The Change Laboratory–An Instrument for Agency Building and Expansive Learning

2013 ◽  
pp. 15-27
Author(s):  
Jaakko Virkkunen ◽  
Denise Shelley Newnham
Keyword(s):  
Expansive Learning

The dialectics of authoring expansive learning: tracing the long tail of a Change Laboratory

2016 ◽  
Vol 28 (4) ◽  
pp. 245-262 ◽  
Author(s):  
Annalisa Sannino ◽  
Yrjö Engeström ◽  
Johanna Lahikainen
Keyword(s):  
Large Scale ◽  
Scale Transformation ◽  
Dialectical Tensions ◽  
Content Type ◽  
Organization Model ◽  
Expansive Learning ◽  
Conceptual Argument ◽  
University Library ◽  
Dialectical Process ◽  
Cultural Historical Activity

Purpose The paper aims to examine organizational authoring understood as a longitudinal, material and dialectical process of transformation efforts. The following questions are asked: To which extent can a Change Laboratory intervention help practitioners author their own learning? Are the authored outcomes of a Change Laboratory intervention futile if a workplace subsequently undergoes large-scale organizational transformations? Does the expansive learning authored in a Change Laboratory intervention survive large-scale organizational transformations, and if so, why does it survive and how? Design/methodology/approach The paper develops a conceptual argument based on cultural–historical activity theory. The conceptual argument is grounded in the examination of a case of eight years of change efforts in a university library, including a Change Laboratory (CL) intervention. Follow-up interview data are used to discuss and illuminate our argument in relation to the three research questions. Findings The idea of knotworking constructed in the CL process became a “germ cell” that generates novel solutions in the library activity. A large-scale transformation from the local organization model developed in the CL process to the organization model of the entire university library was not experienced as a loss. The dialectical tension between the local and global models became a source of movement driven by the emerging expansive object. Practitioners are modeling their own collective future competences, expanding them both in socio-spatial scope and interactive depth. Originality/value The article offers an expanded view of authorship, calling attention to material changes and practical change actions. The dialectical tensions identified serve as heuristic guidelines for future studies and interventions.

Exploring teacher learning process in Chinese lesson study: a case of representing fractions on a number line

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Xingfeng Huang ◽  
Rongjin Huang ◽  
Mun Yee Lai
Keyword(s):  
Germ Cell ◽  
Conceptual Understanding ◽  
Learning Process ◽  
Lesson Study ◽  
Number Line ◽  
Unique Contribution ◽  
Lesson Design ◽  
Content Type ◽  
Expansive Learning ◽  
Oriented Activity

PurposeThis paper presented the learning process of a group of primary mathematics teachers who participated in two iterations of lesson design, enactment and reflection in a Chinese Lesson Study.Design/methodology/approachAn expansive learning theory was employed to examine the teachers’ learning process in lesson study (LS) on representing fractions on a number line. The evolution of a germ cell was utilized to feature the transformation of the object of activity from abstract to concrete through resolving contradictions among LS members. The videos of lesson planning, research lessons (RLs) and debriefing meetings were collected and analyzed to reveal the expansive learning process.FindingsThe analysis showed that the teachers expanded their learning through transforming the object from diffuse to concrete and expanded through consciously articulating the germ cell. The outcomes of object-oriented activity include improving the enacted lesson which promoted students’ conceptual understanding.Originality/valueThis study made a unique contribution to understanding the learning process of teachers in Chinese LS from the perspective of expansive learning.

Expansive Learning as Production of Community

2010 ◽  
Vol 112 (13) ◽  
pp. 176-191
Author(s):  
Line Lerche Mørck
Keyword(s):  
Expansive Learning

Culturally Responsive School Discipline: Implementing Learning Lab at a High School for Systemic Transformation

2018 ◽  
Vol 55 (5) ◽  
pp. 1007-1050 ◽  
Author(s):  
Aydin Bal ◽  
Kemal Afacan ◽  
Halil Ibrahim Cakir
Keyword(s):  
High School ◽  
Culturally Responsive ◽  
School Discipline ◽  
Public High School ◽  
Life Outcomes ◽  
Expansive Learning ◽  
Root Cause ◽  
Local Stakeholders ◽  
School Learning

Youth from racially minoritized communities disproportionately receive exclusionary school discipline more severely and frequently. The racialization of school discipline has been linked to long-term deleterious impacts on students’ academic and life outcomes. In this article, we present a formative intervention, Learning Lab that addressed racial disparities in school discipline at a public high school. Learning Lab successfully united local stakeholders, specifically those who had been historically excluded from the school’s decision-making activities. Learning Lab members engaged in historical and empirical root cause analyses, mapped out their existing discipline system, and designed a culturally responsive schoolwide behavioral support model in response to diverse experiences, resources, practices, needs, and goals of local stakeholders. Analysis drew on the theory of expansive learning to examine how the Learning Lab process worked through expansive learning actions. Implications for research and practice are discussed.

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