자연주의적 탐구조사(Naturalistic Inquiry)

How to Do Things With Words

1. Introduction 2. The emergence of learning activity as a historical form of human learning 3. The zone of proximal development as the basic category of expansive research 4. The instruments of expansion 5. Toward an expansive methodology 6. Epilogue.

Learning by expanding: An activity-theoretical approach to developmental research

Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Experience and Education.

The cultural origins of human cognition

Studies of expansive learning: Foundations, findings and future challenges

Purpose – The purpose of this paper is to introduce a new methodological framework for the identification and analysis of different types of discursive manifestations of contradictionsDesign/methodology/approach – The paper is based on the dialectical tradition of cultural‐historical activity theory The methodological framework is developed by means of analyzing the entire transcribed corpus of the discourse conducted in a change laboratory intervention consisting of eight sessions and altogether 189,398 wordsFindings – Four types of discursive manifestations, namely dilemmas, conflicts, critical conflicts, and double binds, could be effectively identified in the data Specific linguistic cues were a useful first level of approaching the different types of manifestations Critical conflicts and double binds were found to be particularly effective lenses on systemic contradictionsResearch limitations/implications – The paper points to the need for theoretical and conceptual rigor in studies using the n

Discursive manifestations of contradictions in organizational change efforts: A methodological framework

The paper examines studies based on the theory of expansive learning, formulated in 1987. In recent years the theory has been used in a wide variety of studies and interventions. The theory builds on foundational ideas put forward by Vygotsky, Leont’ev, Il’enkov, and Davydov, key figures in the Russian school of cultural–historical activity theory. Studies based on the theory are reviewed in six sections: expansive learning as transformation of the object, expansive learning as movement in the zone of proximal development, expansive learning as cycles of learning actions, expansive learning as boundary crossing and network building, expansive learning as distributed and discontinuous movement, and formative interventions. A separate section is devoted to critiques of expansive learning. It is concluded that the ultimate test of learning theories is how they help practitioners to generate learning that grasps pressing issues the humankind is facing. The theory of expansive learning currently expands its analyses both up and down, outward and inward. Moving up and outward, it tackles learning in fields or networks of interconnected activity systems with their partially shared and often contested objects. Moving down and inward, it tackles issues of subjectivity, experiencing, personal sense, emotion, embodiment, identity, and moral commitment.

Studies of Expansive Learning : Foundations, findings and future challenges

1. Activity theory between historical engagement and future-making practice Annalisa Sannino, Harry Daniels and Kris Gutierrez Part I. Units of Analysis: 2. Cultural-historical activity theory and organization studies Frank Blackler 3. Uses of activity theory in written communication and research David R. Russell 4. On the inclusion of emotions, identity, and ethico-moral dimensions of actions Wolff-Michael Roth Part II. Mediation and Discourse: 5. Mediation as a means of changing collective activity Vladislav A. Lektorsky 6. Digital technology and mediation: a challenge to activity theory Georg Ruckriem 7. Contextualizing social dilemmas in institutional practices: negotiating objects of activity in labour market organizations Asa Makitalo and Roger Saljoe Part III. Expansive Learning and Development: 8. The concept of development in cultural-historical activity theory: vertical and horizontal Michael Cole and Natalia Gajdamashko 9. Two theories of organizational knowledge and creation Jaakko Virkkunen 10. Contradictions of high technology capitalism and the emergence of new forms of work Reijo Miettinen 11. Spinozic re-considerations on the concept of activity: politico-affective process and discursive practice in the transitive learning Shuta Kagawa and Yuji Moro Part IV. Subjectivity, Agency, and Community: 12. From the systemic to the relational: relational agency and activity theory Anne Edwards 13. Expansive agency in multi-activity collaboration Katsuhiro Yamazumi 14. The communicative construction of community: authority and organizing James R. Taylor 15. Research leadership: productive research communities and the integration of research fellows Sten Ludvigsen and Turi Owre Digernes Part V. Interventions: 16. Who is acting in an activity system Ritva Engestroem 17. Past experiences and recent challenges in participatory design research Susanne Bodker 18. Clinic of activity: the dialogue as instrument Yves Clot 19. Epilogue: the future of activity theory Yrjoe Engestroem.

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Learning and expanding with activity theory

This article examines formative interventions as we understand them in cultural-historical activity theory and reflects on key differences between this intervention research tradition and design-based research as it is conceived in the learning sciences tradition. Three projects, including 2 Change Laboratories, are analyzed with the help of conceptual lenses derived from basic epistemological principles for intervention research in activity theory. In all 3 interventions, learners expansively transformed the object of their activity. The Change Laboratory cases, however, show that this learning process included productive deviations from the researchers’ instructional intentions, leading to significant outcomes, both practical and theoretical, that were not anticipated by the interventionists. Together these cases illustrate that an activity-theoretical formative intervention approach differs from design-based research in the following ways: (a) formative interventions are based on design done by the lea...

/pdf/formative-interventions-for-expansive-learning-and-5dlnoef235.pdf

Annalisa Sannino

Papers

Studies of expansive learning: Foundations, findings and future challenges

Discursive manifestations of contradictions in organizational change efforts: A methodological framework

Studies of Expansive Learning : Foundations, findings and future challenges

Learning and expanding with activity theory

Formative Interventions for Expansive Learning and Transformative Agency