Trialogical Design Principles

A lecture in Section 4
The Online Teacher Training Package / KNORK project

Authors: Hanni Muukkonen, Minna Lakkala, Liisa Ilomäki,

Sami Paavola, University of Helsinki

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 Design principles for the trialogical
pedagogy
1. Organizing activities around shared “objects”
(plans, reports, models)
2. Supporting integration of personal and collective agency and work
3. Emphasizing development and creativity through knowledge
transformations and reflection
4. Fostering long-term processes of knowledge advancement
5. Promoting cross-fertilization of knowledge practices and artifacts
across communities and institutions
6. Providing flexible tools for developing artifacts and practices

(Paavola & Hakkarainen, 2009; Paavola et al., 2011)

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 Design principles for the trialogical pedagogy
(Paavola & Hakkarainen, 2009; Paavola et al., 2011)

1. Organizing activities around shared “objects”

3. Emphasizing 5. Promoting
2. Supporting development 4. Fostering cross-
integration of and creativity long-term fertilization of
personal and through processes of knowledge
collective knowledge knowledge practices across
agency and work transformations advancement communities
and reflection and institutions

6. Providing flexible tools for developing artifacts and practices

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 DP1 Organizing activities around
shared “objects”

• Organize students’ activities during courses and assignments

so that they work on and improve a shared object.
• These objects may be plans, reports, models, products,
concepts, prototypes, etc.
• Work is advanced through cycles of shared planning,
brainstorming, getting feedback, presenting and
delivering/publishing.
• Promote concrete work with versions and drafts.
(Paavola et al., 2011; Lakkala et al., 2012, Muukkonen et al., 2013)

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DP2 Supporting integration of personal and
collective agency and work

• Combining participants' own interests and shared

tasks
• Coordinating individual and collective activities
• Learning collective responsibility and agency,
along agency that concerns one’s own work

(Paavola et al., 2011; Lakkala et al., 2012, Muukkonen et al., 2013)

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 DP3 Emphasizing development and creativity through
knowledge transformations and reflection

• Examine knowledge in various forms

• Apply declarative and conceptual knowledge in
practical problems
• Explicate tacit knowledge
• Reflect on collective practices and knowledge

(Paavola et al., 2011; Lakkala et al., 2012, Muukkonen et al., 2013)

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 DP4 Fostering long-term processes of
knowledge advancement
• Building on previous achievements
• Making several iterations of products and artefacts
to improve them
• Making the outcomes having subsequent use in
mind
• Extending idea development across courses and
forums

(Paavola et al., 2011; Lakkala et al., 2012, Muukkonen et al., 2013)

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DP5 Promoting cross-fertilization of knowledge practices
and artifacts across communities and institutions

• Students’ collaborate with professionals in the field

• Students and teachers from various backgrounds and
domains collaborate on solving shared problems
• Expert practices are modeled for students, via
templates and tools
• Professionals, teachers and students share and reflect
on the practices; why and how things are done

(Paavola et al., 2011; Lakkala et al., 2012, Muukkonen et al., 2013)

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 DP6 Providing flexible tools for developing
artifacts and practices
• Tools that support integrated organization of
collaboration and coordination
• Tools that support forming a learning community
and interaction
• Tools that support co-construction, versioning and
modifications of shared artifacts and practices
• Tools that enable analysis and reflection on
collective practices
(Paavola et al., 2011; Lakkala et al., 2012, Muukkonen et al., 2013)

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 References
• Lakkala, M., Ilomäki, L., Paavola, S., Kosonen, K., & Muukkonen, H. (2012). Using
trialogical design principles to assess pedagogical practices in two higher education
courses. In A. Moen, A. Mørch & S. Paavola (Eds.), Collaborative Knowledge
Creation: Practices, Tools, Concepts (141–161). Sense Publishers.
• Muukkonen, H., Kosonen, K., Marttiin, P., Vesikivi, P., Kaistinen, J., & Nyman, G.
(2013). Pedagogical design for knowledge creating inquiry in customer projects.
Knowledge Management & E-Learning: An International Journal, 5(3), 278–297.
• Paavola, S. & Hakkarainen, K. (2009). From meaning making to joint construction of
knowledge practices and artefacts – A trialogical approach to CSCL. In C. O'Malley, D.
Suthers, P. Reimann, & A. Dimitracopoulou (Eds.), Computer supported collaborative
learning Practices: CSCL2009 conference Proceedings (pp. 83–92). Rhodes, Creek:
International Society of the Learning Sciences (ISLS).
• Paavola, S., Lakkala, M., Muukkonen, H., Kosonen, K., & Kalgren, K. (2011). The roles
and uses of design principles in a project on trialogical learning. Research in Learning
Technology, 19(3), 233-246.

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