Trialogical learning: Difference between revisions
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Trialogical Learning refers to {{quotation|Those forms of learning where learners are collaboratively developing, transforming, or creating shared objects of activity (such as conceptual artefacts, practices, products) in a systematic fashion. Trialogical learning concentrates on the interaction through developing these common, concrete objects (or artefacts) of activity, not just between people ("dialogical approach"), or within one's mind ("monological" approach)}} ([http://kplab.evtek.fi:8080/wiki/Wiki.jsp?page=TrialogicalLearning Trialogical Learning], retrieved 16: | Trialogical Learning refers to {{quotation|Those forms of learning where learners are collaboratively developing, transforming, or creating shared objects of activity (such as conceptual artefacts, practices, products) in a systematic fashion. Trialogical learning concentrates on the interaction through developing these common, concrete objects (or artefacts) of activity, not just between people ("dialogical approach"), or within one's mind ("monological" approach)}} ([http://kplab.evtek.fi:8080/wiki/Wiki.jsp?page=TrialogicalLearning Trialogical Learning], retrieved 16:16, 13 June 2008 (UTC)). | ||
See also: [[Cognitive artifact]], [[Cognitive tool]], [[Knowledge-building community model]] | |||
== Links == | == Links == | ||
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[[Category: Instructional design models]] | [[Category: Instructional design models]] | ||
[[Category: Cognitive tools]] | |||
[[Category: Educational technologies]] | |||
Revision as of 17:16, 13 June 2008
Stub
Trialogical Learning refers to “Those forms of learning where learners are collaboratively developing, transforming, or creating shared objects of activity (such as conceptual artefacts, practices, products) in a systematic fashion. Trialogical learning concentrates on the interaction through developing these common, concrete objects (or artefacts) of activity, not just between people ("dialogical approach"), or within one's mind ("monological" approach)” (Trialogical Learning, retrieved 16:16, 13 June 2008 (UTC)).
See also: Cognitive artifact, Cognitive tool, Knowledge-building community model
Links
Bibliography
- Ahonen, H., Engeström, Y., & Virkkunen, J. (2000). Knowledge management - the second generation: Creating competencies within and between work communities in the Competence Laboratory. In Y. Malhotra (Ed.), Knowledge management and virtual organizations. Hershey: Idea Group.
- Kotzinos, D., Christophides, V., & Ilomäki, L. (2007). The KP-Lab Framework for Knowledge Creation Practices. ERCIM News, 71. Available online
- Paavola, S. & Hakkarainen, K. (2005). The Knowledge Creation Metaphor - A Emergent Epistemological Approach to Learning. Science & Education 14(6), 535-55
- Stetsenko, A. (2005). Activity as Object-Related: Resolving the Dichotomy of Individual and Collective Planes of Activity. Mind, Culture, and Activity 12(1), 70-88.
- Tzitzikas, Y., Christophides, V., Flouris, G., Kotzinos, D., Markkanen, H., Plexousakis, D., & Spyratos, N. (2007). Emergent Knowledge Artifacts for Supporting Trialogical E-learning. International Journal of Web-Based Learning and Teaching Technologies, 2(3), 16-38
- Tzitzikas, Y., Christophides, V., Flouris, G., Kotzinos, D., Markkanen, H., Plexousakis, D., & Spyratos, N. (2006). Trialogical E-learning and emergent knowledge artifacts. In E. Tomadaki & P. Scott (Eds.), Innovative Approaches for Learning and Knowledge Sharing, EC-TEL 2006 Workshops Proceedings (pp. 385-399). Greece: University of Patras. Available PDF Reprint