2.1 trialogical learning-konsep-bm2018jan4
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Dokumen tersebut membahas konsep pembelajaran trialogical yang menekankan pada penciptaan ilmu pengetahuan melalui kolaborasi dalam komunitas. Konsep ini melibatkan proses monologis (pemerolehan ide dalam pikiran individu), dialogis (pertukaran ide melalui interaksi sosial), dan trialogis (kolaborasi untuk mencipta artefak pengetahuan). Prinsip-prinsip utama meliputi fokus pada objek yang dikongsi, proyek jang
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2.1 trialogical learning-konsep-bm2018jan4
- 1. Pendekatan Pembelajaran Trialogical- Konsep Sumitra Kan Fong Kuen Jabatan Ilmu Pendidikan IPGKTHO Last updated 4 Jan 2018
- 2. Catatan Cuba menerangkan konsep pembelajaran Trialogical.
- 3. Matlamat Pembelajaran Trialogical Membentuk ilmu (Knowledge creation) Pembelajaran berasaskan projek
- 4. Metafora tentang pembelajaran Perolehan Ilmu/ Pemikiran /Idea tersirat dalam minda individu Perbincangan / Berkongsi idea melalui konteks interaksi sosial Kolaborasi untuk menghasilkan sesuatu artifak/objek & amalan yang boleh dikongsi
- 5. Amalan ilmu pengetahuan Metafora Pemerolehan (idea) “Monologik “– dalam minda individu Metafora Pengibatan “Dialogik” – Interaksi, kognisi berlandaskan konteks Metafora Penciptaan Ilmu “Trialogik” – Usaha diorganisasi berdasarkan objek yang dikongsi Penekanan pada individu dan konsepsi ilimu Penekanan pada interaksi social, mencipta makna dan kognisi kontektual Penekanan pada praktis dan mencipta artifak secara kolaboratif
- 6. Amalan ilmu pengetahuan Kaedah dalam bidang sains dan perusahaan untuk menjawab soalan seperti: Bagaimana ia beroperasi? Bagaimana membuat penambahbaikan? Apakah yang perlu dilakukan bagi mencapai gol penambahbaikan?
- 7. Pembelajaran Trialogical Sekumpulan manusia mengorganisasi tugas /usaha dan aktiviti mereka ke arah penciptaan sesuatu artifak pengetahuan ataupun amalan (dalam konteks sosial).
- 8. Metafora Penekanan kepada penciptaan artifak ilmu /pengetahuan. Semua aktiviti dirancang berkisar kepada objek / amalan yang dihasratkan Pembelajaran Trialogical Objek yang boleh digunakan dalam kehidupan sebenar Subjek kajian Komuniti Pembelajaran Alat/platform pengantaraan Mencipta artifak pengetahuan artifak Pengetahuan Mengemukakan idea / perwakilan Praktis/Amalan
- 9. Pembelajaran TriologiCal Berusaha secara kolaboratif untuk membentuk artifak ilmu pengetahuan. Gol: Menyelesaikan masalah Mencetuskan idea baru Meningkatkan kemahiran interaksi sosial dalam sesebuah komuniti
- 10. Objek (artifak) ilmu/pengetahuan Idea Fenomena Peraturan Prinsip Gol Topik Model Dokumen Rancangan Sesuatu projek mengendalikan beberapa objek ilmu/pengetahuan
- 11. Artifak ilmu/pengetahuan (Produk digital & yang bukan digital) Pengetahuan tersirat dalam minda individu diluahkan secara eksplisit supaya dapat dikongsi bersama antara ahli kumpulan: draf dan lakaran rancangan projek, rancangan, peta minda, nota, Prosedur kerja, Prototaip, dan Amalan kerja.
- 12. 8 Idea utama dalam pembelajaran Trialogical Berpusatkan pelajar Melibatkan komuniti pelajar Pengendalian tugas autentik secara jangka masa panjang yang jawapannya terbuka kepada pelbagai kemungkinan Berpusat kepada penciptaan artifak (produk) secara cuba jaya oleh ahli pasukan artifak yang terhasil akan meningkatkan pengetahuan seluruh kumpulan Hasil aktiviti pembelajaran boleh diguna semula Proses penciptaan ilmu secara kolaboratif adalah eksplisit Ia dibantu oleh teknologi, baik dalam penghasilan produk ataupun aspek komunikasi
- 13. Ciri-ciri umum pemerolehan ilmu berbantukan ICT sebagai alat dan amalan Sentiasa mengejar perkembangan yang terkini Membimbing bagi mengelakkan pandangan dua ekstrem (Cartesian dualisms) Melihat pembinaan ilmu sebagai proses sosial Memberikan penekanan kepada peranan sesuatu subjek ketika mencipta ilmu Melangkaui pencarian ilmu pengetahuan berbentuk proposal dan konseptual semata-mata Mengenali kepentingan pembentukan konsep dan menterjemalkannya ke dalam bentuk artifak Berinteraksi sosial melalui dan berpusatkan objek yang dikongsi bersama
- 14. 6 Ciri-ciri Pembelajaran Trialogical Ciri-ciri Pembelajaran Trialogical Fokus pada objek yang dikongsi Usaha yang kekal untuk jangka masa panjang Menyediakan platform untuk interaksi antara individu dengan aktiviti kolaboratif Organisasi Pendidikan , professional dan komuniti R&D saling menyuburi dan melengkapi proses amalan ilmu pengetahuan Teknologi sebagai pengantara Perkembangan melalui transformasi dan refleksi (Hakkarainen, 2008).
- 15. Penciptaan ilmu ekoran daripada: Teori Penciptaan Ilmu (Theory of knowledge building) – Penekanan kepada penciptaan ilmu bersama-sama Teori Aktiviti budaya-sejarah (Cultural-historical activity theory) – Memberikan penekanan kepada kolaborasi bagi mengatasi isu praktikal
- 16. Perbincangan Bagaimanakah Model Generik untuk proses pembelajaran Trialogical dapat di aplikasikan ke dalam projek inovasi anda?
- 17. 6 Prinsip reka bentuk untuk peningkatan olahan pedagogi dan sokongan teknikal DP1. Organisasi aktiviti berkisarkan objek yang dikongsi bersama. DP2. Menyokong integrasi individu dengan tugas agensi secara kolektif (melalui pembangunan objek yang dikongsi) DP3. Memberikan penekanan kepada pembangunan dan kreativiti terhadap objek yang dikongsi melalui transformasi dan refleksi.
- 18. 6 Prinsip reka bentuk untuk peningkatan olahan pedagogi dan sokongan teknikal DP4. Galakkan pemerolahan pengetahuan lanjutan melalui proses jangka panjang berkenaan objek yang dikongsi (artifak dan amalan) DP5. Galakkan saling – penyuburan dari segi amalan dan artifak antara komuniti dan institut DP6. Memberikan alatan yang fleksibel untuk membangunkan artifak dan praktis
- 19. Analisis Tujuan & Keperluan Sebenar untuk Penciptaan Ilmu Pengetahuan Baru / Transformasi Amalan Tetapkan senario • Tema yang umum • Tema yang berkaitan dengan ilmu pengetahua n Sumbang- saran • Tunjukkan sampel • Kategori- kan idea murid Fasa Definisi • Organisasi pasukan • Tetapkan Peraturan Fasa Perancanga n • Cipta perancang-an projek Fasa Pelaksanaa n • Siapkan projek. Fasa Penyam- paian • Sampaikan projek • Pembentanga n
- 20. Elemen Inkuiri secara progresif PERKONGSIAN KEPAKARAN Mewujud- kan konteks untuk reka bentuk Definisi reka bentuk tugasan dan kegangan Menilai idea reka bentuk & kegangan Cipta idea reka bentuk - kontektual dan visual Menghubungi pakar dan kumpulan data Menguji idea reka bentuk (Lakaran dan prototaip) Menilai fungsi prototaip ( (menjana soalan- 2 susulan) Elaborasi idea reka bentuk dan penambah- baikan
- 21. Pembelajaran melalui Reka Bentuk Kolaboratif (Learning Through Collaborative Designing /LCD) Pembelajaran Kolaboratif yang mengamalkan Pendekatan berpusatkan Objek Mencipta komuniti berilmu yang menyokong pembelajaran kolaboratif Pembelajaran Kolaboratif berbantukan Teknologi Pembelajaran Kolaboratif bergantung kepada pembentukan amalan ilmu pengetahuan Hakkarainen, Paavola, Kangas & Seitamaa-Hakkarainen. (2013). The International Handbook of Collaborative Learning.
- 22. Rujukan Bereiter, C. & Scardamalia, M. (2014). Knowledge building and knowledge creation: One concept, two hills to climb. In S. C. Tan, H. J. So, J. Yeo (Eds.) Knowledge creation in education (pp. 35-52). Singapore: Springer. Hakkarainen, K. (2008). Toward a trialogical approach to Learning. Retrieved from http://www.ribiecol.org/embebidas/congreso/2008/conferencias/kai.pdf Hakkarainen, K; Paavola, S; Kangas, K & Seitamaa-Hakkarainen, P. (2013). Sociocultural Perspectives on Collaborative Learning Introduction. The International Handbook of Collaborative Learning. Retrieved from https://www.routledgehandbooks.com/doi/10.4324/9780203837290.ch3 Locoro; A; Scapolla, A.M & Grignani, D. (n.d.). Semantic Annotation and Tagging in the KP-LAB environment: mining the learning and knowledge dynamics. Retrieved from http://www.disi.unige.it/person/LocoroA/download/m-ICTELocoroScapollaGrignani.pdf Paavola, S; Lakkala, M.; Muukkonen, H; Kosomen, K & Kalgren, K. (2011). The roles and uses of design principles for developing the trialogical approach on learning. Research in Learning Technology Vol. 19, No. 3, November 2011, 233–246. Tannhäuser, Anne-Christin; Reynolds, Sally; Moretti, Michela & Cariolato, Elena. (2010). Trialogical learning - A handbook for teachers. Retrieved from http://www.teleurope.eu/mod/file/download.php?file_guid=78865.
Editor's Notes
- Box 2) What are knowledge practices (KPs)? KPs are the methods and procedures used in science and industry to answer questions like: How does this work? How might a process be improved? What do we need to learn to achieve such improvements? Such practices are not static, but keep changing because scientists and innovators reflect on and modify them.
- Box 2) What are knowledge practices (KPs)? KPs are the methods and procedures used in science and industry to answer questions like: How does this work? How might a process be improved? What do we need to learn to achieve such improvements? Such practices are not static, but keep changing because scientists and innovators reflect on and modify them.
- In trialogical learning (see figure 1), the focus is not just on learners (emphasized in the acquisition metaphor of learning) nor just on social processes or dialogues (emphasized in the participation metaphor of learning) but also on a third element, that is, on jointly developed “objects” (knowledge artefacts, processes or practices) meant for some later use (Paavola & Hakkarainen 2005; 2009). The trialogical learning has clear influences from the knowledge building approach (Bereiter 2002) with a focus on knowledge artefacts but also from activity theory (see especially Engeström 1987) by emphasizing “objects” and object-oriented activity more generally. It is in line also with other approaches highlighting the role of knowledge objects and knowledge practices (see especially Knorr-Cetina 2001).
- Box 1) Artefacts, what do you mean? These can be everything! Exactly right. Artefacts can be material like cups, tables, or conceptual like scientific theories. Particularly relevant artefacts for trialogical learning include: drafts and sketches project plans, mindmaps, notes, work processes, and working practices. By focussing explicitly on these artefacts, tacit knowledge from individuals is externalised and made available for an entire group. Encouraging groups of learners to produce artefacts collaboratively makes it easier for them to reach a common understanding of problems at hand.
- six, interrelated, principal features characterize trialogical learning. 1. Focus on shared objects of activity which are developed collaboratively (I have already described this issue) 2. Sustained and longstanding pursuit of knowledge advancement. Novelty and innovation emerge through iterative efforts taking place across extended time scales. 3. Knowledge-creation processes taking place in mediated interaction between individual and collective activities. Individual participants may have a key role in knowledge creation but their efforts are embedded on a fertile ground of collective activity. 4. Cross-fertilization of knowledge practices between educational, professional, and research communities in terms of bringing cultures of schooling in closer contact with professional cultures and engaging students in expert-like knowledge practices from the very beginning of their studies. 5. Technology mediation There must be appropriate technologies that help the participants to create and share as well as elaborate and transform knowledge artifacts. 6. Development through transformation and reflection. Novel ideas emerge through interaction between conceptualizations and practical explorations. Crystallization of evolving ideas in shared practices and routines plays an important role in the process.
- Box 9) Design Principles DP1. Organize activities around shared objects DP2. Support integration of personal and collective agency and work (through developing shared objects) DP3. Emphasize development and creativity on shared objects through transformations and reflection DP4. Foster long-term processes of knowledge advancement with shared objects (artefacts and practices) DP5. Promote cross-fertilization of various knowledge practices and artefacts across communities and institutions DP6. Provide flexible tools for developing artefacts and practices
- Box 9) Design Principles DP1. Organize activities around shared objects DP2. Support integration of personal and collective agency and work (through developing shared objects) DP3. Emphasize development and creativity on shared objects through transformations and reflection DP4. Foster long-term processes of knowledge advancement with shared objects (artefacts and practices) DP5. Promote cross-fertilization of various knowledge practices and artefacts across communities and institutions DP6. Provide flexible tools for developing artefacts and practices
- Seitamaa-Hakkarainen and her colleagues (Kangas, Seitamaa-Hakkarainen, & Hakkarainen, 2007; Seitamaa-Hakkarainen, Viilo, & Hakkarainen, 2010) have developed the learning by collaborative designing model, which highlights collaborative interaction among teams of students and between students and teachers or external domain experts in the design field. It examines the design process as a cyclical and iterative process in which workable solutions arise from a complex interaction between conceptualization, sketching, construction of materially embodied artifacts, explorations in which design constraints and ideas are revised and elaborated. The model illustrates relations between the following elements of the design process: (a) creation of the design context; (b) definition of the design task and related design constraints; (c) creation of conceptual and visual (physical) design ideas; (d) evaluation of design ideas and constraints, (e) experimentation with and testing of design ideas by sketching, modeling, and prototyping; (f) evaluation of prototype functions; and (g) elaboration of design ideas and redesigning. However, these phases should not be understood as a prescription for a rigidly specified sequence of design stages. The model merely illustrates the relations between elements of the collaborative design process (see Figure 3.1).
- Kai Hakkarainen , Sami Paavola , Kaiju Kangas , Pirita Seitamaa-Hakkarainen Hakkarainen, Paavola, Kangas & Seitamaa-Hakkarainen. (2013). The International Handbook of Collaborative Learning.