Dialogue design system to share information and construct knowledge

Dialogue Design System Model
to Share Information and
Construct Knowledge
D.Sc. Päivi Aarreniemi-Jokipelto & Prof. Yukari Makino

Outline
• Dialogue Design System (DDS) model
• Message Construction Cross (MCC) model
• Pilot study with Brazilian students in Finland
• Comparison of original and pilot version of DDS
• Findings
• Further development
2015/6/23
EdMedia 2015, World Conference on Educational Media and Technology
paivi.aarreniemi-jokipelto@haaga-helia.fi & makino@kansai-u.ac.jp
2

Dialogue Design System
• The DDS helps students make meaningful
contributions to knowledge construction.
• The DDS provides students with equal opportunity
and ensures the quality of learning.
• Dialogues are guided with theoretical framework:
Message Construction Cross (MCC) model.
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The MCC model
issue
thesis
syn-
thesis
anti-
thesis
general specific
opinion
LogicDialogue
Problem solving
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“Soft Argumentation”
• Those who have powerful voices are active, and those
with powerless voices are inactive as listeners.
• In “soft argumentation,” dialogues are artificially
designed based on the MCC model.
• The verbal grammar and visual structure facilitate the
process and product of knowledge construction.
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Guided Dialogue
• The idea of guided dialogue is just like a laboratory
experiment.
• It is through a laboratory experiment that we learn
and understand the process and product of chemical
reactions.
• Likewise, we can learn and understand the process
and product of collaborative knowledge construction.
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Why Guided Dialogue?
• Participants can share information and critique each
other without getting too emotional. Everyone can
contribute within a limited time.
• Participants understand the process and product of
argumentation, and more importantly, have the
attitude of listening to others.
• When they adequately develop their perspectives and
attitudes, they no longer need the artificial guidance.
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2015/6/23
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200
students
Mass
lecture
class

Procedures of Original DDS
1. The teacher presents a thesis that represents the content of a lecture.
2. The participants judge whether the thesis is true or false. They use an
“idea card” to describe their reasoning and objective evidence.
3. The team of staff students grade these idea cards, select the excellent
ones, and organize and integrate them according to the MCC grammar.
4. The staff team prepares for their feedback presentation. The other
staff members and the teacher critique and give advice.
5. In the next class session, the staff team gives the feedback
presentation in front of the participating students.
6. The teacher summarizes the outcome of the dialogue, and connects it
to the context of the course.
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Integration by the MCC grammar
Students’ Idea cards

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DDS

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Meeting in Tampere, Finland
DVD
operation
videos
Planning
DDS
pilot

Pilot Study
• 27 Brazilian vocational education teachers studied in Finland
• Design science research
• Main research question:
• Is it possible to tailor the DDS model to be used in teaching e-learning and
educational technology to Brazilian teachers?
• Secondary questions:
• Is the DDS model able to bring added value to the learning outcomes of the
programme?
• Can the DDS model support students’ equal participation in a collaborative learning
process?
• Can the DDS model support information sharing between students during project
work?
• Can the DDS model support knowledge construction?
2015/6/23
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Comparison of utilization of
original DDS and pilot DDS
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Theme Original Pilot
Background
and context
Teaching/learning
approach
Between learner-centred and teacher-oriented
approach
Learner-centred approach
Number of students Mass lecture, about 200 students 13 or 14 students
Type of education University course, young people Exported educational programme at a
university of applied science, adults
Nationality Japanese (teacher and students) Brazilian (students), Finnish (teacher)
Usage of DDS Actors Students, staff students, professor Students, teacher
The role of
professor/teacher
Supervisor of dialogical learning, class
management, instruction
Learning facilitator, constructor of the
MCC, managing supervisor
The role of staff students 1) Mediator, constructors of the MCC
2) Peer tutoring
-
The role of students Contributors of idea and information in
knowledge construction
Knowledge constructors, teacher’s
partners in construction of shared
understanding, peers
Learning space Learning environment Lecture hall Classroom
Idea card Paper form Google Form

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Students’ Idea cards
Presentation in Google Form

Procedures of Pilot DDS
1. The teacher presents a thesis that represents the content of a brief lecture and
project work.
2. The students judge whether the thesis is true or false. They describe their
reasons and objective evidence with the idea card. The teacher acts as their
mentor.
3. The teacher grades the students’ idea cards and organizes and integrates all of
them according to MCC grammar.
4. The teacher points out ambiguity and illogical reasoning noticed in the idea
cards.
5. Students continued sharing ideas and knowledge construction to create a
common understanding about the subject. Their MCC was developed further.
6. The teacher summarizes the outcome of the dialogue, and connects it to the
context of the course.
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2015/6/23
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Operation Videos
The teacher and
students
learned about
DDS and MCC
models in a
more concrete
way from video
explanations.
The teacher
instructed
the Brazilian
students to
take the staff
students’
role.

Title Content
Dialogue Design System The aim and procedures
of DDS
Staff students' work 1 How to prepare for the
feedback
Staff students' work 2 How to grade the idea
cards
Staff students' work 3 How to organize the
ideas with MCC
Content of the DVD

Findings
• DDS model can be successfully implemented in a
exported teacher training programme in a small size
class.
• Because the students were experts in different fields,
they shared information and constructed knowledge
in a deeper level.
• Educational technology tools can be used in idea cards
and MCC.
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Further development
•In the second pilot study (spring 2015), students
constructed the MCC for themselves without a
teacher’s construction, and valued the challenge
of the learning process.
•Online teacher training in Finland, autumn 2015
2015/6/23
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Dialogue design system to share information and construct knowledge

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