Results of project

In the development of 21st century life skills, specifi c activity-based learning approaches could be helpful. This article describes the T…

In the development of 21st century life skills, specifi c activity-based learning approaches could be helpful. This article describes the Trialogical Learning Approach, considered from the point of view of its interpretation and evaluation by teachers across a range of pedagogical courses. The aim of the paper is to provide both a summary of refl ections on current practices and recommendations for potential enhancements to the trialogical pedagogical application

The purpose of the trialogical learning design (Paavola & Hakkarainen, 2009; Paavola, 2015) is to focus the learning process on different a…

The purpose of the trialogical learning design (Paavola & Hakkarainen, 2009; Paavola, 2015) is to focus the learning process on different aspects of how knowledge (known information, skills, attitudes, practices) is born. In the course of learning, joint knowledge is built up and shared among a group or community (organisation). This kind of learning design enables to experience a constant process of development together with concurrent feelings of creativity and success, thereby inspiring one to learn. Combining digital technologies with traditional learning technologies supports the goals of trialogical learning design: digital tools and resources help to conduct certain knowledge-based activities better, e.g. by assisting with the transmission of knowledge and its maturing from individual learner’s knowledge to communal knowledge, all the while enabling it to pass from certain forms of representation and digital vehicles to others.

The present study explores the so-called knowledge-creation approach on learning, which highlights the activities where people collaborati…

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.