Epistemology of scientific inquiry and computer-supported collaborative learning
Epistemology of scientific inquiry and computer-supported collaborative learning
Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments
Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments
CSCL '99 Proceedings of the 1999 conference on Computer support for collaborative learning
ICLS '96 Proceedings of the 1996 international conference on Learning sciences
Developing and applying design principles for knowledge creation practices
ICLS'08 Proceedings of the 8th international conference on International conference for the learning sciences - Volume 3
CSCL'09 Proceedings of the 9th international conference on Computer supported collaborative learning - Volume 1
CSCL '02 Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community
CSCL'09 Proceedings of the 9th international conference on Computer supported collaborative learning - Volume 1
The pragmatic web: some key issues
Proceedings of the 6th International Conference on Semantic Systems
Proceedings of the 27th Annual ACM Symposium on Applied Computing
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CSCL research is often closely connected to dialogic theories of learning and human cognition with an emphasis on shared meaning making. Without neglecting this viewpoint we give reasons for an alternative framework. We call this alternative a "trialogical" approach; it emphasizes joint and organized work with artefacts and practices as a basis for collaborative learning. The paper explains the use of this notion and clarifies theoretical backgrounds for the approach in line with the knowledge creation metaphor of learning, and relates it especially to knowledge building and socio-cultural and cultural-historical theories of human cognition. Various theories concerning mediation are briefly analyzed. The paper also explains how dialogues and trialogues are close to each other if, for example, the role of common ground is analyzed further. Lastly, design principles of the trialogical approach are concisely described.