A Study on the Activity System and Expansive Learning Experience of Village Community Media Activists - Focus on the Case of ‘Community Platform Eyu’ -

2021 ◽  
Vol 27 (3) ◽  
pp. 199-229
Author(s):  
Myoung Sook Kim ◽  
Unshil Choi
Keyword(s):  
Learning Experience ◽  
Community Media ◽  
Activity System ◽  
Expansive Learning ◽  
Village Community

scholarly journals Digital Media Meets Informal Learning: Opportunities for Generating New Participatory Roles

2012 ◽  
Vol 5 (2) ◽  
pp. 145-161
Author(s):  
Kathryn Hayes ◽  
Angela Booker ◽  
Beth Rose Middleton ◽  
Jesikah Maria Ross
Keyword(s):  
Informal Learning ◽  
Digital Media ◽  
Learning Experience ◽  
Learning Opportunities ◽  
Production Medium ◽  
Learning Spaces ◽  
Community Media ◽  
Formal Curriculum ◽  
The Rich ◽  
Media Project

This paper explores the rich learning that happens between defined learning spaces, such as that between formal curriculum and informal projects. Here we apply the notion of "hybrid space," to understand how such in-between learning spaces can facilitate a shift in participatory roles for college students engaged in a community media project. This study also highlights the ways in which media as a production medium can further transform the learning experience.

From Contradictions to Expansive Transformations in Technology-Mediated Higher Education

2013 ◽  
pp. 96-124
Keyword(s):  
Higher Education ◽  
Zone Of Proximal Development ◽  
Proximal Development ◽  
Activity System ◽  
Expansive Learning

This chapter illustrates Activity Theory’s principle of expansive learning. It begins with an overview of expansive learning followed by description of a hypothetical, more culturally and historically developed form of the activity of higher education. The description is organized according to the seven components of the activity system. The outcomes of this hypothetical, transformed form of learning are the realization or near realization of the zone of proximal development and co-actualization. Following the description of the components of an expanded, more developed form of higher education, are the identification and analysis of three contradictions that must be resolved in order for the expansion to take place. The chapter concludes with a discussion of how the expansive transformation of higher education might be realized and the role that contradictions could play in this transformation.

Transitions and Transformations

2021 ◽  
pp. 149-176
Keyword(s):  
Historical Development ◽  
Funds Of Knowledge ◽  
Cultural Knowledge ◽  
Integrative Learning ◽  
Activity System ◽  
Expansive Learning ◽  
Cultural Systems ◽  
Mutual Relations ◽  
The University ◽  
Bidirectional Flow

University-community engagement involves the co-construction of “knots of collaboration” that must be reconstructed again and again in ever-changing contexts in which participants necessarily expand their perspectives on the task at hand. This chapter provides a greater understanding of this process of integrative learning and its relation to expansive learning by viewing the historical development of UC Links programs such as La Clase Mágica through the trifocal lens of the sociotechnical activity system. The example of LCM demonstrates how, as university and community participants engage, they find overlaps in their diverse perspectives and begin to integrate them. In this expansive learning process, the university and community participants come to approach each other as equal partners in mutual relations of exchange that provide for the bidirectional flow of cultural knowledge between disparate and often irreconcilable cultural systems, and for the integration of multiple funds of knowledge.

scholarly journals “This is not a cake recipe”: Historicity as an element for the understanding and transformation of a waste management activity at a university hospital in Brazil

2019 ◽  
Vol 31 (57) ◽  
Author(s):  
Maurício Donavan Rodrigues Paniza ◽  
Marcio Pascoal Cassandre
Keyword(s):  
Waste Management ◽  
Activity Theory ◽  
Theoretical Basis ◽  
Work Group ◽  
Learning Experience ◽  
University Hospital ◽  
Learning Cycle ◽  
Management Activity ◽  
Expansive Learning ◽  
Cultural Historical Activity

This work analyzes how the expansive learning cycle is covered by a work group, from the intervention of a Change Laboratory, held in a waste management activity at a university hospital. The theoretical basis is derived from the Cultural-Historical Activity Theory and documentary research was used as methodology. In the learning movement, the workers realized that the organization of activity was and still is insufficient to meet the demands of the hospital and society. The intervention did not provoke structural transformation in the activity. But the historicity present in the learning experience allowed the apprentices to be aware of themselves and the importance of waste management, either from a functional or a social viewpoint.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

Complex Problem Solving and Worked Examples

2009 ◽  
Vol 23 (2) ◽  
pp. 129-138 ◽  
Author(s):  
Florian Schmidt-Weigand ◽  
Martin Hänze ◽  
Rita Wodzinski
Keyword(s):  
Problem Solving ◽  
Cognitive Load ◽  
Learning Experience ◽  
Worked Examples ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Strategic Learning ◽  
Learning Behavior ◽  
Worked Example ◽  
8Th Grade

How can worked examples be enhanced to promote complex problem solving? N = 92 students of the 8th grade attended in pairs to a physics problem. Problem solving was supported by (a) a worked example given as a whole, (b) a worked example presented incrementally (i.e. only one solution step at a time), or (c) a worked example presented incrementally and accompanied by strategic prompts. In groups (b) and (c) students self-regulated when to attend to the next solution step. In group (c) each solution step was preceded by a prompt that suggested strategic learning behavior (e.g. note taking, sketching, communicating with the learning partner, etc.). Prompts and solution steps were given on separate sheets. The study revealed that incremental presentation lead to a better learning experience (higher feeling of competence, lower cognitive load) compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted, students remembered the solution more correctly and reproduced more solution steps.

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