Abstract
This paper describes my development of a useful, descriptive model that one-to-one practitioners could use to analyse transcripts of their sessions, design new strategies and even test them out. Further, this work has the potential to offer a framework that students, patients, clients and colleagues could use to communicate the types of interactions they prefer.
The narrative in my educational life around the domain of heuristic generates a living-educational-theory as a values-based explanation for my educational influences as a tutor. The living contradictions I encounter, and praxes I make up to help me imagine solutions, are portrayed visually and verbally; and this leads to my proposal of a five-cycle living visual taxonomy of learning interactions.
I consider the application of my living-educational-theory to other domains, for example, confidence; and to power dynamics, autism support, student engagement, expert behaviour, external influences, understanding negative feedback, and remoteness in heuristics.
Interestingly, one future possibility is to use my taxonomy to develop a ‘positivist/scientific flavoured’ quantitative instrument to support learning analytics and educational data-mining; to optimise learning, and the environment in which it takes place.