Dialogue design system to share information and construct knowledge

Dialogue Design System Model to Share Information and

Construct KnowledgeD.Sc. Päivi Aarreniemi-Jokipelto & Prof. Yukari Makino

Outline

•Dialogue Design System (DDS) model

•Message Construction Cross (MCC) model

•Pilot study with Brazilian students in Finland

•Comparison of original and pilot version of DDS

• Findings

• Further development

2015/6/23EdMedia 2015, World Conference on Educational Media and Technology

[email protected] & [email protected]

Dialogue Design System

• The DDS helps students make meaningful contributions to knowledge construction.

• The DDS provides students with equal opportunityand ensures the quality of learning.

•Dialogues are guided with theoretical framework: Message Construction Cross (MCC) model.



The MCC model

issue

thesissyn-

thesis

anti-

thesisgeneral specific

opinion

LogicDialogue

Problem solving2015/6/23

EdMedia 2015, World Conference on Educational Media and Technology [email protected] & [email protected]

4

“Soft Argumentation”

• Those who have powerful voices are active, and those with powerless voices are inactive as listeners.

• In “soft argumentation,” dialogues are artificially designed based on the MCC model.

• The verbal grammar and visual structure facilitate the process and product of knowledge construction.





Guided Dialogue

• The idea of guided dialogue is just like a laboratory experiment.

• It is through a laboratory experiment that we learn and understand the process and product of chemical reactions.

• Likewise, we can learn and understand the process and product of collaborative knowledge construction.



Why Guided Dialogue?

•Participants can share information and critique each other without getting too emotional. Everyone can contribute within a limited time.

•Participants understand the process and product of argumentation, and more importantly, have the attitude of listening to others.

•When they adequately develop their perspectives and attitudes, they no longer need the artificial guidance.





200students

Mass

lecture

class

Procedures of Original DDS

1. The teacher presents a thesis that represents the content of a lecture.

2. The participants judge whether the thesis is true or false. They use an “idea card” to describe their reasoning and objective evidence.

3. The team of staff students grade these idea cards, select the excellent ones, and organize and integrate them according to the MCC grammar.

4. The staff team prepares for their feedback presentation. The other staff members and the teacher critique and give advice.

5. In the next class session, the staff team gives the feedback presentation in front of the participating students.

6. The teacher summarizes the outcome of the dialogue, and connects it to the context of the course.





Integration by the MCC grammar

Students’ Idea cards



DDS



Meeting in Tampere, Finland

DVDoperation

videos

Planning

DDS

pilot

Pilot Study

• 27 Brazilian vocational education teachers studied in Finland• Design science research • Main research question:

• Is it possible to tailor the DDS model to be used in teaching e-learning and educational technology to Brazilian teachers?

• Secondary questions:• Is the DDS model able to bring added value to the learning outcomes of the

programme?• Can the DDS model support students’ equal participation in a collaborative learning

process?• Can the DDS model support information sharing between students during project

work? • Can the DDS model support knowledge construction?



Comparison of utilization of original DDS and pilot DDS



Theme Original Pilot

Backgroundand context

Teaching/learningapproach

Between learner-centred and teacher-oriented approach

Learner-centred approach

Number of students Mass lecture, about 200 students 13 or 14 students

Type of education University course, young people Exported educational programme at a university of applied science, adults

Nationality Japanese (teacher and students) Brazilian (students), Finnish (teacher)

Usage of DDS Actors Students, staff students, professor Students, teacher

The role of professor/teacher

Supervisor of dialogical learning, class management, instruction

Learning facilitator, constructor of the MCC, managing supervisor

The role of staff students 1) Mediator, constructors of the MCC 2) Peer tutoring

-

The role of students Contributors of idea and information in knowledge construction

Knowledge constructors, teacher’s partners in construction of shared understanding, peers

Learning space Learning environment Lecture hall Classroom

Idea card Paper form Google Form



Students’ Idea cards

Presentation in Google Form

Procedures of Pilot DDS1. The teacher presents a thesis that represents the content of a brief lecture and

project work.2. The students judge whether the thesis is true or false. They describe their

reasons and objective evidence with the idea card. The teacher acts as their mentor.

3. The teacher grades the students’ idea cards and organizes and integrates all of them according to MCC grammar.

4. The teacher points out ambiguity and illogical reasoning noticed in the idea cards.

5. Students continued sharing ideas and knowledge construction to create a common understanding about the subject. Their MCC was developed further.

6. The teacher summarizes the outcome of the dialogue, and connects it to the context of the course.





Operation Videos

The teacher and students learned about DDS and MCC models in a more concrete way from video explanations.

The teacher instructed the Brazilian students to take the staff students’ role.

Title Content

Dialogue Design System The aim and procedures of DDS

Staff students' work 1 How to prepare for the feedback

Staff students' work 2 How to grade the idea cards

Staff students' work 3 How to organize the ideas with MCC

Content of the DVD

Findings

•DDS model can be successfully implemented in a exported teacher training programme in a small size class.

•Because the students were experts in different fields, they shared information and constructed knowledge in a deeper level.

• Educational technology tools can be used in idea cards and MCC.



Further development

• In the second pilot study (spring 2015), students constructed the MCC for themselves without a teacher’s construction, and valued the challenge of the learning process.

•Online teacher training in Finland, autumn 2015



Date post:	02-Aug-2015
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