The Roles and Uses of Design Principles for Developing the Trialogical Approach on Learning

Autor/inn/en	Paavola, Sami; Lakkala, Minna; Muukkonen, Hanni; Kosonen, Kari; Karlgren, Klas
Titel	The Roles and Uses of Design Principles for Developing the Trialogical Approach on Learning
Quelle	In: Research in Learning Technology, 19 (2011) 3, S.233-246 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-7069
DOI	10.1080/21567069.2011.624171
Schlagwörter	Foreign Countries; Educational Technology; Instructional Design; Research and Development; Computer Assisted Instruction; Theory Practice Relationship; Design Requirements; Educational Cooperation; Learning Processes; Program Implementation; Educational Theories; Educational Research; Program Descriptions; Learning Theories; International Cooperation; International Education; Computer System Design; Computer Software; European Union + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Forschung und Entwicklung; Computer based training; Computerunterstützter Unterricht; Theorie-Praxis-Beziehung; Design preferences; Gestaltungsmittel; Education; cooperation; Kooperation; Learning process; Lernprozess; Educational theory; Theory of education; Bildungstheorie; Bildungsforschung; Pädagogische Forschung; Learning theory; Lerntheorie; Internationale Kooperation; Internationale Zusammenarbeit; Internationale Erziehung
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. (Contains 2 figures and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10