Trialogical Learning Approach describes forms of learning where people are collaboratively planning, developing, and transforming "shared" objects. We applied TLA in a University Course.

1. Design Principles Implementation in the case
DP1: Organizing activities
around shared objects
Five project plans (objects) proposed by five different companies into the field of E-learning:
Grifo Multimedia, ePub Editor, Smart Skill Center, Osel and Eulab Consulting. Each of them
presented (either alive or via skype) the company and the general idea about the object. They
also gave to the students suggestions about how to develop the object and monitored the
process. All of the five objects were produced for real customers. The planning of the activities
took place on a web platform and the students had a month to finish the objects.
DP2: Supporting integration of
personal and collective agency
and work
The course was divided into 2 Modules. Module 1: Students wrote individually reviews about
theories on e-learning. In groups they built maps about the concepts reported in the reviews.
Module 2: Students could chose the object to develop according to their interests. They
individually covered roles based on professional tasks. In groups they discussed about the
features of the objects and how to organize the process to realize well structured objects. Jigsaw
groups were activated to compare the various groups and to have a sense of the construction of
other objects. The transition from collective to individual agency was promoted by a final
individual report about the whole course. The assessment was based on both group activities
and individual contributions.
DP3: Emphasizing
development and creativity
through knowledge
transformations and reflection
During Module 1 students were provided by educational material in the format of chapters and
papers; this material was transformed into individual reviews and subsequently into conceptual
maps built collaboratively. Each transformation was accompanied by reflecting discussions via
web-forum. Another way to activate social construction and transformation processes was
through two specific roles purposely designed: “product expert” and “researcher”. The first role
was in charge of comparing group activities and products so to offer insights and reflections
about strong points and weaknesses of each group. This lead to transformation of the practices
and to a general reflection on the process. The researcher offered reflections about information
sources and about how to deepen the knowledge creation process. Social knowledge was built
through the Progressive Inquiry Model (PIM) and distributed cognition between different
sources.
DP4: Fostering long-term
processes of knowledge
advancement
Preliminary encounters with the companies’ representatives were held with the purpose to
define and explain the usefulness and applicability of the objects in other contexts. During the
objects construction the representatives answered questions and resolved doubts sharing their
experience. At the end of the process, they assessed the objects on LinkedIn giving the students
professional feedback.
DP5: Promoting cross-
fertilization of knowledge
practices and artifacts across
communities
The students could discuss with the companies’ representatives on:
•ForumCommunity about the organizational aspects, timing and informal communications;
•LinkedIn through discussion group for each object; content based discussions and formal
communications.
The role of “researcher” was particularly involved during this phase in external research for best
practices and innovative ideas.
DP6: Providing flexible tools
for developing artifacts and
practices
•Doodle for surveys and for decision making of many kinds;
•Padlet for brainstorming;
•LinkedIn for building a personal space in a professional way;
•Forumcommunity for group discussions, organizational communications and knowledge
building;
•Google Drive for shared objects and synchronous-asynchronous collaboration.
TLA in a University course
Adriano Porfido, Francesca Amenduni, Maurizio Zaccaria, M. Beatrice Ligorio
Email: adriano.porfido3@gmail.com
THE CONTEXT
University: «Aldo Moro»
City: Bari
Country: Italy
Educational level and number of students: Master’s
degree, 1st year – 35 students
Topic: Educational and E-learning psychology
Subject domains: E-learning, Blended Learning,
Knowledge Building, Innovation, Psychology, Socio-
Constructivism
Duration: 6 months
Objects: Serious Games’ storyboards, E-book, Learning
Objects’ storyboards, Open Source App for E-Learning,
MOOCs, PROFs.
Why we chose to adopt TLA:
The main aims of the study are:
1. To develop students’ awareness of their own
professional goals through reflection, choice and
design of re-usable objects (DP3) to improve in the
future (DP4);
2. To know and to improve networking and
professional skills encouraging students to work
around shared objects committed by real external
customers (DP1) and using flexible mediating tools
(DP6);
3. To support transitional processes across
boundaries between academic and professional
communities and to create connections between
them (DP5);
4. To promote team-working and personal agency in
students (DP2).
Main results
Main challenges/constrains/problems Further developments
• Students’ initial digital competences not always as expected
• University does not provide internet connection
• It needs time to establish the groups and to start activities
Positive points
• Positive and enthusiastic participation of the entrepreneurs
• Active participation of most of the students
• Better planning for building the «objects»
• Redesign of the curricula based on the entrepreneurs’
suggestions
• Better integration between the different web environments
• Better definition of the goals to achieve
• Establish indicators for the formal evaluation of Trialogical objects
Link to the object
Entrepreneur’s
feedback
LinkedIn
ForumCommunity
Entrepreneur at the University