23.11.2016/ EAPRIL 2016, Porto Ruhalahti-Kunnari-Korhonen

1. How to deepen competence
development through authentic and
dialogical learning in digital learning
environments?
Sanna Ruhalahti, Irma Kunnari and Anne-Maria Korhonen,
HAMK University of Applied Sciences
@somesanna @ikunnari #hamk #EAPRIL2016

2. What are your preconceptions?
“an idea or opinion formed beforehand”
@somesanna @ikunnari #hamk #EAPRIL2016

3. Competence based education?
Barnett & Coatt, 2005
Knowing
Doing
Being
Biggs & Tang, 2007
CONSTRUCTIVE
ALIGNMENT
How learning methods and
social learning environment
match with targeted
competences?

4. DIANA =
Dialogical Autentic
Netlearning Activity
Developed by
Helena Aarnio and Jouni Enqvist
(2001;2016)
• Authenticity and authentic learning
• Dialogical actions, dialogical knowledge construction
• Learning community, learner centered approach

5. DIANA model in practice
Fig. The revised DIANA model (Aarnio & Enqvist 2016).
Pedagogical model for blended learning
in diverse (digital) learning environments
Key elements:
• Student centered approach
• Situated authentic learning
• Knowledge is co-constructed in
dialogical interaction
• Continuing process

6. “Networks in vocational education” study module (3 credits)
implemented for 5 different teacher student groups between 2014-2016.
• Professional teacher
education/ study module
• Blended learning process
was structured by using
DIANA model
• Mobile-based implementation
An example:
http://ym14koulutuksenyhteistyoverkostot.blogspot.fi/

7. A.
Creating common ground
for the collaborative
learning
A1. Introducing the idea of
authentic dialogical learning
A2. Preparing for dialogical
work, familiarizing with the
learning environments
A3. Organizing, scheduling
and starting collaborative
work
Learning objectives

8. A. Creating common ground
 Setting up system and accessing
 Welcome and guidance practices
 Socialization
 Dialogical warm-up methods
 http://www3.hamk.fi/dialogi/diale/methods/main_a.ht
m
 Facilitate structured activities (draw the picture of the
learning process)
 Assign roles, responsibilities and schedule
 Support use of learning materials
@somesanna @ikunnari #hamk #EAPRIL2016

9. B. Enabling authenticity
in
learning
B1. Searching for authentic
problems and questions
(first individually- then
collaboratively),
categorizing them
B2. Using authentic sources
to begin the process and
designing the artefact
(product)
A.
Creating common ground for
the collaborative learning
A1. Introducing the idea of
authentic dialogical learning
A2. Preparing for dialogical
work, familiarizing with the
learning environments
A3. Organizing, scheduling and
starting collaborative
work

10. B. Enabling authenticity in learning
1) Individually: find your own authentic problems
question concerning the learning goals/objectives of
the study module or from the world of work
2) Collaboratively: formulating shared authentic
questions and categorized them into themes
3) In addition, groups decide what the kind of artefact
they would produce during the learning process (to
support achieving the learning objectives)
How to formulate authentic questions?
https://www.youtube.com/watch?v=5z6SfXY7uO0
@somesanna @ikunnari #hamk

11. C. Increacing deep
oriented learning through
dialogical actions
C1. Solving dialogically
learning problems,
constructing knowledge
C2. Working through
dialogical actions
C3. Dialogical inquiring as a
part of knowledge
construction
A.
Creating common ground for
the collaborative learning
A1. Introducing the idea of
authentic dialogical learning
A2. Preparing for dialogical
work, familiarizing with the
learning environments
A3. Organizing, scheduling and
starting collaborative
work
B. Enabling authenticity in
learning
B1. Searching for authentic
questions (first individually- then
collaboratively), categorizing them
B2. Using authentic sources to
begin the process and
designing the artefact

12. 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 beings
Dialogical 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.
 working dialogically by constructing
collaborative knowledge.
• In practice this means seeking
answers to the questions set
earlier and creating knowledge
together
Source: Helena Aarnio, http://www3.hamk.fi/dialogi/diale/methods/main_b.htm
What is dialogue?
https://www.youtube.com/watch?v=Bi4qa9nzQgg

13. D. Integrating theory and
practice in learning
situations
D1. Alternating theory and
practice, weaving the
synthesis, find missing
pieces (new learning
questions)
D2. Self-evaluation and
peer evaluation
A.
Creating common ground for
the collaborative learning
A1. Introducing the idea of
authentic dialogical learning
A2. Preparing for dialogical
work, familiarizing with the
learning environments
A3. Organizing, scheduling and
starting collaborative work
B. Enabling authenticity in
learning
B1. Searching for authentic
questions (first individually- then
collaboratively), categorizing them
B2. Using authentic sources to begin
the process and designing the
artefact
C. Increacing deep oriented
learning through dialogical actions
C1. Solving dialogically learning
problems, constructing knowledge
C2. Working through dialogical
actions
C3. Dialogical inquiring as a part of
knowledge construction
Developing
competences in diverse
learning environments

14. 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.

15. By using the DIANA model
Learning is based…
Students achieve…
Students learn….
Students understand…
Students work….
Student owns their…
It involves…

16. ” Teachers have to provide scaffolding and help students.
DIANA is the key element to make effective learning [sic]”
@somesanna @ikunnari #hamk #EAPRIL2016

17. References:
 Aarnio, H. & Enqvist, J. (2016). Diana-mallistako kehys digiajan oppimiselle [DIANA model – A framework for learning in
the digital age?]. Ammattikasvatuksen aikakauskirja 18 (3).
 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
 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)
 Ruhalahti, S., Korhonen, A-M. & Ruokamo, H. (2016). The Dialogical Authentic Netlearning Activity (DIANA) model for
collaborative knowledge construction in mOOC. The Online Journal of Distance Education and e-Learning, 4 (2). 58-67.
 Ruhalahti, S., Korhonen, A-M. & Rasi, P. (in review) The Diana Model as a Framework for Authentic and Dialogical
Knowledge Construction in a Blended and Mobile In-Service Teacher Education Program.