How to deepen competence development through authentic and dialogical learning in digital learning environments?

Sanna Ruhalahti, Irma Kunnari and Anne-Maria Korhonen, HAMK University of Applied Sciences

@somesanna @ikunnari #hamk #EAPRIL2016

What are your preconceptions?

“an idea or opinion formed beforehand”

@somesanna @ikunnari #hamk #EAPRIL2016

Competence based education?

Barnett & Coatt, 2005

Knowing

Doing

Being

Biggs & Tang, 2007

CONSTRUCTIVE ALIGNMENT

How learning methods and social learning environment match with targeted competences?

DIANA = Dialogical Autentic Netlearning Activity

Developed by Helena Aarnio and Jouni Enqvist

(2001;2016)• Authenticity and authentic learning• Dialogical actions, dialogical knowledge construction• Learning community, learner centered approach

DIANA model in practice

Fig. The revised DIANA model (Aarnio & Enqvist 2016).

Pedagogical model for blended learning in diverse (digital) learning environments

Key elements:• Student centered approach• Situated authentic learning• Knowledge is co-constructed in

dialogical interaction• Continuing process

“Networks in vocational education” study module (3 credits) implemented for 5 different teacher student groups between 2014-2016.

• Professional teacher education/ study module

• Blended learning process was structured by using DIANA model

• Mobile-based implementation

An example:http://ym14koulutuksenyhteistyoverkostot.blogspot.fi/

A. Creating common ground

for the collaborative learning

A1. Introducing the idea of authentic dialogical learning A2. Preparing for dialogical work, familiarizing with the

learning environmentsA3. Organizing, scheduling and starting collaborative

work

Learning objectives

A. Creating common ground Setting up system and accessing

Welcome and guidance practices

Socialization Dialogical warm-up methods

http://www3.hamk.fi/dialogi/diale/methods/main_a.htm

Facilitate structured activities (draw the picture of the learning process)

Assign roles, responsibilities and schedule Support use of learning materials

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B. Enabling authenticity in

learningB1. Searching for authentic

problems and questions (first individually- then

collaboratively), categorizing them

B2. Using authentic sources to begin the process and

designing the artefact (product)

A. Creating common ground for

the collaborative learningA1. Introducing the idea of

authentic dialogical learning A2. Preparing for dialogical work, familiarizing with the

learning environmentsA3. Organizing, scheduling and

starting collaborative work

B. Enabling authenticity in learning

1) Individually: find your own authentic problems question concerning the learning goals/objectives of the study module or from the world of work

2) Collaboratively: formulating shared authentic questions and categorized them into themes

3) In addition, groups decide what the kind of artefact they would produce during the learning process (to support achieving the learning objectives)

How to formulate authentic questions?https://www.youtube.com/watch?v=5z6SfXY7uO0

@somesanna @ikunnari #hamk

C. Increacing deep oriented learning through

dialogical actionsC1. Solving dialogically

learning problems, constructing knowledge

C2. Working through dialogical actions

C3. Dialogical inquiring as a part of knowledge

construction

A. Creating common ground for

the collaborative learningA1. Introducing the idea of

authentic dialogical learning A2. Preparing for dialogical work, familiarizing with the

learning environmentsA3. Organizing, scheduling and

starting collaborative work

B. Enabling authenticity in learning

B1. Searching for authentic questions (first individually- then

collaboratively), categorizing themB2. Using authentic sources to

begin the process and designing the artefact

C. Increasing deep-oriented learning though dialogical actions

Dialogical attidute: symmetry → I listen as much as I speak active participation → I participate in a dialogue instead of withdrawing letting go of egocentricity → I am only one of the participants in a dialogue engagement → I will not abandon the dialogue even when a difficult situation occurs reciprocity, trust → I react in a sensitive manner (have a sensitive antenna open, honest expression → I share my thinking according to the requirements of the situation –

without ulterior motives respecting oneself and others → my facial expressions, gestures and speech show that I respect

myself and others – that is, I am aware that we have an equal value as human beings

Dialogical actions: taking and giving a turn being present and concentrating word-for-word reception and coding, listening awareness of one's preconceptions and assumptions regulating the expression of and withholding one's preconceptions and assumptions staying on the other person's speech.

working dialogically by constructing collaborative knowledge. • In practice this means seeking

answers to the questions set earlier and creating knowledge together

Source: Helena Aarnio, http://www3.hamk.fi/dialogi/diale/methods/main_b.htm

What is dialogue?https://www.youtube.com/watch?v=Bi4qa9nzQgg

D. Integrating theory and practice in learning

situationsD1. Alternating theory and

practice, weaving the synthesis, find missing pieces (new learning

questions)D2. Self-evaluation and

peer evaluation

A. Creating common ground for

the collaborative learningA1. Introducing the idea of

authentic dialogical learning A2. Preparing for dialogical work, familiarizing with the

learning environmentsA3. Organizing, scheduling and

starting collaborative work

B. Enabling authenticity in learningB1. Searching for authentic questions (first individually- then collaboratively), categorizing themB2. Using authentic sources to begin the process and designing the artefact

C. Increacing deep oriented learning through dialogical actionsC1. Solving dialogically learning problems, constructing knowledge C2. Working through dialogical actionsC3. Dialogical inquiring as a part of knowledge construction

Developing competences in diverse learning environments

D. Integrating theory and practice students weave a collaborative

1)synthesis and 2)artefact (product) Artefacts are presenting for the group

collaboratively searching for missing pieces (creating new learning questions) pertaining to the learning goals of the study module

dialogical evaluation is a part of the final cornerstone It enables dialogical reflection and

develops new contextual understanding.

By using the DIANA modelLearning is based…

Students achieve…

Students learn….

Students understand…

Students work….

Student owns their…

It involves…

” Teachers have to provide scaffolding and help students. DIANA is the key element to make effective learning [sic]”

@somesanna @ikunnari #hamk #EAPRIL2016

References:

Aarnio, H. & Enqvist, J. (2016). Diana-mallistako kehys digiajan oppimiselle [DIANA model – A framework for learning in the digital age?]. Ammattikasvatuksen aikakauskirja 18 (3).

Aarnio, H. (2013). Dialogical methods for developing top expertise. T. Eerola (Ed.) Towards vocational top expertise. Retrieved from https://www.theseus.fi/handle/10024/61172

Enqvist, J. & Aarnio, H. (2003). DIANA Model – Dialogical Authentic Learning on the Net. In Proceedings of ED-MEDIA 2003: World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2090-2095). AACE.

Enqvist, J. & Aarnio, H. (2004). Crucial Dialogic Actions in Co-constructive Knowledge Creation in Online Learning Environment. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004, World Conference on Educational Multimedia, Hypermedia & Telecommunications, June 21 – 26, 2004; Lugano, Switzerland (pp. 2576 – 2583). AACE. (Outstanding Paper Award)

Ruhalahti, S., Korhonen, A-M. & Ruokamo, H. (2016). The Dialogical Authentic Netlearning Activity (DIANA) model for collaborative knowledge construction in mOOC. The Online Journal of Distance Education and e-Learning, 4 (2). 58-67.

Ruhalahti, S., Korhonen, A-M. & Rasi, P. (in review) The Diana Model as a Framework for Authentic and Dialogical Knowledge Construction in a Blended and Mobile In-Service Teacher Education Program.