From meaning making to joint construction of knowledge practices and artefacts: a trialogical approach to CSCL

CSCL research is often closely connected to dialogic theories of learning and human cognition with an emphasis on shared meaning making. Without neglecting this viewpoint we give reasons for an alternative framework. We call this alternative a "trialogical" approach; it emphasizes joint and organized work with artefacts and practices as a basis for collaborative learning. The paper explains the use of this notion and clarifies theoretical backgrounds for the approach in line with the knowledge creation metaphor of learning, and relates it especially to knowledge building and socio-cultural and cultural-historical theories of human cognition. Various theories concerning mediation are briefly analyzed. The paper also explains how dialogues and trialogues are close to each other if, for example, the role of common ground is analyzed further. Lastly, design principles of the trialogical approach are concisely described.

[1]  R. Sawyer.  The Cambridge Handbook of the Learning Sciences: Introduction , 2014 .

[2]  Daniel D. Suthers,et al.  Computer-supported collaborative learning: An historical perspective , 2006 .

[3]  C. Hartshorne,et al.  Collected Papers of Charles Sanders Peirce , 1935, Nature.

[4]  Donald Davidson,et al.  Subjective, Intersubjective, Objective , 2003 .

[5]  Sami Paavola,et al.  Abduction with Dialogical and Trialogical Means , 2006, Log. J. IGPL.

[6]  Y. Engeström.  Expansive learning at work: Toward an activity theoretical reconceptualization. , 2001 .

[7]  M. Cole.  Cultural psychology: a once and future discipline? , 1996, Nebraska Symposium on Motivation. Nebraska Symposium on Motivation.

[8]  Roberta Ferrario,et al.  Abductive Reasoning, Interpretation and Collaborative Processes , 2008 .

[9]  A. Sfard.  On Two Metaphors for Learning and the Dangers of Choosing Just One , 1998 .

[10]  Jaakko Virkkunen,et al.  Learning in and for Work, and the Joint Construction of Mediational Artefacts: An Activity Theoretical View , 2005 .

[11]  C. Bereiter,et al.  Epistemology of scientific inquiry and computer-supported collaborative learning , 1998 .

[12]  K. K. Cetina,et al.  The Practice Turn in Contemporary Theory , 2001 .

[13]  Jerry Andriessen,et al.  Developing and applying design principles for knowledge creation practices , 2008, ICLS.

[14]  Peter Skagestad,et al.  Thinking with machines: Intelligence augmentation, evolutionary epistemology, and semiotic , 1993 .

[15]  Marlene Scardamalia,et al.  Computer Support for Knowledge-Building Communities , 1994 .

[16]  Rupert Wegerif,et al.  A dialogic understanding of the relationship between CSCL and teaching thinking skills , 2005, CSCL.

[17]  Lakkala Minna,et al.  Main functionalities of the knowledge practices environment (KPE) affording knowledge creation practices in education , 2009 .

[18]  I. Nonaka,et al.  How Japanese Companies Create the Dynamics of Innovation , 1995 .

[19]  Michael J. Baker,et al.  Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments , 2003 .

[20]  Norbert Wiley.  The Semiotic Self , 1994 .

[21]  Herbert H. Clark,et al.  Grounding in communication , 1991, Perspectives on socially shared cognition.

[22]  J. van der Pol.  Facilitating Online Learning Conversations. Exploring tool affordances in higher education , 2002 .

[23]  Vassiliy Tchoumatchenko,et al.  Note Editor Tool for Document Centered Collaboration , 2008 .

[24]  K. Hakkarainen,et al.  Communities of Networked Expertise: Professional and Educational Perspectives , 2004 .

[25]  Christopher M. Hoadley,et al.  From dialogue to monologue and back: Middle spaces in computer-mediated learning , 2006, Int. J. Comput. Support. Collab. Learn..

[26]  H. Rheinberger.  Toward a History of Epistemic Things: Synthesizing Proteins in the Test Tube , 1997 .

[27]  Timothy Koschmann,et al.  Cscl : Theory and Practice of An Emerging Paradigm , 1996 .

[28]  Jaakko Hintikka,et al.  Inquiry as Inquiry: A Logic of Scientific Discovery , 1999 .

[29]  J. Wertsch.  Voices of the Mind: A Sociocultural Approach to Mediated Action , 1992 .

[30]  Victor Kaptelinin,et al.  Perspectives on the object of activity , 2005 .

[31]  Marcello Pera,et al.  The discourses of science , 1994 .

[32]  Reijo Miettinen,et al.  Object Construction and Networks in Research Work: , 1998 .

[33]  L. Lipponen,et al.  Models of Innovative Knowledge Communities and Three Metaphors of Learning , 2004 .

[34]  Frank Blackler,et al.  On the Life of the Object , 2005 .

[35]  R. Miettinen,et al.  Epistemic Objects, Artefacts and Organizational Change , 2005 .

[36]  Rosamund Sutherland,et al.  Learning in social practices: ICT and new artifacts: transformation of social and cultural practices , 2007 .

[37]  Timothy Koschmann,et al.  Toward a dialogic theory of learning: Bakhtin's contribution to understanding learning in settings of collaboration , 1999, CSCL.

[38]  R. Wegerif.  Dialogic Education and Technology: Expanding the Space of Learning , 2007 .

[39]  Hanni Muukkonen,et al.  Computer-Mediated Progressive Inquiry in Higher Education , 2004 .

[40]  Kai Hakkarainen,et al.  A knowledge-practice perspective on technology-mediated learning , 2009, Int. J. Comput. Support. Collab. Learn..

[41]  M. Resnick.  Distributed Constructionism , 1996, ICLS.

[42]  Kai Hakkarainen,et al.  The Interrogative Model of Inquiry and Computer-Supported Collaborative Learning , 2002 .

[43]  S. Høyrup,et al.  Learning, working and living: Mapping the terrain of working life learning , 2005 .

[44]  Sami Paavola,et al.  Epistemological foundations for CSCL: a comparison of three models of innovative knowledge communities , 2002, CSCL.

[45]  L. Vygotsky.  Mind in Society: The Development of Higher Psychological Processes: Harvard University Press , 1978 .

[46]  Carl Bereiter,et al.  Education and Mind in the Knowledge Age , 2002 .

[47]  Daniel D. Suthers,et al.  Technology affordances for intersubjective meaning making: A research agenda for CSCL , 2006, Int. J. Comput. Support. Collab. Learn..

[48]  R. Miettinen,et al.  The Sources of Novelty: A Cultural and Systemic View of Distributed Creativity , 2006 .

[49]  Stephanie D. Teasley,et al.  Perspectives on socially shared cognition , 1991 .

[50]  Gaëtan Bourmaud,et al.  From computer to instrument system: a developmental perspective , 2003, Interact. Comput..

[51]  K. Hakkarainen,et al.  The Knowledge Creation Metaphor – An Emergent Epistemological Approach to Learning , 2005 .

[52]  T. Koschmann,et al.  CSCL 2 : carrying forward the conversation , 2003 .

[53]  K. Popper.  Objective Knowledge: An Evolutionary Approach , 1972 .