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DIANA workshop 29042016

Authentic, dialogical and collaborative knowledge creation, DIANA pedagogical model in practice for VET3 group

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DIANA workshop 29042016

  1. 1. DIANA workshop 29.4.2016 Sanna Ruhalahti ( HAMK SPTE / Doctoral candidate University of Lapland @somesanna
  2. 2. What are your preconceptions? “an idea or opinion formed beforehand”
  3. 3. DIANA = Dialogical Autentic Netlearning Activity Developed by Helena Aarnio and Jouni Enqvist (2001;2016) Basic elements are: • Authenticity and authentic learning • Dialogical actions, dialogical knowledge creation • Learning community, learner centred approach
  4. 4. DIANA model in practice Fig. The revised DIANA model (Aarnio & Enqvist 2016). Pedagogical for blended learning procesess, classroom teaching, online learning, mobile learning etc. Key elements: • Socioconstructivist learning • Student centred approach • Authenticity, meaningful learning • Dialocial actions • Dialogical collaboration • Knowledge creation • Continuing process
  5. 5. “Networks in vocational education” study module (3 credits) implemented for 4 different teacher student groups. • Learning process was structured by using DIANA pedagogical model • Mobile-based implementation • Open blogs (teachers´ blog and study circles own ones) • And other mobile apps An example:
  6. 6. Creating common ground for the collaborative learning A1. Opening the idea of authentic, dialogical learning A2. Preparation for dialogical working A3. Organising, scheduling and starting collaborative work
  7. 7. A. Creating common ground  Setting up system and accessing  Welcome and guidance practices  Socialisation  Dialogical warm-up methods  m  Facilitate structured activities (draw the picture of the learning process)  Assign roles, responsibilities and schedule  Support use of learning materials
  8. 8. B. Enabling authenticity in learning B1. Searching for authentic questions, categorising them and reording B2. Using authentic sources regarding to authentic questions, planning the artefact
  9. 9. B. Enabling authenticity in learning  1) Individually: find your own authentic question concerning the learning goals of the study module  2) Group: formulating shared authentic questions and categorized them into themes collaboratively  3) In addition, groups decide what the kind of artefact they would produce during the learning process. Authentic context by Herrington: How to formulate authentic questions?
  10. 10. C. Increacing deep oriented learning through dialogical actions C1. Solving authentic learning questions dialogically, working and creating knowledge C2. Work progresses through dialogical actions C3. Dialogical inquiry included in knowledge construction
  11. 11. C. Increasing deep-oriented learning though dialogical actionsDialogical attidute:  symmetry → I listen as much as I speak  active participation → I participate in a dialogue instead of withdrawing  letting go of egocentricity → I am only one of the participants in a dialogue  engagement → I will not abandon the dialogue even when a difficult situation occurs  reciprocity, trust → I react in a sensitive manner (have a sensitive antenna  open, honest expression → I share my thinking according to the requirements of the situation – without ulterior motives  respecting oneself and others → my facial expressions, gestures and speech show that I respect myself and others – that is, I am aware that we have an equal value as human beings Dialogical actions:  taking and giving a turn  being present and concentrating  word-for-word reception and coding, listening  awareness of one's preconceptions and assumptions  regulating the expression of and withholding one's preconceptions and assumptions  staying on the other person's speech. Source: Helena Aarnio, What is dialogue?  working dialogically by constructing collaborative knowledge. • In practice this means seeking answers to the questions set earlier and creating knowledge together
  12. 12. D. Integrating theory and practice in learning situations D1. Alternating theory and practice, synthesis, find missing pieces – new learning questions D2. Self-evaluation and peer evaluation
  13. 13. D. Integrating theory and practice  students weave a collaborative 1)synthesis and 2)artefact (product)  Artefacts are presenting for the group  collaboratively searching for missing pieces (creating new learning questions) pertaining to the learning goals of the study module  dialogical evaluation is a part of the final cornerstone  It enables dialogical reflection and develops new contextual understanding.
  14. 14. ” Teachers have to provide scaffolding and help students. DIANA is the key element to make effective learning [sic]”
  15. 15. By using the DIANA model You bring …. Learning is based… Students achieve… Students learn…. Students understand… Students work…. Student owns their…
  16. 16. Study module: Design: Length:
  17. 17. DIANA and dialogical methods references (in English):  Enqvist, J. & Aarnio, H. (2003). DIANA Model – Dialogical Authentic Learning on the Net. In Proceedings of ED-MEDIA 2003: World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2090-2095). AACE.  Enqvist, J. & Aarnio, H. (2004). Crucial Dialogic Actions in Co-constructive Knowledge Creation in Online Learning Environment. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004, World Conference on Educational Multimedia, Hypermedia & Telecommunications, June 21 – 26, 2004; Lugano, Switzerland (pp. 2576 – 2583). AACE. (Outstanding Paper Award)  Aarnio, H, Enqvist, J., Sukuvaara, T. Kekki, M. & Kokkonen, M. (2008). Deep Learning through Dialogue web-service. Retrieved from  Aarnio, H. (2008). Deep Learning through Dialogue. Presentation in the Conference Learning by Developing - New Ways to Learn. Retrieved from  Aarnio, H. (2010). Orientation to Dialogical learning: Creating Common Ground for DIALE -Project. Retrieved from  Aarnio, H. (2013). Dialogical methods for developing top expertise. T. Eerola (Ed.) Towards vocational top expertise. Retrieved from  Aarnio, H. (2015). Evaluations of the Dialogical Method Pilotings in the DIAMEE -Project 2013-2015. Retrieved from  In a dialogue-based culture, everyone is a winner , (Article published in Opettaja-lehti in Finnish 19/2011.) OTHER: Dialogical methods: Making dialogue non-fuzzy: Word for word listening: Making dialogue non-fuzzy: Dialogue tickets