Studies of expansive learning: Foundations, findings and future challenges

Engeström, Yrjö; Sannino, Annalisa

doi:10.1016/j.edurev.2009.12.002

Cited by 1,162 publications

(856 citation statements)

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“…The sociocultural perspective views the object as an anchor for an activity (Engeström and Sannino 2010;Leont'ev 1978), emphasizes that collective action is inherently object-oriented and that the pursuit of some type of object motivates collaborative work (Kaptelinin 2005). The object defines the activity and becomes the "sense-maker" (Kaptelinin 2005, p. 12), which gives meaning to this activity and the values involved in the activity.…”

Section: Knowledge Objectsmentioning

confidence: 99%

The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration

Damşa

2014

Intern. J. Comput.-Support. Collab. Learn.

111

100

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This article presents a study of small-group interaction in the context of collaborative learning in undergraduate education. The student groups participated in collaborative projects, which involved setting-up, conducting, and reporting on empirical research studies. This study sheds light on the nature of productive interactions, the joint efforts to co-construct knowledge and the shared epistemic agency expected to emerge when groups are addressing ill-structured, complex problems in a collaboration over time. In-depth qualitative analysis and descriptive statistics were used to analyze and interpret interaction data and developing knowledge objects (i.e., research reports) collected during a 20-week project period. The findings show that productive interactions can take different forms, with discourse-based and object-oriented being the most relevant patterns arising. In the latter case, the emergent knowledge objects also influence the course and productivity of the interaction. Finally, groups manifesting shared epistemic agency produce knowledge objects more complex and suitable to the problems addressed. These findings contribute to a better understanding of the collaborative learning process that includes work on knowledge objects over time. The implications for the educational practice and further research point towards the need for a better understanding of the way groups function when challenged to address complex problems and to participate in knowledge production, how these processes can benefit learning, and what is needed in terms of pedagogical and technological support, to enable students to be more than mere coursetakers, but also producers of knowledge.Keywords Knowledge co-construction . Knowledge objects . Learning in higher education . Productive interaction . Shared epistemic agency . Small-group collaboration In the context of emerging changes in the knowledge-based society, students in higher education are expected to be able to address ill-structured and open-ended problems, conceive new ideas, show inquiring attitudes and proactive behavior, and capitalize on collective expertise (Goodyear and Zenios 2007). Learning in small groups that focuses on solving open-ended problems and on managing the collaborative process has been proposed as a wayIntern.

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Section: Knowledge Objectsmentioning

confidence: 99%

The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration

Damşa

2014

Intern. J. Comput.-Support. Collab. Learn.

111

100

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“…All phases of the change project course contributed to mediation through engaging teacher educators with activity (Engeström & Sannino, 2010). These authors view the activity as a complicated interaction of elements that can only happen in a particular context through mediatory processes.…”

Section: Case Description: the Ru/sadc Coursementioning

confidence: 99%

“…The classical view of mediation, namely, mediation of mind, was complemented with mediation of activity, from neo-Vygotskian work by Engeström (1987) and Engeström and Sannino (2010). Vygotsky argued that any learning has to be mediated through use of physical as well as semiotic tools and artefacts.…”

Section: Theoretical Perspectivesmentioning

confidence: 99%

“…The features proposed by UNESCO (2009) were further described in terms of the four pillars of learning, namely, learning to know, learning to do, learning to be, learning to live with others sustainably (Delores, 2013). Changes in practice showing features of ESE or competences for sustainability were understood to be evidence of expansion of the mind and activity in the zone of proximal development for mainstreaming ESE (Engeström & Sannino, 2010;Vygotsky, 1978).…”

Section: Case Description: the Ru/sadc Coursementioning

confidence: 99%

“…In the terms of Engeström and Sannino (2010), the change project was a germ cell through which all other processes and activities for building and demonstrating capacity of teacher educators for mainstreaming ESE materialised. While working with change projects in higher education contexts, Hlengwa (2012, 2015) used the metaphor of change project seeding.…”

Section: 56mentioning

confidence: 99%

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Emergence of environment and sustainability education (ESE) in teacher education contexts in Southern Africa: A common good concern

Mandikonza¹,

Lotz‐Sisitka²

2016

Educ. res. soc. change.

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Environmental and sustainability issues prevail in modern society. Southern Africa, where this study is based, is one of the regions most at risk from intersecting issues of climate health risk, and poverty-related ills. Education has the potential to facilitate catalytic transformation of society through development of understandings of these intersecting environment and sustainability concerns, and to support engagements in more sustainable social practices oriented towards the common good. This requires a rethinking of education within a wider common good frame. It also has implications for how quality education is considered. However, little is said of how this could be done, especially in teacher education. The paper shares two cases of teacher educators' change project experiences, as they emerged via professional development support and the mediatory processes applied in courses conducted by the Southern African Development Community Regional Environmental Education Programme (SADC REEP) aimed at enhancing professional capacity of teacher educators and other environmental educators for mainstreaming environment and sustainability education (ESE) 1 . These courses are framed using a change project approach, and involve teacher educators as main participants. In-depth data were generated from interviews with two teacher educators, their assignment write-ups, and observations of their teacher education practice. Realist social theory, particularly the principle of emergence, was used to trace the emergence of change in teacher education practice. Sociocultural learning theory was used to explain mediation of learning-oriented changes in teacher education practice. We illustrate how the change project model and approach contributed to mediating change in practice, showing emergent attributes of capacity for mainstreaming ESE and elements of a concept of quality education among course participants oriented towards the common good. In conclusion, we argue that ESE seems to be a sensitising construct for initiating and sustaining change for ESE in teacher education. In addition, the change project has proved to be a potential vehicle for mainstreaming the notion and practice of ESE into social systems and teacher education 1 In this paper we use the term, environment and sustainability education (ESE), to indicate that it includes an emphasis on environmental education(EE), and education for sustainable development (ESD). ESE, as used in this paper, includes a strong focus on the interrelated nature of environmental, societal, political, and economic concerns, and the way in which this term is used is oriented towards the wider common good. practices. We argue that reflexive ESE praxis provides a sensitising focus, initiating quality education with humanising properties necessary for the common good.

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Sociocultural Approaches to Expert–novice Relationships in Second Language Interaction

Thorne¹,

Hellermann²

2015

The Handbook of Classroom Discourse and Interaction

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Studies of expansive learning: Foundations, findings and future challenges

Cited by 1,162 publications

References 58 publications

The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration

The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration

Emergence of environment and sustainability education (ESE) in teacher education contexts in Southern Africa: A common good concern

Sociocultural Approaches to Expert–novice Relationships in Second Language Interaction

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