Lakkala Minna
ABSTRACT
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.
- Andriessen, J. (2006). Arguing to Learn. In K. Sawyer (Ed.), Handbook of the Learning Sciences (pp.443-459). Cambridge: Cambridge University Press.Google Scholar
- Bereiter, C. (2002). Education and mind in the knowledge age. Hillsdale: Erlbaum.Google Scholar
- Dysthe, O. (2002). The Learning Potential of a Web-mediated Discussion in a University Course. Studies in Higher Education, 27(3), 339-352.Google ScholarCross Ref
- Engeström, Y. (1987). Learning by expanding. Helsinki: Orienta-Konsultit.Google Scholar
- Enyedy, N., & Hoadley, C. M. (2006). From dialogue to monologue and back: Middle spaces in computer-mediated learning. Computer-Supported Collaborative Learning 1(4), 413-439.Google ScholarCross Ref
- Furnadziev, I., Tchoumatchenko, V., Vasileva, T., Lakkala, M., & Bauters, M. (in press). Tool for synchronous communications in collaborative knowledge practices environment (KPE). Proceedings of the V International Conference of Multimedia and Information and Communication Technologies in Education (m-ICTE 2009).Google Scholar
- Furnadziev, I., Tchoumatchenko, V., Vasileva, T., & Lakkala, M. (in press). Tools for Document Centred Collaboration in Shared Space. Journal of Elektronika and Elektrotehnika.Google Scholar
- Hakkarainen, K. (2008) Features of trialogical learning: An introduction of research and development of Knowledge-Practices Laboratory (KP-Lab). Internal working paper for the KP-Lab project.Google Scholar
- Hakkarainen, K., Palonen, T., Paavola, S. & Lehtinen, E. (2004). Communities of networked expertise: Professional and educational perspectives. Advances in Learning and Instruction Series. Amsterdam: Elsevier.Google Scholar
- Ilomäki, L., Lakkala, M. & Paavola, S. (2006). Case studies of learning objects used in school settings. Learning, Media, and Technology, 31 (3), 249-267.Google ScholarCross Ref
- Jalonen, S., & Kosonen, K., & Lakkala, M. (in press). Analyzing technology-enhanced knowledge practices in an engineering course. Proceedings of the CSCL 2009 conference. Google ScholarDigital Library
- Knorr Cetina, K. (2001). Objectual Practice. In T. R. Schatzki, K. Knorr Cetina, & E. von Savigny (Eds.), The Practice Turn in Contemporary Theory (pp. 175-188). London and NY: Routledge.Google Scholar
- Kozma, R. B. (2003). Technology and classroom practices: An international study. Journal of Research on Technology in Education, 36(1), 1-14.Google ScholarCross Ref
- Lehto, T., & Terva, J. (2001). Verkot ja yhteisööllisyyden kehittyminen: merkitys aikuiskoulutukselle. In P. Sallila & P. Kalli (Eds.), Verkot ja teknologia aikuisopiskelun tukena (pp. 98-116). Jyvääskylä: Gummerus Kirjapaino Oy.Google Scholar
- Leinonen, T., Kligyte, G., Toikkanen, T., Pietarila, J., & Dean, P. (2003). Learning with collaborative software - A guide to FLE3. Helsinki: University of Art and Design. Retrieved from http://fle3.uiah.fi/papers/fle3_guide.pdf (March 8, 2009).Google Scholar
- Markkanen, H., Holi, M., Benmergui, L., Bauters, M., & Richter, C. (2008). The Knowledge Practices Environment: a Virtual Environment for Collaborative Knowledge Creation and Work around Shared Artefacts. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 5035-5040). Chesapeake, VA: AACE.Google Scholar
- Muukkonen, H., Hakkarainen, K., & Lakkala, M. (1999). Collaborative technology for facilitating progressive inquiry: Future Learning Environment Tools. In C. Hoadley, & J. Roschelle (Eds.), Designing new media for a new millennium: Collaborative technology for learning, education, and training (pp. 406-415). Mahwah, NJ: Erlbaum.Google Scholar
- Muukkonen, H., Lakkala, M., & Hakkarainen, K. (2005). Technology-mediation and tutoring: how do they shape progressive inquiry discourse? Journal of the Learning Sciences, 14(4), 527-565.Google ScholarCross Ref
- New Collaborative Working Environments 2020 (2008). Report on industry-led FP7 consultations and 3rd Report of the Experts Group on Collaboration@Work. Retrieved from http://ec.europa.eu/information_society/activities/atwork/hot_news/publications/documents/new_collab _environments_2020.pdf (March 8, 2009).Google Scholar
- Paavola, S., & Hakkarainen, K. (2005). The knowledge creation metaphor - An emergent epistemological approach to learning. Science & Education, 14, 535-557.Google ScholarCross Ref
- Paavola, S., & Hakkarainen, K. (in press). From meaning making to joint construction of knowledge practices and artefacts - A trialogical approach to CSCL. Proceedings of the CSCL 2009 conference. Google ScholarDigital Library
- Rabardel, P., & Bourmaud, G. (2003). From computer to instrument system: a developmental perspective. Interacting with Computers, 15(5), 665-691.Google ScholarCross Ref
- Scardamalia, M. & Bereiter, C. (2003). Knowledge building. In Encyclopedia of Education, Second edition (pp. 1370-1373), New York: Macmillan Reference.Google Scholar
- Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. Journal of the Learning Sciences, 3(3), 265-283.Google ScholarCross Ref
- Schrire, S. (2004). Interaction and cognition in asynchronous computer conferencing. Instructional Science, 32, 475-502.Google ScholarCross Ref
- Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27, 4-13.Google ScholarCross Ref
Index Terms
- Main functionalities of the knowledge practices environment (KPE) affording knowledge creation practices in education
Recommendations
Impact of Knowledge Management Practices on Task Knowledge: An Individual Level Study
Organizational level studies of knowledge management have been hampered by the lack of measures of individual level knowledge management practices and outcomes that can be used as success criteria to determine whether, or to what degree, specific ...
Implementing virtual collaborative inquiry practises in a middle-school context
Computer Support for Learning CommunitiesThe aim of the present study was to investigate the challenges that relate to the implementation of virtual inquiry practises in middle school. The case was a school course in which a group of Finnish students (N = 14) and teachers (N = 7) completed ...
Comments