LLinE Lifelong Learning in Europe

Kai Hakkarainen abstract

Trialogical inquiry: Toward innovative knowledge practices in education and workplaces

Kai Hakkarainen
Centre for Research on Networked Learning and Knowledge Building, Department of Education, University of Helsinki

The purpose of the present paper is to introduce a theoretical and pedagogical framework under development by the Knowledge-Practices Laboratory (KP-Lab (www.kp-lab.org) project, one of the largest IP projects funded by the European Community’s IST program. The purpose of the project is to answer the challenges of the emerging innovation-driven society by promoting and augmenting innovative knowledge practices in polytechnics, universities, and professional communities. The project is aimed at developing a socially contextualized, learning theory based on a third metaphor of learning beyond the acquisition and participation ones. The metaphor being developed, given theoretical form, and tested represents learning processes involved in deliberate and systematic collective efforts of advancing and developing shared objects of activity.

We are calling this approach a knowledge-creation metaphor of learning because it primarily addresses pursuit of novelty, innovation, and transformation, more than the reproductive process. The present investigator examines the metaphors of learning and provides a concrete case regarding technology-supported trialogical inquiry. Fundamental issues regarding knowledge-creation processes are discussed.