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The why dimension, dialogic inquiry, and technology supported learning

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Abstract

This chapter introduces a number of theoretical perspectives in presenting ananalysis of why the why dimension of inquiry – asking, learning, understanding,knowing, and explaining why – presents challenges and opportunities for thedesign and implementation of technology supported learning environments.Central to this theoretical discussion are epistemological constructs such as‘becoming to know’ (Jakubik 2011) and ‘sense-making’ (Dervin 1998; Weick1995; Snowden 2002). Supporting this theoretical discussion is a number ofsense-making models representing relationships between learning and knowledgeand the characteristics of why-questioning. Reasoning, reflection, and dialogueare all identified as embedded within dialogic inquiry and these activitiesprovide the context for consideration of how the why dimension in technologysupported learning environments may be supported.

References

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