especially valuable in diverse, international cohorts, where bringing in different perspectives enriches the collective learning experience.
There are six learning types that are outlined in Laurillard’s Conversational Framework and are often used in curriculum planning. They are particularly important in learning design because they outline the different, beneficial ways learners can engage with their education to achieve success.
Read more about each learning type and how they are supported by our activities below.
With Acquisition, learners are presented with information. The least active of all six learning types, acquisition learning happens through reading, watching, and listening and can be just as crucial to the learning journey as other, more interactive learning types. Acquisition is particularly effective when paired with a follow-up reflective or discussion task.
Sometimes called Investigation, this learning type gives learners more ownership of the learning process and increases autonomy. It helps them develop their knowledge and independence through actions such as information seeking, problem solving, and evaluating.
Great learning happens through conversation. Incorporating Discussion throughout learning journeys helps learners improve the way they articulate ideas and opinions and respond to those of their peers. Not only does this learning type help develop critical thinking and social-emotional skills, but it also helps develop community and connectedness in online courses.
Similar to Discussion, Collaboration helps to improve interpersonal skills and build stronger learning communities. When learners work together on a task, they may also develop their subject knowledge through peer-to-peer feedback.
This type encourages learners to put their developed skills into practice and reflect on feedback for future improvement. Effective opportunities for Practice could include anything from essay writing to role-play scenarios, depending on the subject matter at hand. Learners could also be asked to solve puzzles or problems, or be encouraged to practise their skills in real-life situations.
With this learning type, learners produce something tangible in order to consolidate their knowledge and showcase their progress. Depending on the nature of the online course, this could be done via an assessed presentation, submission of a work portfolio, or creating a physical or digital design.
Example of Active Inquiry
Example of Discussion
Example of Collaboration
Laurillard’s Conversational Framework reminds us that effective learning is never one-way. It happens through dialogue, feedback, and reflection. By embedding these principles into course design, especially in online settings, educators can move beyond simple content delivery and create higher-quality learning experiences. We've designed our integration to make achieving this as easy as possible for any course builders creating online learning journeys in Canvas.