Abstracts - Earli

proposed by Paavola and Hakkarainen (2005), helps us to understand the processes underlyingknowledge creation, especially as it takes place or is enabled in educational contexts and incollaborative work within and between organizations. The studies presented here were conductedin the framework of the KP-Lab (Knowledge Practices Laboratory) EU project. Three studiesrelate to trialogical learning in higher education; the other two represent teacher training contexts.The presentation from the University of Helsinki examines the design principlesthat enhance atrialogical approach to learning through pedagogical arrangements and supporting technology. Thepresentation from the University of Applied Sciences in Austria, through a pedagogical scenarioon professional internships in higher education, examines how the development of shared artifactsencourages individual and collective reflection in a web-based learning environment. Thepresentation from Karolinska Institutet describes a model used for the analysis of teamwork inpediatric simulations in a hospital setting. The conceptual model facilitates learning from othermembers in the teams. The presentation from University of Neuchatel explores the role ofargumentation in the teaching of science. By playing both learner and teacher roles inargumentation scenarios, students develop knowledge of teaching practices, knowledge of howscience evolves, and knowledge of argumentation. The presentation from the Hebrew Universityof Jerusalem examines the application of two aspects of trialogical learning to a context of preserviceEnglish teacher training: theory-practice connections and boundary-crossing betweendisciplines and across organizations.Pedagogical design for trialogical approach on learningMinna Lakkala, University of Helsinki, FinlandSami Paavola, University of Helsinki, FinlandHanni Muukkonen, University of Helsinki, FinlandErkki Ramo, EVTEK University of Applied Sciences, FinlandThe present study explores diverse ways of understanding basic approaches to learning. Ourparticular focus, the knowledge-creation approach, highlights the activities where peoplecollaboratively develop new artefacts and products or commit themselves into long-term processesof working and learning. We call this approach ‘trialogical’ to differentiate it from those models oflearning which emphasize processes within the human mind (‘monological’, knowledgeacquisition approach), and from those approaches emphasizing social practices or interaction(‘dialogical’, participation approach). In the presentation, we will discuss the general designprinciples for enhancing a trialogical approach to learning through pedagogical arrangements andsupporting technology. The design principles have been developed in a large research anddevelopment project, KP-Lab (Knowledge Practices Laboratory), funded by the EU. We willapply the specified framework of pedagogical infrastructures, which includes technical, social,epistemological and cognitive components, to examine the design of one higher education courseas an example of pedagogical practices that are thought to promote trialogical learning.Using shared artifacts and web-based learning environments to foster collective reflection amongstudents in internships: A design-experimentChristoph Richter, University of Applied Sciences, Campus Hagenberg, AustriaChristian Vogel, University of Applied Sciences, Campus Hagenberg, AustriaEva Zoeserl, University of Applied Sciences, Campus Hagenberg, AustriaHeidrun Allert, University of Applied Sciences, Campus Hagenberg, AustriaThe paper describes and discusses a pedagogical design aimed to foster individual and collectivereflection on working practices among students during their internships. The pedagogical design– 805 –