1 Trialogical learning and object-oriented collaboration Sami Paavola 1 , Kai Hakkarainen 1 1 University of Helsinki, Faculty of Educational Sciences, Helsinki, Finland. Emai: sami.paavola@helsinki.fi; kai.hakkarainen@helsinki.fi A draft version of a paper: Paavola, S. & Hakkarainen, K. (2021) Trialogical learning and object-oriented collaboration. In: U. Cress, A. Wise, C. Rose, & J. Oshima (Eds.) International Handbook of Computer Supported Collaborative Learning. Springer. DOI: 10.1007/978-3-030-65291-3. Abstract: This chapter delineates different approaches to technology-mediated learning that emphasize “object-oriented” collaboration. The chapter introduces, more specifically, trialogical learning, as distinguished from individual knowledge acquisition (“monological”) or from participation in social interaction and meaning making (“dialogical” approaches, see Trausan- Matu, Wegerif, and Major, this volume). We briefly introduce object-oriented collaboration and the trialogical approach where human learning and activity are targeted at jointly developed knowledge artifacts and related knowledge practices. As objects and object-orientedness have become centrally important for understanding collaboration in modern knowledge work, the facilitation of trialogical processes of collaborative learning is crucial in educational contexts. Several approaches focusing on object-oriented collaboration are analyzed, including those that use different terminology. The trialogical approaches appear to form a continuum with dialogical theories and meaning-making traditions often highlighted in CSCL research. Finally, we anticipate future uses of trialogical learning and object-oriented collaboration. Keywords: object-oriented collaboration, trialogical learning, knowledge-creation metaphor, knowledge practices