Expansive learning

By Alain Senteni, University of Mauritius, adapted by Daniel K. Schneider.

Expansive learning, is part of activity theory and can be considered as a kind of design methodology (developmental research) that aims at change.

The Change Laboratory (CL) process (Engeström, Virkkunen et al., 1996) implements the cycles of expansive learning defined by Y. Engeström in his seminal work (1987). Empowered practitioners are engaged in reflective cycles of deconstruction, reconstruction, trial and re-adjustement. The CL is a participatory approach whose objective is to reveal the needs and possibilities for development in an activity, not in relation to a given standard or objective, but by jointly constructing the zone of proximal development of this activity.

figure 3: the cycles of expansive learning

The process comprises seven steps (fig. 3), that can be described as follows: �%G•�%@ ethnographic analysis of the current situation (fig.3, steps 1,2): - questioning their present activity by jointly analyzing problematic situations in it; - analyzing the systemic and historical causes of the problems identified; - revealing and modeling inner contradictions of the systemic structure of the activity causing the problems �%G•�%@ transforming the model (fig.3, steps 3,4) - representing the systemic structure of the activity in order to find a new form for the activity that would resolve in an expansive way the inner incompatibilities between its components; - finding a new interpretation of the purpose of the activity (object) and a new logic of organizing it, - creating a new activity model

�%G•�%@ Implementing the new model of activity (fig.3, step 5) - concretizing and testing the new model (e.g. what changes do we try next month ? putting first steps into practice, pushing the next steps) - begining to transform the practice by designing and implementing new tools and solutions.

�%G•�%@ Reflecting on the new practice, consolidating it, spreading it (fig.3, steps 6, 7) - teaching others what we have learned - codifying the new rules etc.

Links

• Center for Activity Theory and Developmental Work Research. Includes publications for download.

• Learning by Expanding: An Activity - Theoretical Approach to Developmental Research

References

Engeström, Y. (2004). "New forms of learning in co-configuration work." Journal of Workplace Learning 16(1/2): 11-21.

Engeström, Y, Engeström, R., & Suntio, A. (2002) From paralyzing myths to expansive action: building computer-supported knowledge into the curriculum from below, CSCL 2002 Proceedings, pp.318-325, Lawrence Erlbaum Associates, Inc. Hillsdale, New Jersey, USA

Engeström, Y (2001). Expansive Learning at Work: toward an activity theoretical reconceptualization. Journal of Education and Work, Vol. 14, No. 1, 2001 PDF

Engeström, Y. (1999a) Innovative learning in work teams: Analyzing cycles of knowledge creation in practice. In Y. Engeström, R. Miettinen & R.-L-. Punamäki (Eds.), Perspectives on activity theory, (pp. 377-404). Cambridge: Cambridge University Press.

Engeström, Y. (1999b) Activity Theory and individual and social transformation, in Yrjö Engeström, Reijo Miettinen and Raija-Leena Punamäki (Eds), Perspectives on Activity Theory, Cambridge University Press (462 p.), pp.19-38.

Engeström, Y., Virkkunen, J., Helle, M., Pihlaja, J. & Poikela, R. (1996). The Change laboratory as a tool for transforming work. Lifelong Learning in Europe, 1(2), 10-17.

Engeström, Y. (1987). Learning by expanding. Helsinki: Orienta-Konsultit Oy.

Hakkarainen, K., Palonen, T., Paavola, S. & Lehtinen, E. (2004). Communities of networked expertise: Professional and educational perspectives. Advances in Learning and Instruction Series. Amsterdam: Elsevier.

Hakkarainen, K., Sintonen, M. (2002) The Interrogative Model of Inquiry and Computer-Supported Collaborative Learning, Science & Education 11: Kluwer Academic Publishers. Printed in the Netherlands, pp. 25-43

Senteni, A. (2006). Building up diasporas from scratch : the conditions of emergence of process and collaboration in global knowledge communities, communication to the 4-th Pan-Commonwealth Forum on Open Learning (PCF4), Jamaïca, October, 2006.

Senteni, A. (2005a) Innovative Learning & Knowledge Communities for the integration of ICTs in enhancing education, WITFOR 2005 White Book - Education Commission (Projects & Resarch), Gaborone (Botswana), August 2005,

Senteni, A. (2005b) A comprehensive analysis of some initiatives for the integration of ICTs in education in Mauritius, WITFOR 2005 White Book - Education Commission (Best Practices Case Study), Gaborone (Botswana), August 2005

Senteni, A., Taurisson, A. (2005c) Innovative Learning & Knowledge Communities, UNESCO-IFIP publication 2005.

Senteni, A. (2004) From e-Learning to Technology-Enhanced Education, Educational Ecologies for Sustainable Development, World Computer Congress (IFIP-WCC), Toulouse (France) 22-27 August 2004.