Expansive Learning at Work: toward an activity theoretical reconceptualization Export

@article{engestrom:at2, abstract = {Cultural-historical activity theory has evolved through three generations of research. The emerging third generation of activity theory takes two interacting activity systems as its minimal unit of analysis, inviting us to focus research efforts on the challenges and possibilities of inter-organizational learning. Activity theory and its concept of expansive learning are examined with the help of four questions: 1. Who are the subjects of learning? 2. Why do they learn? 3. What do they learn? 4. How do they learn? Five central principles of activity theory are presented, namely activity system as unit of analysis, multi-voicedness of activity, historicity of activity, contradictions as driving force of change in activity, and expansive cycles as possible form of transformation in activity. Together the four questions and five principles form a matrix which is used to present a study of expansive learning in a hospital setting in Finland. In conclusion, implications of the framework for our understanding of the increasingly important horizontal dimension of learning are discussed.}, author = {Engestrom, Y.}, citeulike-article-id = {3767545}, citeulike-linkout-0 = {http://www.ingentaconnect.com/content/routledg/cjew/2001/00000014/00000001/art00007}, journal = {Journal of Education and Work}, keywords = {abc, conceptual, thesis}, posted-at = {2008-12-10 14:04:47}, priority = {2}, title = {Expansive Learning at Work: toward an activity theoretical reconceptualization}, url = {http://www.ingentaconnect.com/content/routledg/cjew/2001/00000014/00000001/art00007}, volume = {14}, year = {1 February 2001} }

TY - JOUR ID - engestrom:at2 L3 - citeulike-article-id:3767545 N2 - Cultural-historical activity theory has evolved through three generations of research. The emerging third generation of activity theory takes two interacting activity systems as its minimal unit of analysis, inviting us to focus research efforts on the challenges and possibilities of inter-organizational learning. Activity theory and its concept of expansive learning are examined with the help of four questions: 1. Who are the subjects of learning? 2. Why do they learn? 3. What do they learn? 4. How do they learn? Five central principles of activity theory are presented, namely activity system as unit of analysis, multi-voicedness of activity, historicity of activity, contradictions as driving force of change in activity, and expansive cycles as possible form of transformation in activity. Together the four questions and five principles form a matrix which is used to present a study of expansive learning in a hospital setting in Finland. In conclusion, implications of the framework for our understanding of the increasingly important horizontal dimension of learning are discussed. JF - Journal of Education and Work TI - Expansive Learning at Work: toward an activity theoretical reconceptualization VL - 14 KW - abc KW - conceptual KW - thesis AU - Engestrom, Y PY - 1 February 2001/// UR - http://www.ingentaconnect.com/content/routledg/cjew/2001/00000014/00000001/art00007 ER -