This link has been bookmarked by 14 people . It was first bookmarked on 01 Sep 2006, by Jedd Bartlett.
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(1) the object-oriented and artifact-mediated collective activity system is the prime unit of analysis in cultural-historical studies of human conduct; (2) historically evolving inner contradictions are the chief sources of movement and change in activity systems; (3) expansive learning is a historically new type of learning which emerges as practitioners struggle through developmental transformations in their activity systems, moving across collective zones of proximal development; (4) the dialectical method of ascending from the abstract to the concrete is a central tool for mastering cycles of expansive learning; and (5) an interventionist research methodology is needed which aims at pushing forward, mediating, recording and analyzing cycles of expansive learning in local activity systems.
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(1) instead of just benign achievement of mastery, development should be viewed as partially destructive rejection of the old; (2) instead of just individual transformation, development should be viewed as collective transformation; (3) instead of just vertical movement across levels, development should be viewed as horizontal movement across borders.
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grasping the essence of an object by tracing and reproducing theoretically the logic of its development, of its historical formation through the emergence and resolution of its inner contradictions.
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In an expansive learning cycle, the initial simple idea is transformed into a complex object, into a new form of practice. At the same time, the cycle produces new theoretical concepts - theoretically grasped practice - concrete in systemic richness and multiplicity of manifestations.
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both regard innovations as stepwise construction of new forms of collaborative practice, or technoeconomic networks
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construction and resolution of successively evolving contradictions in the activity system
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a multi-layered network of interconnected activity systems
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research makes visible and pushes forward the contradictions of the activity under scrutiny, challenging the actors to appropriate and use new conceptual tools to analyze and redesign their own practice
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practitioners are invited to take part in analyzing the disturbances of their activity
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a task is never just the task the experimenter designed
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22 Sep 09
Fernando SLearning by expanding y las 3 generaciones de la teoría de la actividad
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19 Jun 09
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18 Dec 08
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01 Sep 06
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