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 16:59, 13 June 2008 (UTC)). | ||
Trialogic learning can be defined with respect to monologic and dialogic learning: | |||
[[image:trialogic_learning.gif|frame|none|Trialogic learning, Retrieved June 2008 from http://escalate.org.il/construction_knowledge/papers/andriessen.html]] | |||
See also: [[Cognitive artifact]], [[Cognitive tool]], [[Knowledge-building community model]] | See also: [[Cognitive artifact]], [[Cognitive tool]], [[Knowledge-building community model]] | ||
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* 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. | * 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. | ||
* Andriessen, Jerry; Crina Damsa, Mirjam Pardijs and Patrick Sins (?). Teacher Support of collaborative discussions, Research Centre Learning in Interaction, Utrecht University, KP-lab project. [http://escalate.org.il/construction_knowledge/papers/andriessen.html HTML] | |||
* Kotzinos, D., Christophides, V., & Ilomäki, L. (2007). The KP-Lab Framework for Knowledge Creation Practices. ERCIM News, 71. [http://ercim-news.ercim.org/content/view/266/475/ Available online] | * Kotzinos, D., Christophides, V., & Ilomäki, L. (2007). The KP-Lab Framework for Knowledge Creation Practices. ERCIM News, 71. [http://ercim-news.ercim.org/content/view/266/475/ Available online] | ||
* Paavola, S. & Hakkarainen, K. (2005). The Knowledge Creation Metaphor - A Emergent Epistemological Approach to Learning. Science & Education 14(6), 535-55 | * Hakkarainen, K. (2006). Design challenges of Knowledge Practices Laboratory (Working paper of Knowledge-Practice Laboratory) [http://www.kp-lab.org/intranet/work-packages/wp3/background-materials/kais-paper-regardikng-kp-labs-design-challenges.doc/view PDF] | ||
* Paavola, S. & Hakkarainen, K. (2005). The Knowledge Creation Metaphor - A Emergent Epistemological Approach to Learning. Science & Education 14(6), 535-55 [http://www.helsinki.fi/science/networkedlearning/texts/knowledgecreationmetaphor.pdf PDF Draft] | |||
* Paavola, S. & Hakkarainen, K. (2004, June) "Trialogical" processes of mediation through conceptual artefacts. A paper presented at the Scandinavian Summer Cruise at the Baltic Sea. Stockholm, Sweden. [http://www.lime.ki.se/uploads/images/537/Baltic2004/Paavola_Hakkarainen.pdf PDF] | |||
* 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. | * 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. | ||
Revision as of 17:59, 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 16:59, 13 June 2008 (UTC)).
Trialogic learning can be defined with respect to monologic and dialogic learning:
Trialogic learning, Retrieved June 2008 from http://escalate.org.il/construction_knowledge/papers/andriessen.html
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.
- Andriessen, Jerry; Crina Damsa, Mirjam Pardijs and Patrick Sins (?). Teacher Support of collaborative discussions, Research Centre Learning in Interaction, Utrecht University, KP-lab project. HTML
- Kotzinos, D., Christophides, V., & Ilomäki, L. (2007). The KP-Lab Framework for Knowledge Creation Practices. ERCIM News, 71. Available online
- Hakkarainen, K. (2006). Design challenges of Knowledge Practices Laboratory (Working paper of Knowledge-Practice Laboratory) PDF
- Paavola, S. & Hakkarainen, K. (2005). The Knowledge Creation Metaphor - A Emergent Epistemological Approach to Learning. Science & Education 14(6), 535-55 PDF Draft
- Paavola, S. & Hakkarainen, K. (2004, June) "Trialogical" processes of mediation through conceptual artefacts. A paper presented at the Scandinavian Summer Cruise at the Baltic Sea. Stockholm, Sweden. PDF
- 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