By Anne Moen, Anders I. Mørch, Sami Paavola
This ebook offers views at the wisdom production metaphor of studying, and elaborates the trialogical method of studying. the information construction metaphor differs from either the purchase and the participation metaphors. In a nutshell trialogical methods search to interact newbies in joint paintings with shared items and artefacts mediated via collaboration expertise. The theoretical underpinnings stem from diversified origins, together with wisdom construction and cultural ancient task thought. The authors during this assortment introduce key ideas and strategies, clarify instruments designed and constructed to aid wisdom production, and record effects from case experiences in particular contexts. The ebook chapters combine theoretical, methodological, empirical and technological study, to difficult the empirical findings and to give an explanation for the layout of the data construction instruments. the objective audiences for this booklet are researchers, lecturers and Human source builders attracted to new views on technology-enhanced studying, emphasizing collaborative studying, technology-mediated wisdom construction, and functions of this for better schooling, instructor education and office studying. The ebook is the results of joint efforts from many individuals who took half within the Knowledge-practices Laboratory (KP-Lab) undertaking (2006-2011) supported by way of ecu FP6.
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Extra info for Collaborative Knowledge Creation: Practices, Tools, Concepts
In R. K. ), Cambridge handbook of the learning sciences (pp. 409–426). New York: Cambridge University Press. Suchman, L. (1994). Working relations of technology production and use. Computer-Supported Cooperation Work 2, 21–39. Tynjälä, P. & Häkkinen, P. (2005). E-learning at work: Theoretical underpinnings and pedagogical challenges. The Journal of Workplace Learning 17(5/6), 318–336. Van Aalst, J. (2009). Distinguishing knowledge-sharing, knowledge-construction, and knowledgecreation discourses.
Stanford, CA: Stanford University Press. Scardamalia, M. (2002) Collective Cognitive Responsibility for the Advancement of Knowledge. In B. ). Liberal Education in a Knowledge Society (pp. 67–98). Open Court, Chicago. Schmidt, K. & Wagner, I. (2002). Coordinative Artifacts in Architectural Practice. In Blay-Fornarino et al. ): Cooperative Systems Design: A Challenge of the Mobility Age (pp. 257–274). , 2002. 13 S. PAAVOLA ET AL. Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one.
G. a solution to a problem). This iterative and incremental cycle is a way of implementing a group dialogue where individuals become aware of their practices, by means of reflection, whilst working on a shared object. g. a model) m created from an initiaal episode cann be refined thrroughout episoodes and reussed for the anallysis of future activities. a The second s scenario o consists in prroviding the grroup with a foormal model off the underlyiing activity. The T model can n be the resultt of the previoous process.