Pedagogical design for knowledge creating inquiry in customer projects

dc.creator	Hanni Muukkonen
dc.creator	Kari Kosonen
dc.creator	Pentti Marttiin
dc.creator	Petri Vesikivi
dc.creator	Jyrki Kaistinen
dc.creator	Göte Nyman
dc.date	2013-09-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:05:54Z
dc.date.available	2015-07-20T22:05:54Z
dc.identifier	2073-7904
dc.identifier	https://doaj.org/article/fba15eef8dc846d4a7ff1cf334d6e1b1
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/10124
dc.identifier.uri	https://doaj.org/article/fba15eef8dc846d4a7ff1cf334d6e1b1
dc.description	Two higher education courses involving students, teachers, and customers in multifaceted experiences of knowledge creation are described. The Trialogical Learning Approach (TLA) provides a theoretical framework to address learning and teaching organized around authentic problems and the development of shared knowledge objects, such as reports, products, and new practices. The approach directs attention to those aspects of social interaction and artifact-mediated activities, which focus on the development of shared objects and the pursuit of novel knowledge and understanding. The roles of technology-mediation, customer involvement, and guidance in developing effective pedagogical practices for knowledge creation were addressed. It appears necessary to design sufficient open-endedness and complexity for students’ teamwork to generate unpredictable, practical, and epistemologically challenging situations. Pedagogical design for such a process has different foci in the four central phases: planning, project initiation, project execution, and presentation and evaluation. Planning and initiation are central to establishing relevance and project awareness for the collaboration of student teams with a customer. Guidance and expert modeling during project initiation and execution is needed to overcome feelings of uncertainty during a challenging and complex assignment. Mediation provided by collaboration tools facilitates reflection on collective practices, iterative development of knowledge objects, and documentation of the learning outcomes of customer projects.
dc.language	English
dc.publisher	Hong Kong Bao Long Accounting & Secretarial Limited
dc.relation	http://www.kmel-journal.org/ojs/index.php/online-publication/article/view/266/188
dc.relation	https://doaj.org/toc/2073-7904
dc.rights	CC BY
dc.source	Knowledge Management & E-Learning : an International Journal, Vol 5, Iss 3, Pp 278-297 (2013)
dc.subject	Higher education
dc.subject	Customer project
dc.subject	Pedagogical design
dc.subject	Knowledge creation
dc.subject	Technology-mediation
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Pedagogical design for knowledge creating inquiry in customer projects
dc.type	Article