1.5 Structure of the report

Dialogic Inquiry Moving across different ways of thinking, often experiencing the accompanying emotions and sense of body. Inquiry may range from posing questions and experimenting with possibilities to challenging long held assumptions. Inquiry encounters difference and requires the development of a sense of being comfortable with difference (Bound, 2010).

Knowledge coconstruction Knowledge co-construction takes place in a problem space. The ‘space’ is defined by an activity’s goals and intent. The aim of knowledge coconstruction is to build shared agreement statements and applications of newly constructed knowledge.

Knowledge building Knowledge building takes place in a community. The aim is developing understanding to advance knowledge, that is, continual deepening of understanding of ideas (Chai & Tan, 2009). Knowledge building require authentic problems drawing from the “world of human knowledge as its intellectual workspace” (Bereiter & Scardamalia, 2014, p.36).

1.5 Structure of the report

The following chapter analyses the literature in relation to our research questions, concluding with some thoughts in relation to the third question – the implications for educators of the dialogical approach. The next two chapters set out the findings from each case – WPL and Performance and CSCL&KB. We titled the fifth chapter, ‘Rising above’ as here we put forward an explanation of how and why it is that students engage in deep learning using the dialogical approach. The concluding chapter sums up the implications with recommendations from the authors.