Defensive and Expansive Cycles of Learning: A Study of Home Care Encounters

Nummijoki, Jaana; Engeström, Yrjö; Sannino, Annalisa

doi:10.1080/10508406.2017.1412970

Cited by 24 publications

(8 citation statements)

References 42 publications

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“…An intermediate level consists of a focused local transformation with the help of a Change Laboratory intervention, requiring several months (e.g., Engeström et al 2013). The smallest scale of mini-cycles of expansive learning consist of single intervention sessions or similar restricted episodes (e.g., Nummijoki et al 2018).…”

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confidence: 99%

Using activity theory to transform medical work and learning

Engeström

Pyörälä

2020

Medical Teacher

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This article introduces key concepts of activity theory and expansive learning. Expansive learning builds on the foundational ideas of the cultural-historical activity theory (CHAT). It is a research approach designed for studying the complexities and contradictions in authentic workplace environments. Change Laboratory is a formative intervention method developed for studying workplaces in transition and for stimulating collaborative efforts to design improved patterns of activity. We present concrete examples of formative interventions in healthcare, where good patient care was compromised by the fragmentation of care and disturbances in collaboration between the healthcare experts. This implies that physicians are challenged to develop collaborative and transformative expertise. We present three spearheads into a zone of proximal development, representing opportunities for change of medical expertise: (1) reconceptualizing expertise as object-oriented and contradiction-driven activity systems, (2) pursuing expertise as negotiated knotworking, and (3) building expertise as expansive learning. While medical expertise needs to expand, medical education must also look for ways to evolve and meet the challenges of the surrounding society. We call for adopting an interventionist approach for developing medical education and intensifying collaboration with the practitioners in healthcare units, their patients and target communities.

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confidence: 99%

Using activity theory to transform medical work and learning

Engeström

Pyörälä

2020

Medical Teacher

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“…Participants first started to explore ways to develop collaborative video assignments to carry specific subject matter in English and Marine Biology, but it was difficult to find ways to square the needs of assessment and the time and resources needed to accomplish them. Manifestations of the conflict of motives appeared again at these points in the process, what Nummijoki et al (2017) call smaller cycles of defensive learning, in which participants go back to the state of the dominant activity, struggling between existing routines and the possible new practice.…”

Section: Zone Of Proximal Development -Designing With Contradictionsmentioning

confidence: 99%

Expansive Design for Teachers

Augustsson

2021

EDeR

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Innovative designs for learning have implications for the teaching practices and the system in which they are created, often with conflicting motives and tensions on systemic levels. Co-design processes with teachers and researchers require tools and concepts to grasp this complexity and to create durable changes. In the case studied in this article, activity theory and change laboratory methodologies were used in a participatory design process with a small group of teachers. Five key characteristics of the epistemological principles behind the change laboratory methodology were identified and analysed. The theoretical framework enabled tools for a collective analysis of the origin and development of systemic contradictions as well as a model to envision future practices and concrete learning designs. Findings suggest that the combination of participatory design and change laboratory methodologies can serve as a vehicle for expansive learning and new innovative learning designs in educational settings.

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“…The government issued circular number 4 of 2020 years as an effort to prevent the spread of Covid-19. The circular contains the implementation of learning carried out from home [1]. Based on these conditions, the teacher must continue to ensure that learning activities can be carried out properly.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Online Learning on Students’ Learning Achievement on Colloid Concept

Sasmita¹,

Redhana²,

Suja³

2021

Proceedings of the First International Conference on Science, Technology, Engineering and Industrial Revolution (ICSTEIR 2020)

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The era of the Covid-19 pandemic has encouraged learning to take place online. The development of technology and information was increasingly advanced to support online learning. This study aimed at describing the effect of online learning on high school students' learning achievement. This type of research was a quasi-experiment with a nonequivalent control group design. The population in this study was all students of the eleventh-grade students majoring in Mathematics and Natural Science at Public High School 1 South Kuta, Badung, Bali, Indonesia. The samples were selected using a cluster random sampling technique. An experimental group 1 was taught by online learning of Google Classroom, while an experimental group 2 was taught by online learning of WhatsApp group. The data were collected by giving tests before and after learning. Data were analyzed by descriptive and inferential statistics. The results showed that students' learning achievement taught by online learning of the Google Classroom was better than that of the WhatsApp group. The online learning has a positive impact on students' learning achievement.

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Defensive and Expansive Cycles of Learning: A Study of Home Care Encounters

Cited by 24 publications

References 42 publications

Using activity theory to transform medical work and learning

Using activity theory to transform medical work and learning

Expansive Design for Teachers

The Effect of Online Learning on Students’ Learning Achievement on Colloid Concept

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