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

Sami Paavola · Minna Lakkala · Hanni Muukkonen · Kari Kosonen · Klas Karlgren

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Innovative Teaching and Learning Methods Design Education and Practice Innovative Education and Learning Practices

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.10.1080/21567069.2011.624171

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References

1997The Knowledge-creating company: How Japanese companies create the dynamics of innovation 1996The knowledge-creating company: How Japanese companies create the dynamics of innovation 2005The Practice Turn in Contemporary Theory 1998On Two Metaphors for Learning and the Dangers of Choosing Just One 2003Design-Based Research: An Emerging Paradigm for Educational Inquiry 2007A Three Cycle View of Design Science Research 2002Collective cognitive responsibility for the advancement of knowledge 2004Models of Innovative Knowledge Communities and Three Metaphors of Learning

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2012The Trialogical Approach as a New form of Mediation 2015Re-designing university courses to support collaborative knowledge creation practices 2019Assessing the Development of Collaborative Knowledge Work Competence: Scales for Higher Education Course Contexts 2016Creating Epistemic Environments: Learning, Teaching and Design 2014Knowledge work practices in education - two cases of transforming pedagogical practices

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