The roles and uses of design principles for developing the trialogical approach on learning

Abstract

In the present paper, the development and use of a specific set of pedagogical design principles in a large research and development project are analysed. The project (the Knowledge Practices Laboratory) developed technology and a pedagogical approach to support certain kinds of collaborative knowledge creation practices related to the 'trialogical' approach on learning. The design principles for trialogical learning are examined from three main developmental perspectives that were emphasised in the project: theory, pedagogy, and technology. As expected, the design principles had many different roles but not as straightforward or overarching as was planned. In their outer form they were more resistant to big changes than was expected but they were elaborated and specified during the process. How theories change in design-based research is discussed on the basis of the analysis. Design principles are usually seen as providing a bridge between theory and practice, but the present case showed that also complementary, more concrete frameworks are needed for bridging theory to practical pedagogical or technical design solutions.

IKT-val támogatott módszerek hatékonysága felnőttek nyelvoktatásában

“…A trialogikus tanulás e közös konkrét objektumok vagy tevékenységek fejlesztésén keresztüli interakciókra koncentrál, és nemcsak az emberek közöttiekre (dialogikus megközelítés) vagy az egyén elméjén belüliekre (monologikus megközelítés) (10. ábra) (Paavola, Lakkala, Muukkonen, Kosonen és Karlgren, 2011 …”

Assessing the Development of Collaborative Knowledge Work Competence: Scales for Higher Education Course Contexts

“…This article presents the development and substantiation process of the Collaborative Knowledge Practices questionnaire (CKP), which is theoretically based on the knowledge creation metaphor of learning and its six design principles (Paavola, Lakkala, Muukkonen, Kosonen, & Karlgren, 2011). Questionnaire development was initiated as a result of the lack of an instrument to measure discipline-general competence development, especially in terms of collaborative knowledge practices.…”

“…The development of the questionnaire was based on the knowledge creation metaphor. Its six design principles (DP; Paavola et al, 2011) were used to define the characteristics of pedagogical practices that are considered central in educational settings expected to promote students' knowledge work competence:…”

Teacher Learning within a Multinational Project in an Upper Secondary School

“…To explicate the core idea of TLA and to support educators in designing their pedagogical practices according to the approach, a set of trialogical design principles (DPs) has been proposed [26]. The DPs can be applied in varying ways and degrees in pedagogical design; they are generic guidelines rather than detailed rules.…”

“…The theoretical basis of this study for pedagogical development lies in the trialogical learning approach (TLA) [25,26] on which also the KNORK project was created. The trialogical approach aims to promote pedagogical processes where students focus their efforts on developing concrete knowledge-laden artefacts together.…”