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In:Educating in Dialog: Constructing meaning and building knowledge with dialogic technology
Edited by Sebastian Feller and Ilker Yengin
[Dialogue Studies 24] 2014
► pp. 51–74

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The why dimension, dialogic inquiry, and technology supported learning

Published online: 14 November 2014
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https://doi.org/10.1075/ds.24.03mas
This chapter introduces a number of theoretical perspectives in presenting an analysis of why the why dimension of inquiry – asking, learning, understanding, knowing, and explaining why – presents challenges and opportunities for the design 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; Weick 1995; Snowden 2002). Supporting this theoretical discussion is a number of sense-making models representing relationships between learning and knowledge and the characteristics of why-questioning. Reasoning, reflection, and dialogue are all identified as embedded within dialogic inquiry and these activities provide the context for consideration of how the why dimension in technology supported learning environments may be supported.
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