Expansive+Learning

In Progress by Nick Garrod [] ||
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[[|edit]] Theory
Expansive Learning resides under the umbrella concept of [|Activity Theory]. It expands the unit under examination and analysis to a configuration of two or more activity systems as a unit of inter-organizational learning. According to [|Yrgö Engeström], this recent manifestation of [|Activity Theory] posits that any theory of learning needs to address, at the minimum, four questions: 1. Who are the subjects of learning and where are they located? 2. Why do they learn and what motivates them? 3. What do they learn and what are the contents and outcomes? 4. How do they learn: what processes or actions do they use? [|[1]] According to [|Yrgö Engeström], "Standard theories of learning are focused on processes where a subject (traditionally an individual, more recently possibly also an organization) acquires some identifiable knowledge or skills in such a way that a corresponding, relatively lasting change in the behaviour of the subject may be observed. It is a self-evident presupposition that the knowledge or skill to be acquired is itself stable and reasonably well defined. There is a competent ‘teacher’ who knows what is to be learned. The problem is that much of the most intriguing kinds of learning in work organizations violates this presupposition. People and organizations are all the time learning something that is not stable, not even defined or understood ahead of time (Engeström, 2001, p. 137) [|[2]] Consequently and logically, Engeström explains, developments and changes in people's lives and in the practices of any organization, must involve new combinations of activity which aren't actually realized yet: they are actualized as they are coming into being. Consequently and logically, Engeström continues, developments and changes in people's lives and in the practices of any organization, must involve new combinations of activity which aren't actually realized yet: they are actualized as they are coming into being. Hence the need for a new or expanded theoretical approach. [|Yrgö Engeström] states that when an activity system embraces new technology for example, it may conflict or at least not lie so comfortably, with the other elements of the system, such as the division of labor within the community. Thus, perturbations and conflicts may ensue leading to innovative attempts to adjust, modify, or totally change the activity in process. (Engeström, 2001, p. 137) [|[3]] Such disturbances may portend the likelihood of expansive transformations in activity systems: a complete re-envisioning to cover and include more components of change, sometimes radically so. As Engeström defines, "A full cycle of expansive transformation may be understood as a collective journey through the zone of proximal development of the activity" (Engeström, 2001, p. 137). [|[4]] And so, "the object of expansive learning activity is the entire activity system in which the learners are engaged. Expansive learning activity produces culturally new patterns of activity. Expansive learning at work produces new forms of work activity" (Engeström, 2001, p. 139).
 * The ideal-typical cycle of Expansive Learning**

From [|Yrgö Engeström], Learning Environments and Implementation to Activity Systems and Expansive Learning, at: []

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[[|edit]] Key Contributors
[|Yrgö Engeström]

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[[|edit]] Practical Applications of Theory
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[[|edit]] Websites/Links/Multimedia
University of Helsinki, Center for Research on Activity, Development, and Learning (CRADLE): [|[5]] A series of clips in which Yrgo Engestrom explains and reviews [|Activity Theory] and **Expansive Learning** Recorded by Lancaster University, Center for Studies in Advanced Learning Technology, Dept. of Educational Research: YouTube Videos [|[6]], [|[7]], [|[8]], [|[9]], [|[10]]
 * Or**, access complete 21min. recording from Lancaster University webpage at [|[11]]

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[[|edit]] References/Sources
Engeström, Y. (2001). Expansive learning at work: toward an activity theoretical reconceptualization. //Journal of Education and Work, 14//(1),133-156. Retrieed from: [|[12]] Avis, J. (2007. Engeström's version of activity theory: a conservative praxis? //Journal of Education and Work, 20//(3), 161-177. Retrieved from: [|[13]] Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Retrieved from: [|[14]] University of Helsinki, Center for Research on Activity, Development, and Learning (CRADLE): [|[15]] Engeström, Y. Learning Environments and Implementation to Activity Systems and Expansive Learning, at: [|[16]] [|Return to Top]