helena aarnio © dialogical competence - a key to participation and knowledge creation in learning...
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Helena Aarnio ©www.hamk.fi/diale
Dialogical Competence - a key to participation and knowledge creation in learning communitiesHelena Aarnio
HAMK University of Applied Sciences / Professional Teacher Education Unit
Agenda of the work shop
• A short theoretical introduction to the dialogical participation and knowledge creation
• Presentation of the framework of the dialogical competence and the method cards
• Practising of some method cards in dialogical knowledge creation
Research and Development work The framework of the dialogical competence and the dialogical
method cards are based on extensive research and development work:• Licentiate Thesis 1990 – 1994 (Developing the Method of Cognitive
Empathy for Teacher Education)
• Doctoral Thesis 1996 – 1999 (In Search of Dialogue: Developing Dialogue for Communication and Information Technological Environment)
• National Research-project 2000 - 2002 (Online Pedagogy and Network-based Learning): DIANA-model (Dialogic and
Authentic NetLearning Activity) created as a result of the project
Research and Development work• DIANA research project 2002-2004 in HAMK • Deep learning through Dialogue -project 2006 –
2008: a web service produced in the HAMK University of Applied Sciences, titled Deep Learning through Dialogue (www.hamk.fi/dialogi).
• International DIALE (Dialogical learning)-project 2010 – 2012, coordinated by PTU : The dialogical method cards and programme of training the dialogical competence (www.hamk.fi/diale)
• What does it mean, when we talk about dialogical competence, dialogical actions and dialogical method cards in participation and knowledge creation?
All conversation is not dialogue
• Dialogical participation can be understood by everyday terms or by using scientific definitions.
• All conversation is not dialogue (Bohm, 1996; Isaacs, 1999).
Dialogue - Discussion
• Discussion; like the ping-pong game, where the turns change – people defend their contributions, seeking to overcome the others.
• On the contrary, in dialogue it is possible to improve collective inquiry processes – meaning is constructed through sharing, and therefore it is a community-building form of conversation. (Bohm, 1996)
Dialogic interaction
• ”Truth is not born nor is it to be found inside the head of an individual person, it is born between people collectively searching for truth, in the process of their dialogic interaction (Bakhtin, 1984, p. 110).”
• This kind of dialogue is in no way a given. (Bohm, 1996; Isaacs, 1999)
Dialogue meets scientific preconditions
• There are several conditions that have to be met before communication becomes dialogue.
• Dialogue that meets the scientific preconditions can be referred to as “deep dialogue”.
One definition
• Dialogue is based on equal co-construction of understanding. It is shared thinking and getting well acquainted with certain subject and activity. (Aarnio & Enqvist, 2001)
Helena Aarnio ©www.hamk.fi/diale
Framework of dialogical competence and methods
Helena Aarnio
Helena Aarnio ©www.hamk.fi/dialewww.hamk.fi/diale
Framework Dialogical competence
Self-monitoring
Making dialogue non-
fuzzy
Creating a dialogical moment
Creating new understanding
Dialogic attitude
Helena Aarnio ©www.hamk.fi/diale
Methods• Symmetrically• As equals• Monitoring my body language•Without hidden motives• Reciprocally
Dialogical attitude
• Symmetrical participation• Active participation and
engouragement to it• Letting go of egocentricity
• Respect for self and others• Reciprocal activity, trust• Open, sincere expression• Engagement to dialogue
I part of the dialogical competence
Helena Aarnio ©www.hamk.fi/diale
Making dialogue non-fuzzy
Methods• Dialogue tickets•I am present here and now• I listen word-for-word • Im prisoned by preconceptions •Suspend and wonder• Stay a little while
Dialogical attitude
• Taking and giving turn• Being present and concentrating• Word-for-word reception and coding, listening• Awareness of one’s preconceptions and assumptions• Regulating the expression and withholding one’s preconceptions and assumptions• Staying on the other’s speech
II part of the dialogical competence
Helena Aarnio ©www.hamk.fi/diale
Creating a dialogic moment
Methods• Let ideas bud and flourish• Reformulate and tidy up• Practise the art of inquiry – experience the power of questions• Make chains• Catch hot words• Delve deeper
•sanoja• Syväsukella pinnanalaiseen
Dialogical attitude
• Opening one’s incomplete thinking• Compact expression•Forming unbiased open questions, opening the other’s thinking•Word-for-word continuation from previous utterance• Responding to an inquiry• Recognizing key utterances• Opening key utterances
III part of the dialogical competence
Helena Aarnio ©www.hamk.fi/diale
Creating new understanding
Methods• Let’s weave a syntheses• Weave a syntheses pearl• Discover the missing pieces• Inquire in a ”pathbreaking” way
Dialogical attitude
• Weaving a syntheses•Revealing gaps in thinking and activities• Opening new paths for dialogue
IV part of the dialogical competence
Examples of Dialogical Method Cards
• Spontaneous participation (establishing trust, dialogical ”icebreaking”)
• Cultural scripts (becoming aware of one’s behaviour and actions, dialogical ”icebreaking”)
• As Equals ( Dialogical attitude, competence area I)
Examples of Dialogical Method Cards
• Dialogue tickets (Making dialogue non-fuzzy, competence area II)
• Practise the art of inquiry – experience the power of questions (Creating dialogical moment, competence area III)