The present study explores the so-called knowledge-creation approach on learning, which highlights the activities where people collaboratively develop new artefacts and products or commit themselves into long-term processes of working and learning. We call this approach ‘trialogical’ to differentiate it from those models of learning which emphasize processes within the human mind (‘monological’, the knowledge acquisition approach), and from those approaches emphasizing social practices or interaction (‘dialogical’, the participation approach). In the presentation, we will discuss the general design principles for enhancing the trialogical approach to learning through pedagogical arrangements and supporting technology. The design principles have been developed in a large research and development project, KP-Lab (Knowledge Practices Laboratory), funded by the EU. We will apply the specified framework of pedagogical infrastructures, which includes technical, social, epistemological and cognitive components, to examine the design of one higher education course as an example of pedagogical practices that are thought to promote trialogical learning.