From meaning making to joint construction of knowledge practices and artefacts – A trialogical approach to CSCL

• Sami Paavola , University of Helsinki
• Kai Hakkarainen , University of Helsinki

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.
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Main functionalities of the Knowledge Practices Environment (KPE) affording knowledge creation practices in education

• Minna Lakkala , Department of Psychology, University of Helsinki
• Sami Paavola , Department of Psychology, University of Helsinki
• Kari Kosonen , Department of Psychology, University of Helsinki
• Hanni Muukkonen , Department of Psychology, University of Helsinki
• Merja Bauters , Metropolia University of Applied Sciences
• Hannu Markkanen , Metropolia University of Applied Sciences

The present paper examines how to develop technology-mediated educational practices from acquisition and participation type approaches towards more sustained, collaborative knowledge creation, where students’ work is organized around developing shared epistemic objects (artefacts, processes, practices). Typical forms of technology-mediated collaborative practices in education are illustrated through a framework of ‘stairs of collaboration’ related to three metaphors of learning: knowledge acquisition, participation and knowledge creation. It is maintained that typical functionalities in existing educational web-technologies, such as various Virtual Learning Environments (VLEs), are quite inflexible and inadequate for shared work on epistemic objects. The main focus in the present paper is on describing how a basic platform supporting collaborative knowledge creation, called Knowledge Practices Environment (KPE), has been built to provide affordances to work around epistemic objects and practices.
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Exploring the effectiveness of an idea-centered design to foster a computer-supported knowledge building environment

• Huang-Yao Hong , National Chengchi University, Taiwan
• Fei-Ching Chen , National Central University, Taiwan
• Hsiu-mei Chang , National Central University, Taiwan
• Calvin C. Y. Liao , National Central University, Taiwan
• Wen-Ching Chan , National Chengchi University, Taiwan

This paper compares the effectiveness of two multimedia environments— Blackboard Learning System and Knowledge Forum—in terms of their underlying design approaches to support collaborative learning and knowledge work. The two design approaches are (1) a conventional theme-based approach, i.e., to center group collaboration and meaning interaction around themes, and (2) an idea-centered approach, i.e., to center group collaboration and meaning interaction around sustained idea exchange and improvement. Findings suggest that an idea-centered design approach seems more likely to construct an environment that fosters more dynamic group and meaning interactions, thus enabling more sustained collaborative learning and knowledge building.
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