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Yrjoe Engestroem's exciting approach sees expansive learning as the
central mechanism of transformation in societal practices and
institutions. For researchers and practitioners in education, this
book provides a conceptual and practical toolkit for creating and
analyzing expansive learning processes with the help of
interventions in workplaces, schools and communities. Chapters 1-3
situate the theory of expansive learning in the field of learning
science. Chapters 4-8 contain empirical studies of expansive
learning in various organizational settings (such as banks, schools
and hospitals). In Chapters 9-10, the author looks at new
challenges and possibilities arising from rapidly spreading
'wildfire' activities (disaster relief, for example) and from the
methodology of formative interventions aimed at triggering and
supporting expansive learning. This book provides an integrative
account of recent empirical studies and conceptual developments in
the theory of expansive learning, and serves as a companion volume
to Learning by Expanding.
First published in 1987, Learning by Expanding challenges
traditional theories that consider learning a process of
acquisition and reorganization of cognitive structures within the
closed boundaries of specific tasks or problems. Yrjo Engestrom
argues that this type of learning increasingly fails to meet the
challenges of complex social change and fails to create novel
artifacts and ways of life. In response, he presents an innovative
theory of expansive learning activity, offering a foundation for
understanding and designing learning as a transformation of human
activities and organizations. The second edition of this seminal
text features a substantive new introduction that illustrates the
development and implementation of Engestrom's theory since its
inception."
First published in 1987, Learning by Expanding challenges
traditional theories that consider learning a process of
acquisition and reorganization of cognitive structures within the
closed boundaries of specific tasks or problems. Yrjo Engestrom
argues that this type of learning increasingly fails to meet the
challenges of complex social change and fails to create novel
artifacts and ways of life. In response, he presents an innovative
theory of expansive learning activity, offering a foundation for
understanding and designing learning as a transformation of human
activities and organizations. The second edition of this seminal
text features a substantive new introduction that illustrates the
development and implementation of Engestrom's theory since its
inception."
Yrjoe Engestroem's exciting approach sees expansive learning as the
central mechanism of transformation in societal practices and
institutions. For researchers and practitioners in education, this
book provides a conceptual and practical toolkit for creating and
analyzing expansive learning processes with the help of
interventions in workplaces, schools and communities. Chapters 1-3
situate the theory of expansive learning in the field of learning
science. Chapters 4-8 contain empirical studies of expansive
learning in various organizational settings (such as banks, schools
and hospitals). In Chapters 9-10, the author looks at new
challenges and possibilities arising from rapidly spreading
'wildfire' activities (disaster relief, for example) and from the
methodology of formative interventions aimed at triggering and
supporting expansive learning. This book provides an integrative
account of recent empirical studies and conceptual developments in
the theory of expansive learning, and serves as a companion volume
to Learning by Expanding.
Teams are commonly celebrated as efficient and humane ways of
organizing work and learning. By means of a series of in-depth case
studies of teams in the United States and Finland over a time span
of more than 10 years, this book shows that teams are not a
universal and ahistorical form of collaboration. Teams are best
understood in their specific activity contexts and embedded in
historical development of work. Today, static teams are
increasingly replaced by forms of fluid knotworking around runaway
objects that require and generate new forms of expansive learning
and distributed agency. This book develops a set of conceptual
tools for analysis and design of transformations in collaborative
work and learning.
Teams are commonly celebrated as efficient and humane ways of
organizing work and learning. By means of a series of in-depth case
studies of teams in the United States and Finland over a time span
of more than 10 years, this book shows that teams are not a
universal and ahistorical form of collaboration. Teams are best
understood in their specific activity contexts and embedded in
historical development of work. Today, static teams are
increasingly replaced by forms of fluid knotworking around runaway
objects that require and generate new forms of expansive learning
and distributed agency. This book develops a set of conceptual
tools for analysis and design of transformations in collaborative
work and learning.
Activity theory is an interdisciplinary approach to human sciences that originates in the cultural-historical psychology school of thought, intitiated by Vygotsky, Leont'ev and Luria. Activity theory takes the object-oriented, artifact-mediated collective activity system as its unit of analysis, thus bridging the gulf between the individual subject and the societal structure. This volume is the first comprehensive presentation of contemporary work in activity theory, with twenty-six original chapters by authors from ten countries. The first part of the book discusses central theoretical issues, and the second part is devoted to the acquisition and development of language. Part Three contains chapters on play, learning, and education, and Part Four addresses the meaning of new technology and the development of work activities. The final section covers issues of therapy and addiction.
Activity theory is an interdisciplinary approach to human sciences that originates in the cultural-historical psychology school of thought, intitiated by Vygotsky, Leont'ev and Luria. Activity theory takes the object-oriented, artifact-mediated collective activity system as its unit of analysis, thus bridging the gulf between the individual subject and the societal structure. This volume is the first comprehensive presentation of contemporary work in activity theory, with twenty-six original chapters by authors from ten countries. The first part of the book discusses central theoretical issues, and the second part is devoted to the acquisition and development of language. Part Three contains chapters on play, learning, and education, and Part Four addresses the meaning of new technology and the development of work activities. The final section covers issues of therapy and addiction.
This book challenges standard notions of expertise. In today's
world, truly effective expertise is built on fluid collaboration
between practitioners from multiple backgrounds. Such collaborative
expertise must also be transformative, must be able to tackle
emerging new problems and changes in its organizational framework.
Engestroem argues that the transition toward collaborative and
transformative expertise is based on three pillars: expertise needs
to be understood and cultivated as a collective activity; expertise
needs to be built on flexible knot-working among diverse
practitioners; and expertise needs to be fostered as the expansive
learning of models and patterns of activity that are in progress.
In this book, Engestroem recasts expertise as fluid collaboration
on complex tasks that requires envisioning the future and mastering
change.
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