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Trialogical Learning and Object-Oriented Collaboration

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International Handbook of Computer-Supported Collaborative Learning

Part of the book series: Computer-Supported Collaborative Learning Series ((CULS,volume 19))

Abstract

This chapter delineates different approaches to technology-mediated learning that emphasize “object-oriented” collaboration. The chapter introduces, more specifically, trialogical learning, as distinguished from individual knowledge acquisition (“monological”) or from participation in social interaction and meaning making (“dialogical” approaches, see Trausan-Matu, Wegerif, & Major, this volume). We briefly introduce object-oriented collaboration and the trialogical approach where human learning and activity are targeted at jointly developed knowledge artifacts and related knowledge practices. As objects and object-orientedness have become centrally important for understanding collaboration in modern knowledge work, the facilitation of trialogical processes of collaborative learning is crucial in educational contexts. Several approaches focusing on object-oriented collaboration are analyzed, including those that use different terminology. The trialogical approaches appear to form a continuum with dialogical theories and meaning-making traditions often highlighted in CSCL research. Finally, we anticipate future uses of trialogical learning and object-oriented collaboration.

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Further Readings

  • Damşa, C. I., & Ludvigsen, S. (2016). Learning through interaction and co-construction of knowledge objects in teacher education. Learning, Culture and Social Interaction, 11, 1–18. The article presents an empirical study, employing a design-based research approach, of student teachers’ learning through collaborative, small-group projects and work on shared knowledge objects. The aim was to understand how knowledge objects, e.g., teaching and learning materials, emerge through students’ interaction, how they are developed through iterative co-construction, and how they play a role in the learning process. Interaction data and knowledge objects generated by groups were analyzed through qualitative methods, with a focus on the types of interaction, the uptake of ideas and concepts, and their co-elaboration.

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  • Kangas, K., Seitamaa-Hakkarainen, P., & Hakkarainen, K. (2013). Figuring the world of designing: Expert participation in elementary classroom. International Journal of Technology and Design Education, 23, 425–442. The article examines elementary school students’ participation in knowledge-creating learning that involves collaborative design and making of artifacts. With support of a professional designer, students were engaged in figured world of designing and guided to appropriate associated knowledge practices.

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  • Paavola, S., & Hakkarainen, K. (2009). From meaning making to joint construction of knowledge practices and artefacts: A trialogical approach to CSCL. In C. O’Malley, D. Suthers, P. Reimann, & A. Dimitracopoulou (Eds.), Computer supported collaborative learning practices: CSCL2009 conference proceedings (pp. 83–92). Rhodes, Creek: International Society of the Learning Sciences (ISLS). The article presents the basics of the trialogical approach to learning. The use of this notion is explained as well as theoretical backgrounds for the approach in line with the knowledge-creation metaphor of learning (Paavola et al. 2004; Hakkarainen et al. 2004). The paper also makes a comparison between trialogical and dialogical theories of learning and their uses in CSCL (computer-supported collaborative learning) research.

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  • Ritella, G., & Hakkarainen, K. (2012). Instrumental genesis in technology-mediated learning: From double stimulation to expansive knowledge practices. International Journal of Computer-Supported Collaborative Learning., 7(2), 239–258. This article addressed theoretical foundations of CSCL. The article elaborates concepts of epistemic mediation, chronotope, double stimulation, instrumental genesis, and knowledge practices and their interrelations in the context of promoting educational transformations in the digital age.

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  • Zhang, J., Tao, D., Chen, M. H., Sun, Y., Judson, D., & Naqvi, S. (2018). Co-organizing the collective journey of inquiry with Idea Thread Mapper. Journal of the Learning Sciences, 27(3), 390–430. The article addressed the role of technology-mediated knowledge practices in socially organizing collective inquiry processes within two CSCL classrooms. The study revealed that promising directions of object-driven (trialogical) inquiry can be monitored with Idea Thread Mapper (ITM). Moreover, practices of reflective structuration supported long-term advancement of inquiry in terms of active participation, inter-connected contributions, and coherent scientific understanding.

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  1. Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland

    Sami Paavola & Kai Hakkarainen

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  1. Sami Paavola
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  1. Leibniz-Institut für Wissensmedien, Tübingen, Germany

    Ulrike Cress

  2. Language Technologies Institute and Human-Computer Interaction Institute, Carnegie Mellon University, Pittsburgh, PA, USA

    Carolyn Rosé

  3. Department of Administration Leadership, and Technology, New York University, New York, NY, USA

    Alyssa Friend Wise

  4. Faculty of Informatics, Shizuoka University, Hamamatsu-shi, Shizuoka, Japan

    Jun Oshima

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Paavola, S., Hakkarainen, K. (2021). Trialogical Learning and Object-Oriented Collaboration. In: Cress, U., Rosé, C., Wise, A.F., Oshima, J. (eds) International Handbook of Computer-Supported Collaborative Learning. Computer-Supported Collaborative Learning Series, vol 19. Springer, Cham. https://doi.org/10.1007/978-3-030-65291-3_13

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