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TRIALOGICAL LEARNING IN PRACTICE

In the article presented we deal with an innovative approach to collaborative work and learning. This approach is called trialogical learning and has emerged from several theories that describe the creation of new knowledge, e.g. Carl Bereiter’s knowledge building approach, Yrjo Engestrom’s theory of expansive learning based on Activity Theory and Nonaka and Takeuchi’s model of organizational knowledge creation. Trialogical learning is not supposed to be a ”super-theory” on the basis of these background theories but it pinpoints certain kinds of phenomena which are prevalent and central nowadays: how people organize their work for developing some shared, concrete objects. Trialogical learning is a relative new approach in education area. Theoretical as well as practical aspects of this innovative learning approach started to be researched and developed in Finland, at the University in Helsinki. From this institution the idea is being distributed now in the (not only) European educational community, e.g. within the KP-Lab project. KP-Lab project presents a unifying view (knowledge-creation perspective) of human cognition based on an assumption that learning is not just individual knowledge acquisition or social interaction, but shared efforts of transforming ideas and social practices. The KP-Lab team from Technical University of Kosice (TUK) is working within the Centre for Information Technologies, Faculty of Electrical Engineering and Informatics, cooperating also with the Faculty of Economics of the same university. TUK is involved in all technological workpackages, playing as such an important role in the technological aspects of the KP-Lab integrated research activities.