Different ways of knowing are acknowledged. What constitutes ‘knowledge’ is open to debate. The authority of the ‘author’ is being questioned, and related to that is the role and purpose of the ‘publisher’ as arbiter of quality. The nature of education is changing as learners take a more active role in the process and help shape what is ‘taught’ and how the curriculum is delivered. Emerging technologies offer possibilities for multi sensory engagement with learning materials and methods. A space now exists in which multiple learners may interact with experienced educators through digital media in a trialogical relationship that encourages the creative construction of new learning content and shared understandings that possibly may challenge and/or alter existing ones. This chapter speculates on such a framework for learning. It draws on extensive experience in creative practice, inquiry through practice and related pedagogy. Although currently only a concept, it is clear how such a framework might be realised.
|Title of host publication||Empowering Users through Design|
|Subtitle of host publication||Interdisciplinary Studies and Combined Approaches for Technological Products and Services|
|Publisher||Springer International Publishing|
|Number of pages||15|
|Publication status||Published - 2015|
Malins, J., Gray, C., & Liapis, A. (2015). Trialogical Learning: A New Framework for Learning Through the Creative Relationship Between Emerging Technologies and Multiple Participants. In D. Bihanic (Ed.), Empowering Users through Design: Interdisciplinary Studies and Combined Approaches for Technological Products and Services (pp. 177-191). Springer International Publishing. https://doi.org/10.1007/978-3-319-13018-7_10