DIANA workshop 29.4.2016

Sanna Ruhalahti (sanna.ruhalahti@hamk.fi)HAMK SPTE / Doctoral candidate University of Lapland

@somesanna

What are your preconceptions?

“an idea or opinion formed beforehand”

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

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

“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/

Creating common ground for the collaborative learning

A1. Opening the idea of authentic, dialogical learningA2. Preparation for dialogical

workingA3. Organising, scheduling and

starting collaborative work

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.htm

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

Assign roles, responsibilities and schedule Support use of learning materials

B. Enabling authenticity in learning

B1. Searching for authentic questions, categorising them and

reordingB2. Using authentic sources

regarding to authentic questions, planning the artefact

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

C. Increacing deep oriented learning through dialogical actions

C1. Solving authentic learning questions dialogically, working and

creating knowledgeC2. Work progresses through

dialogical actions C3. Dialogical inquiry included in

knowledge construction

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 beingsDialogical 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

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

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.

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

By using the DIANA modelYou bring ….

Learning is based…

Students achieve…

Students learn….

Students understand…

Students work….

Student owns their…

Study module:Design:Length:

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=PLA4A907665E3CB765Making dialogue non-fuzzy: Dialogue tickets https://www.youtube.com/watch?v=RZI0ZuBWmR8&index=2&list=PLA4A907665E3CB765