Dialogic Interaction and Connected Learning in a Design and Making Environment: The Meaning of Materiality

• In Event: 43.010 - Connected Learning and Equitable Participation for Youth: Bridging the Home-School Participation Gap

Abstract

Objectives. Whereas the importance of dialogic interaction for meaningful and equitable learning and education is well documented (Alexander, 2008), less attention has been directed to the ways in which materiality mediates interactional processes, conditions and achievements. In this study, we are motivated to extend current understandings of the meaning of materiality for students’ dialogic interactions and connected learning opportunities in a school-based design and making environment, the FUSE Studio. To this end, we ask; How do material objects create opportunities for connected learning in dialogic interactions between students during their making and design activities in the FUSE Studio?

Perspective(s). Drawing on the sociocultural theories (Vygotsky, 1978) and studies on sociomateriality (Fenwick et al., 2015), we regard material objects as cultural artefacts that hold valuable stories of the past, present and future invoked in students’ evolving social interactions during their joint activities. We view material objects as potential boundary objects that mediate and constitute students’ dialogic interactions and connected learning opportunities (Star & Griesemer, 1989). By dialogic interactions, we refer to social interactions that afford students and teachers to talk and think together, and to connect with different experiences and views drawing on their lifeworlds in- and out-of-school (Authors, 2013, 2017; Mercer et al., 2010).

Methods and data sources. The empirical data stem from a Finnish school that has recently introduced a new design and making environment. The FUSE Studio is a materially-rich, interest-driven STEAM learning environment that resonates with the connected learning initiatives (Ito, et al. 2013; Stevens & Jona, 2017). The data comprise of 65 hours of video-records of 9-12 years old students’ (N:94) making and design activities in the FUSE Studio collected over one academic year. The video data were transcribed and analyzed with interaction analysis methods taking into account verbal, visual and material conduct (Jordan & Henderson, 1995). We used purposeful sampling of events in the video data to address our research focus on the ways in which material artefacts mediated ongoing social interactions.

Results. The results illuminate social interactions about, around and with the material objects of the FUSE Studio and the consequences of these materially mediated interactions for the students’ dialogic interaction and connected learning opportunities. The results demonstrate how the material objects functioned as personal and social connection mediating both the content (epistemic) and relational (social) dynamics of dialogic interaction. Namely, the material objects mediated how the students negotiated meaning, organised their participation and turn-taking as well as how they negotiated responsibility in their maker activities. Consequently, the study points out how materiality is an important mediator of power and educational equity, making materiality a pivotal research focus on dialogic interaction and connected learning opportunities.

Scientific significance. The results suggest that the FUSE studio can function as a potentially powerful boundary object for dialogic interaction between the students’ in-and out-of-school knowledge(s). The study advances present day understanding of the significance of materiality in and for dialogic interaction and connected learning opportunities in the context of design and making activities.

Authors

• Kristiina P. Kumpulainen, University of Helsinki

• Anu Kajamaa, University of Helsinki

• Antti Juhani Rajala, University of Oulu