Expansive learning in a change laboratory intervention for teachers

Augustsson, Dennis

doi:10.1007/s10833-020-09404-0

Cited by 10 publications

(10 citation statements)

References 17 publications

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“…Following the method devised by Engeström et al (2013) and further developed by Augustsson (2021), the first step of the analysis identified learning actions and their frequencies in the CL processes. To identify learning actions, the data material was first divided into episodes based on their substantive content.…”

Section: Discussionmentioning

confidence: 99%

“…However, more research on this topic needs to be undertaken to fully investigate what is happening between Apparatus 1 and Apparatus 2 to fully establish knowledge about CT's implementation in mathematics. According to Augustsson (2021), there is a need to spread the intervention over a more extended period with the final sessions after the implementation to achieve all seven learning actions, otherwise it can be difficult to capture them all. In this CL intervention, there was no sign of the seventh learning action, i.e., consolidation and generalisation of the new practices, even though the CL intervention was spread out over one-and-a-half-year to capture all the seven learning action.…”

Section: Discussionmentioning

confidence: 99%

“…The development of new learning activities took place in a design process, where the researcher, the educational staff and their students designed and tested new curriculum materials. Design processes are not a traditional starting point for the CL interventions; typically, a CL intervention is used as a pilot study in an organisation before a more extensive transformation (Augustsson 2021;Engeström et al, 2013). This CL was set up as an iterative design process.…”

Section: Research Context and Methodologymentioning

confidence: 99%

“…Augustsson (2021) investigated the longitudinal development of expansive learning from an educational perspective in a small-scale intervention. According to Augustsson (2021), the seven expansive learning actions can function as an analytical tool by mapping the teachers' expansive learning development. The findings indicate a parallel movement between the abstract and the concrete in the teachers' expansive learning actions when designing new curriculum units; this is also evident in the expansive cycle that does not necessarily follow the cyclic learning actions step-by-step.…”

Section: Background and Related Workmentioning

confidence: 99%

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A Cultural-Historical Perspective on How Double Stimulation Triggers Expansive Learning

Kaup¹,

Brooks²

2022

Designs for Learning

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Computational thinking (CT) has become central to introducing digital artefacts for educational use. However, little is known about implementing CT in the mathematical school curriculum, and many educational staff members have not been introduced to CT in their initial training. Introducing CT in an educational setting calls for interventions that allow educational staff to adopt new concepts and to explore ways of implementing CT and digital artefacts to support students' computational and mathematical understanding. This article focuses on formative interventions applied in the form of Change Laboratory to implement digital artefacts with a particular interest with regard to educational staff's expansive learning processes. To foster such expansive learning processes, double stimulation methods were introduced to enable educational staff to analyse and reflect on their work practices collectively. The research was conducted as an ethnographic intervention study in a primary school in Denmark. It began in 2019 and was completed in 2021. Participants were primary school students followed from 2nd grade to 3rd, alongside their math teacher and social educator. The data consisted of five Change Laboratory sessions fully transcribed from video recordings, including classroom activities between sessions. Through a Cultural Historical Activity Theory lens, the article concludes that by mapping educational staff's expansive learning actions, it is possible to identify how the participants collectively change their activities or not. Thus, analysing which phase of double stimulation that triggers a specific learning action provides knowledge about integrating CT and digital artefacts to support mathematical understanding.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Research Context and Methodologymentioning

confidence: 99%

Section: Background and Related Workmentioning

confidence: 99%

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A Cultural-Historical Perspective on How Double Stimulation Triggers Expansive Learning

Kaup¹,

Brooks²

2022

Designs for Learning

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“…Furthermore, Triggering sustainable professional agency participants are expected to reflect on the process and try out tools and methods between sessions. Therefore, the CL process is not necessarily a cyclic process despite the presentation of the content of seven learning actions as such a process (Augustsson, 2021). Nevertheless, in this CL, as a theoretical tool to illustrate the process, a model of the CL process was introduced and explained in the first session, which the facilitator (role of CL workshop leader) returned regularly during the CL to visualize the participants where they are in the process and to seek consent among the participants if they agree upon the suggestion from the facilitator.…”

Section: Conducted Change Laboratorymentioning

confidence: 99%

Triggering sustainable professional agency: using change laboratory to tackle unequal access to educational success collectively

Spante

Varga

Carlsson

2021

JWL

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Purpose This study aims to depict how a change laboratory (CL) promotes sustainable professional practice at the workplace to tackle unequal access to educational success. Design/methodology/approach The empirical findings are from a CL focusing on school professionals’ agency and a follow-up study one year after the CL. Findings The study shows how the staff gained insight that professional agency is a collective and relational practice. Furthermore, the staff explored how to make a difference with viable means to create new workplace models for students’ success despite experiencing a conundrum. Research limitations/implications This study examined participants’ perspectives in workplace change and provided support for further research examining how professionally and collectively designed models gain sustainability in schools. Practical implications This study provides empirical data of how professional agency for change driven by collective visions can be accelerated with the interventionist method CL among school professionals. Social implications This study emphasizes the value of professional collective learning at the workplace, driven by several professional groups in school, and the need to follow up to detect sustainable change. Originality/value This study emphasizes the value of professional collective learning at the workplace, driven by several professional groups in school, and the need to follow up to detect sustainable change.

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Transforming Online Teacher Training Through Expansive Learning: A Case Study Applying Cultural-Historical Activity Theory and the Change Laboratory Method

Chen,

Tseng,

Oakley

2024

Asia-Pacific Edu Res

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This study investigates the transformative potential of a professional development program launched in 2022 to meet the evolving needs of digital teaching competencies within K-12 and higher education sectors. Using the Cultural-Historical Activity Theory (CHAT) and Change Laboratory (CL) framework, the research examines how a MOOC platform designed and iteratively improved a training program for high school teachers, enhancing their online teaching capabilities. Data were collected through meeting minutes, course materials, participant surveys, and platform engagement analyzed using inductive qualitative methods. The study identifies critical contradictions and tensions within the MOOC platform’s activity system and explores how these challenges were resolved through collaborative and expansive learning. Findings show that the vibrant learning community established through the MOOC platform was critical in supporting teachers’ continuous professional development. Teachers expanded their professional capabilities through peer mentoring, collective problem-solving, and sharing innovative practices, adapting to digital education’s changing demands. The study highlights the importance of ongoing support and community-driven learning in sustaining long-term professional growth. The insights gained through CHAT and CL provide fresh perspectives on the dynamics of online teacher training programs, emphasizing the need for continuous improvement to address evolving needs. The study affirms the critical role of vibrant digital teacher communities as hubs for learning, collaboration, and innovation, calling for further CHAT-based research to enhance MOOC platforms and enrich educational exchanges.

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Expansive learning in a change laboratory intervention for teachers

Cited by 10 publications

References 17 publications

A Cultural-Historical Perspective on How Double Stimulation Triggers Expansive Learning

A Cultural-Historical Perspective on How Double Stimulation Triggers Expansive Learning

Triggering sustainable professional agency: using change laboratory to tackle unequal access to educational success collectively

Transforming Online Teacher Training Through Expansive Learning: A Case Study Applying Cultural-Historical Activity Theory and the Change Laboratory Method

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