Abstract
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.
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Notes
- 1.
URL, May 22, 2014: http://www.kp-lab.org/project-overview/objectives-of-the-project.
- 2.
Since the early 1990s Gray and Malins have published on developing appropriate strategies for creative inquiry at postgraduate levels. See for example: Gray and Malins 1993, 2000, 2004. They also developed the first MRes in Art and Design in 1998 (Robert Gordon University, Aberdeen, UK)—unique in the sector at the time for its web-based delivery.
- 3.
URL, May 22, 2014: https://itunes.apple.com/us/app/our-choice/id432753658?mt=8&ls=1.
- 4.
URL, May 22, 2014: http://www2.rgu.ac.uk/subj/ats/Research-VisualizingResearch/index.htm.
- 5.
In print (e.g. Barrett and Bolt 2007), and more recently on-line (e.g. Journal for Artistic Research).
- 6.
URL, May 22, 2014: http://www.bbc.co.uk/news/technology-23132678.
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Malins, J., Gray, C., Aggelos, L. (2015). Trialogical Learning. In: Bihanic, D. (eds) Empowering Users through Design. Springer, Cham. https://doi.org/10.1007/978-3-319-13018-7_10
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