Promote knowledge creation by coordinating group practices, technology affordances, interaction genres, community metaskills, and trialogical learning through design-based research¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 1 study (1 theoretical), q2 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

Drawing on Hakkarainen's reflection, facilitating sharing and building on ideas is not enough; a classroom must develop a culture of knowledge-creation practices, with technology iteratively developed in response to enacted student practices. All factors 'must move in a coordinated and coherent unity of design-based research driving change in group practices, technology affordances, interaction genres, community metaskills, and trialogical learning.'

Design Implications¶

Context¶

Requirements¶

• Technology must be iteratively developed in response to enacted student practices

Constraints¶

• The editorial calls this a tall order for students, teachers, and researchers

Target Learners¶

• classroom students and teachers

Target Learning Goals¶

• knowledge-creation practices

Claims¶

• Becoming knowledge-creating learners requires developing specific metaskills [+W]
• Students enact new CSCL technologies according to communication genres of the past, producing informal rather than scholarly discourse [+W]
• Persistence of inscriptions in the VMT environment supported students explaining postings and establishing collaborative activity [+W]

Related Strategies¶

• Train students in new communication practices rather than merely providing digital media

Examples¶

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Key Sources¶

• Gerry Stahl & Friedrich Hesse. (2009). Practice perspectives in CSCL. Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-009-9065-9