@article{Ruhalahti_Aarnio_Ruokamo_2018, title={Deep learning evaluation in vocational teacher education: Conducted on the principles of authentic and dialogical collaborative knowledge construction}, volume={8}, url={https://njvet.ep.liu.se/article/view/310}, DOI={10.3384/njvet.2242-458X.188222}, abstractNote={<p>The vocational education system is being challenged to achieve a greater amount of deep learning. To facilitate the inclusion of more deep learning in the teaching and learning process, curriculum restructuring is required. This article reports the results of a study that investigated the kind of authentic and dialogical collaborative knowledge construction toward which the DIANA model (Dialogical Authentic Netlearning Activity) directs vocational student teachers (n=76). The results indicate that using authenticity as the basis for a learning process enabled individual study circles (f=19) to define questions that were meaningful to them but mainly directed the learners toward superficial learning-oriented activities. Notably, despite engaging primarily in superficial learning-oriented activities, the results indicate that dialogical collaborative knowledge construction still directed the learners toward deep learning, demonstrating how learning changed and was enriched during the process. The framework re-designed for evaluating superficial and deep learning will facilitate the examination of vocational teacher education learning activities in the future.</p>}, number={2}, journal={Nordic Journal of Vocational Education and Training}, author={Ruhalahti, Sanna and Aarnio, Helena and Ruokamo, Heli}, year={2018}, month={Oct.}, pages={22–47} }