Trialogical Learning and Object-Oriented Collaboration

Paavola, Sami; Hakkarainen, Kai

doi:10.1007/978-3-030-65291-3_13

Cited by 6 publications

(9 citation statements)

References 66 publications

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“…Notwithstanding the consensus in the literature regarding the many benefits of collaborative learning [17][18][19], difficulties and issues are also reported. Common issues include interpersonal conflicts, free-riding [1,20], and the imbalanced skills and knowledge of collaborating students [21].…”

Section: Introductionmentioning

confidence: 99%

Unknown Is Not Chosen: University Student Voices on Group Formation for Collaborative Writing

Putzeys,

Van Keer,

De Wever

2023

Education Sciences

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University students are frequently required to collaborate, often in the form of collaborative writing tasks. The process as well as the outcomes of the collaboration depend on choices made during the group formation phase. Studies on why students select partners for collaborative writing tasks are, however, lacking. Therefore, the present study aims to gain insights into (1) university students’ preferences with regard to teacher-assigned and self-selected group formation, (2) which motives they take into account when self-selecting a partner, and (3) the degree to which students select a partner similar to themselves. Sixteen dyads collaboratively wrote a research paper. Prior to the collaboration, 30 students individually completed questionnaires and 28 students were individually interviewed. The findings show that most students have mixed opinions regarding teacher-assigned or self-selected group formation (n = 18), while the others bar one prefer to self-select a partner (n = 9). Students’ main motive for self-selecting is familiarity, and, more in particular, prior collaboration experience with a specific partner. Other motives include friendship, ability, convenience, and attitude. Furthermore, students tend to select a partner with a similar attitude, ability, task approach, and perspective towards the content of the task. Predictability seems to be the most important driver for self-selection.

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Section: Introductionmentioning

confidence: 99%

Unknown Is Not Chosen: University Student Voices on Group Formation for Collaborative Writing

Putzeys,

Van Keer,

De Wever

2023

Education Sciences

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“…Seemingly reproductive educational practices and available information repositories, search engines, and discussion forums guided, according to Paavola and Hakkarainen (2021), investigators to focus on either the information genre or communication genre when addressing educational use of technologies (Enyedy & Hoadley, 2006). The pioneering research of Scardamalia and Bereiter (2021) and Bereiter (2002) changed the scene and contributed to the emergence of collaborative technologies supporting knowledge creation.…”

Section: Theoretical Framework: Knowledge-creating Learning Through M...mentioning

confidence: 99%

“…To deepen the understanding of sociomaterial aspects of knowledge-creating learning, the present investigators looked more deeply at emerging science and technology studies (Knorr Cetina, 1999;Latour & Woolgar, 1986;Pickering, 1995;Rheinberger, 1997), theories of cognitive evolution (Donald, 1991;Malafouris, 2013;Skagestad, 1993), distributed cognition (Clark, 2003;Hutchins, 1995), and actor-network theory (Latour, 2005). It was soon realized that knowledge creation is neither a mere mental nor only conceptual process but rather is a messy struggle of creating, developing, and extending epistemic "things" or artifacts across long-term iterative efforts of individuals, teams, and learning communities supported by epistemic technologies (Hakkarainen, 2009;Paavola & Hakkarainen, 2021). Their design experiments carried out in schools-initially mediated by Knowledge Forum-involved engaging students in hybrid physical, digital, and virtual practices and integrated knowledge building with designing and making materially embodied artifacts (Kangas et al, 2007(Kangas et al, , 2013.…”

Section: Theoretical Framework: Knowledge-creating Learning Through M...mentioning

confidence: 99%

Knowledge creation through maker practices and the role of teacher and peer support in collaborative invention projects

Davies,

Seitamaa-Hakkarainen,

Hakkarainen

2024

Intern. J. Comput.-Support. Collab. Learn

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This study analyzed collaborative invention projects by teams of lower-secondary (13–14-year-old) Finnish students. In invention projects, student teams design and make materially embodied collaborative inventions using traditional and digital fabrication technologies. This investigation focused on the student teams’ knowledge creation processes by examining how they applied maker practices (i.e., design process, computer engineering, product design, and science practices) in their co-invention projects and the effects of teacher and peer support. In our investigations, we relied on video data and on-site observations, utilizing and further developing visual data analysis methods. Our findings assist in expanding the scope of computer-supported collaborative learning (CSCL) research toward sociomaterially mediated knowledge creation, revealing the open-ended, nonlinear, and self-organized flow of the co-invention projects that take place around digital devices. Our findings demonstrate the practice-based, knowledge-creating nature of these processes, where computer engineering, product design, and science are deeply entangled with design practices. Furthermore, embodied design practices of sketching, practical experimenting, and working with concrete materials were found to be of the essence to inspire and deepen knowledge creation and advancement of epistemic objects. Our findings also reveal how teachers and peer tutor students can support knowledge creation through co-invention.

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“…The trialogical approach focuses on learning as an activity in which collaborative creation of knowledge objects creates new knowledge. It emphasises that objects and tools mediate activities and are also themselves objects to be created through individual actors in collaboration with each other (Paavola & Hakkarainen, 2021). Paavola et al (2012) present mediation as a potential concept in understanding new technologically supported activities and collaborative knowledge creation practices.…”

Section: Subject Objectmentioning

confidence: 99%

“…interactively) in activities undertaken with other members of the culture. (p. 5) The concept of a tool is here understood as the mediational means (Wertsch, 1993;Wertsch & Rupert, 1993) that diverse learning environments entail; and the multiple opportunities they provide for creating them (Paavola & Hakkarainen, 2021) and through which the tools enable participation in cultural activities (Lave, 1991;Lave & Wenger, 1991;Paavola & Hakkarainen, 2021). Tools can be either physical (material) or mental (i.e., ideas, plans, descriptions), and their collaborative creation and development is a target of an activity, not only an object that mediates activity (Paavola & Hakkarainen, 2021).…”

Section: Educating For An Uncertain Future (Togetherness)mentioning

confidence: 99%

Open design pedagogy: Revealing openness in early childhood education with digital technology

Brinck

Leinonen

Lipponen

et al. 2023

International Journal of Education Through Art

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Today, more than any other period in time, digital fluency is regarded as a necessary life skill for both children and adults. The potential of digital tools in early childhood learning has been recognized as helping to reinforce academic skills, as a way to communicate ideas and develop social skills, to support children to learn at their own pace, to learn how to learn and to make learning fun. This article contributes to the current research by conducting a participatory study in a kindergarten in Finland over the course of one year. The empirical data are analysed to (1) identify the characteristics of educational activities that make use of digital technology in early childhood education and (2) reveal the pedagogical approaches behind these activities. The findings of this study show that pedagogical activities entailing playful interaction with technology and the production of tangible artefacts, accompanied by visual documentation and reflection, support the effective use of technology in early childhood education. The educators’ open approach towards the use of technology also played a significant part in the positive outcomes experienced by teachers and students. We call this approach open design pedagogy and propose it as a model for using digital technologies in early childhood education.

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Trialogical Learning and Object-Oriented Collaboration

Cited by 6 publications

References 66 publications

Unknown Is Not Chosen: University Student Voices on Group Formation for Collaborative Writing

Unknown Is Not Chosen: University Student Voices on Group Formation for Collaborative Writing

Knowledge creation through maker practices and the role of teacher and peer support in collaborative invention projects

Open design pedagogy: Revealing openness in early childhood education with digital technology

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