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Spare Tutorial 2 Mtes 3152

The document discusses applying the Generic Model for Trialogical learning in an innovation project. It will guide students to learn collaboratively in pairs or groups about measuring length. The principles of the model will be implemented, including organizing activities around shared objects, supporting social interaction, fostering long-term knowledge advancement, emphasizing reflection on knowledge, and allowing knowledge sharing between groups. Students will conduct an innovation project on measuring length and apply the six principles of the model.

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Chui Phin
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147 views

Spare Tutorial 2 Mtes 3152

The document discusses applying the Generic Model for Trialogical learning in an innovation project. It will guide students to learn collaboratively in pairs or groups about measuring length. The principles of the model will be implemented, including organizing activities around shared objects, supporting social interaction, fostering long-term knowledge advancement, emphasizing reflection on knowledge, and allowing knowledge sharing between groups. Students will conduct an innovation project on measuring length and apply the six principles of the model.

Uploaded by

Chui Phin
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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How can the Generic Model for the Trialogical learning process be applied into

your innovation project?


Ideas and concepts originating in the field of Computer-supported collaborative
learning (CSCL) feed into the Trialogical Learning Approach as a way to understand
collaborative learning and knowledge advancement in a technology-rich environment.

So, I will apply the Generic Model for the Trialogical learning process into my
innovation project where the students are given chance of learning and working in
pairs or groups. The students are required to have a higher degree of self-evaluation
and meta-cognition and create a situation in which even the more knowledgeable
group members benefit from working collaboratively. I will guide the students to
design the technological tools in order to scaffold learning and to support the
articulation of thought by individual learners for the benefit of the entire group.

In my innovation project, I will require students to think about the innovation


that they can conduct regarding to the length of objects. This is to ensure that they
have a better understanding of this topic. Thus, I will apply the 6 principles of Generic
Model in the Trialogical Learning process which are organising activities around
shared objects, supporting interaction between personal and social levels and
eliciting individual and collective agency, fostering long-term processes of knowledge
advancement, emphasising development through transformation and reflection
between various forms of knowledge and practices, cross-fertilization of various
knowledge practices across communities and institutions and lastly providing flexible
tool mediation. I will apply all these principles in my innovation project in order to
guide the students on conducting a meaningful innovation for the topic of Length.

Please list down the steps you will implement.

The first step is explicating real purpose and need for creating new knowledge
and also for transforming practices. Since the topic chosen is about length, thus I
will guide ask the students to think about the importance of knowing the length of
objects in our daily life.

The next step is framing questions and epistemic challenges. I will ask questions
before starting the activity. I will ask students about the methods of measuring the
length of objects. For example, using a measuring cylinder. Then, I will bring the
measuring materials for the students and let them use those materials to measure
the volume of liquids (mineral water, coca cola). While doing this activity, the students
are divided into groups and working in their own group.

The third step is drafting and versioning knowledge artefacts and solutions. The
core idea of trialogical learning is that these drafts are then concretely elaborated and
versioned by participants throughout the process. Some of these knowledge artefacts
are meant to function as a means for the final end products. Therefore, during this
step, I will let students to discuss among themselves in their own group. Each of
them are given the responsibility on drafting concrete knowledge artefacts which are
meant to be early versions of their final outcome.
Next step is examining and reflecting on produced knowledge artefacts /
enacted practices. The students need to evaluate the overall status of the
knowledge artefacts that have been produced and the activities and practices which
have been conducted. For example, they should be able to present the method of
measuring and the measurement they have found by using appropriate technology
such as asking questions, conceptualizations or visualizations.

The fifth step is finalising and specifying produced knowledge artefacts /


process models and practices. Knowledge artefacts and practices are meant to be
used later on (by others or by participants themselves later on). So, they must be
finalized and explained for that purpose by the students. For example, they should
know that by knowing the volume of liquids, one can compare the price between two
liquids with different volume, one also can estimate the volume of water they drink in
a day etc.

Lastly, reusing knowledge artefacts / practices. The students’ knowledge creation


and development work needs to have a real meaning for other people in the future.
So, when they have mastered the knowledge about measuring the volume of liquids,
they should use the knowledge in daily life. What is the importance of knowing the
volume of a liquid in their daily life? What will happen if people never know the
method of measuring the volume of a liquid? These questions can make the students
to have a critical thinking about the volume the liquids.

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