Authentic, dialogical and collaborative knowledge creation, DIANA pedagogical model in practice for VET3 group

1. DIANA workshop 29.4.2016
Sanna Ruhalahti (sanna.ruhalahti@hamk.fi)
HAMK SPTE / Doctoral candidate University of Lapland
@somesanna

2. What are your preconceptions?
“an idea or opinion formed beforehand”

3. DIANA =
Dialogical Autentic
Netlearning Activity
Developed by
Helena Aarnio and Jouni Enqvist
(2001;2016)
Basic elements are:
• Authenticity and authentic learning
• Dialogical actions, dialogical knowledge creation
• Learning community, learner centred approach

4. DIANA model in practice
Fig. The revised DIANA model (Aarnio & Enqvist 2016).
Pedagogical for blended learning procesess,
classroom teaching, online learning, mobile
learning etc.
Key elements:
• Socioconstructivist learning
• Student centred approach
• Authenticity, meaningful learning
• Dialocial actions
• Dialogical collaboration
• Knowledge creation
• Continuing process

5. “Networks in vocational education” study module (3 credits)
implemented for 4 different teacher student groups.
• Learning process
was structured by using
DIANA pedagogical model
• Mobile-based
implementation
• Open blogs (teachers´ blog
and study circles own
ones)
• And other mobile apps
An example:
http://ym14koulutuksenyhteistyoverkostot.blogspot.fi/

6. Creating common ground for the
collaborative learning
A1. Opening the idea of
authentic, dialogical learning
A2. Preparation for dialogical
working
A3. Organising, scheduling and
starting collaborative work

7. A. Creating common ground
 Setting up system and accessing
 Welcome and guidance practices
 Socialisation
 Dialogical warm-up methods
 http://www3.hamk.fi/dialogi/diale/methods/main_a.ht
m
 Facilitate structured activities (draw the picture of the
learning process)
 Assign roles, responsibilities and schedule
 Support use of learning materials

8. B. Enabling authenticity in
learning
B1. Searching for authentic
questions, categorising them and
reording
B2. Using authentic sources
regarding to authentic questions,
planning the artefact

9. B. Enabling authenticity in learning
 1) Individually: find your own authentic question
concerning the learning goals of the study module
 2) Group: formulating shared authentic questions
and categorized them into themes collaboratively
 3) In addition, groups decide what the kind of
artefact they would produce during the learning
process.
Authentic context by Herrington:
https://www.youtube.com/watch?v=7euTz6iQ2Bc
How to formulate authentic questions?
https://www.youtube.com/watch?v=5z6SfXY7uO0

10. C. Increacing deep oriented learning
through dialogical actions
C1. Solving authentic learning
questions dialogically, working and
creating knowledge
C2. Work progresses through
dialogical actions
C3. Dialogical inquiry included in
knowledge construction

11. C. Increasing deep-oriented learning
though dialogical actionsDialogical 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.
Source: Helena Aarnio, http://www3.hamk.fi/dialogi/diale/methods/main_b.htm
What is dialogue?
https://www.youtube.com/watch?v=Bi4qa9nzQgg
 working dialogically by constructing
collaborative knowledge.
• In practice this means seeking answers
to the questions set earlier and
creating knowledge together

12. D. Integrating theory and
practice in learning situations
D1. Alternating theory and
practice, synthesis, find
missing pieces – new learning
questions
D2. Self-evaluation and peer
evaluation

13. 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.

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

15. By using the DIANA model
You bring ….
Learning is based…
Students achieve…
Students learn….
Students understand…
Students work….
Student owns their…

16. Study module:
Design:
Length:

17. DIANA and dialogical methods references (in English):
 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)
 Aarnio, H, Enqvist, J., Sukuvaara, T. Kekki, M. & Kokkonen, M. (2008). Deep Learning through Dialogue web-service. Retrieved from http://www3.hamk.fi/dialogi/english
 Aarnio, H. (2008). Deep Learning through Dialogue. Presentation in the Conference Learning by Developing - New Ways to Learn. Retrieved from https://goo.gl/bkMEkO
 Aarnio, H. (2010). Orientation to Dialogical learning: Creating Common Ground for DIALE -Project. Retrieved fromhttps://youtu.be/Qep6PVqi3DQ?list=PLA4A907665E3CB765
 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
 Aarnio, H. (2015). Evaluations of the Dialogical Method Pilotings in the DIAMEE -Project 2013-2015. Retrieved from https://sites.google.com/site/leonardodiamee/home/evaluation
 In a dialogue-based culture, everyone is a winner https://goo.gl/8HgfyQ , (Article published in Opettaja-lehti in Finnish 19/2011.)
OTHER:
Dialogical methods: http://www3.hamk.fi/dialogi/diale/methods/
Making dialogue non-fuzzy: Word for word listening: https://www.youtube.com/watch?v=iTF0lcGczVc&index=3&list=PLA4A907665E3CB765
Making dialogue non-fuzzy: Dialogue tickets https://www.youtube.com/watch?v=RZI0ZuBWmR8&index=2&list=PLA4A907665E3CB765