The Experts below are selected from a list of 276024 Experts worldwide ranked by ideXlab platform
Richard Thorpe - One of the best experts on this subject based on the ideXlab platform.
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rethinking kolb s Theory of experiential learning in management education the contribution of social constructionism and Activity Theory
Management Learning, 1997Co-Authors: David Holman, Karel Pavlica, Richard ThorpeAbstract:This article seeks to critically evaluate Kolb's Theory of experiential learning from social constructionist and Activity Theory perspectives. It is suggested that while experiential learning Theory has been extremely influential and useful in management education it is rarely seen as problematic. The article goes on to argue that Kolb's experiential learning Theory can be placed within the cognitive psychological tradition; a tradition that overlooks or mechanically explains the social, historical and cultural aspects of self, thinking and action. Activity Theory is then described (but also drawing on more recent social constructionist perspectives) and offered as an alternative way of understanding these three aspects. Using this approach, experiential learning Theory is reconceptualized with particular reference to the learning cycle and managerial identity. It is concluded that learning can be viewed as an argumentative and rhetorical process in which the manager acts as a practical author.
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rethinking kolb s Theory of experiential learning in management education the contribution of social constructionism and Activity Theory
Management Learning, 1997Co-Authors: David Holman, Karel Pavlica, Richard ThorpeAbstract:This article seeks to critically evaluate Kolb's Theory of experiential learning from social constructionist and Activity Theory perspectives. It is suggested that while experiential learning theor...
David Holman - One of the best experts on this subject based on the ideXlab platform.
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rethinking kolb s Theory of experiential learning in management education the contribution of social constructionism and Activity Theory
Management Learning, 1997Co-Authors: David Holman, Karel Pavlica, Richard ThorpeAbstract:This article seeks to critically evaluate Kolb's Theory of experiential learning from social constructionist and Activity Theory perspectives. It is suggested that while experiential learning Theory has been extremely influential and useful in management education it is rarely seen as problematic. The article goes on to argue that Kolb's experiential learning Theory can be placed within the cognitive psychological tradition; a tradition that overlooks or mechanically explains the social, historical and cultural aspects of self, thinking and action. Activity Theory is then described (but also drawing on more recent social constructionist perspectives) and offered as an alternative way of understanding these three aspects. Using this approach, experiential learning Theory is reconceptualized with particular reference to the learning cycle and managerial identity. It is concluded that learning can be viewed as an argumentative and rhetorical process in which the manager acts as a practical author.
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rethinking kolb s Theory of experiential learning in management education the contribution of social constructionism and Activity Theory
Management Learning, 1997Co-Authors: David Holman, Karel Pavlica, Richard ThorpeAbstract:This article seeks to critically evaluate Kolb's Theory of experiential learning from social constructionist and Activity Theory perspectives. It is suggested that while experiential learning theor...
Karel Pavlica - One of the best experts on this subject based on the ideXlab platform.
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rethinking kolb s Theory of experiential learning in management education the contribution of social constructionism and Activity Theory
Management Learning, 1997Co-Authors: David Holman, Karel Pavlica, Richard ThorpeAbstract:This article seeks to critically evaluate Kolb's Theory of experiential learning from social constructionist and Activity Theory perspectives. It is suggested that while experiential learning Theory has been extremely influential and useful in management education it is rarely seen as problematic. The article goes on to argue that Kolb's experiential learning Theory can be placed within the cognitive psychological tradition; a tradition that overlooks or mechanically explains the social, historical and cultural aspects of self, thinking and action. Activity Theory is then described (but also drawing on more recent social constructionist perspectives) and offered as an alternative way of understanding these three aspects. Using this approach, experiential learning Theory is reconceptualized with particular reference to the learning cycle and managerial identity. It is concluded that learning can be viewed as an argumentative and rhetorical process in which the manager acts as a practical author.
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rethinking kolb s Theory of experiential learning in management education the contribution of social constructionism and Activity Theory
Management Learning, 1997Co-Authors: David Holman, Karel Pavlica, Richard ThorpeAbstract:This article seeks to critically evaluate Kolb's Theory of experiential learning from social constructionist and Activity Theory perspectives. It is suggested that while experiential learning theor...
Lorna Uden - One of the best experts on this subject based on the ideXlab platform.
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knowledge creation process as communication connecting seci and Activity Theory via cascading modes of communication
International Conference on Knowledge Management in Organizations, 2014Co-Authors: Lorna UdenAbstract:This paper starts with a short review of SECI knowledge creation process with the aim to situate it in the organizational space supported by social media. By constructing a model called Cascading Modes of Communication (CMC), we try to capture the movement towards abstraction of SECI model over the years. We then indentify certain aspects of CMC that can help to connect SECI to Activity Theory, which formulates the historical evolving systems that provide specific units of analysis for doing research. More importantly, we demonstrate why CMC, in view of Activity Theory, can explain the logical connection between each of the learning cycles in SECI as expansive learning.
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using Activity Theory to develop requirements analysis framework for collaborative working environments
Computer Supported Cooperative Work in Design, 2011Co-Authors: Ince T Wangsa, Lorna Uden, Stella MillsAbstract:During the last five years, the technical development of Collaborative Working Environments (CWEs) has received significant attention. However, a number of research studies have indicated the need to address the human, social, cultural and organizational aspects of CWE requirements. While several requirements analysis methods and techniques, such as goal oriented approach, scenario based analysis, use case driven analysis, task analysis (hierarchical task analysis, multiple aspect based task analysis and groupware task analysis) are reviewed, none of these approaches is sufficient to handle the human, social, cultural and organizational aspects of CWE requirements. Activity Theory, as a philosophical and cross-disciplinary framework for studying different forms of human practices as development processes with both individuals and social levels interlinked at the same time, is proposed as a theoretical lens to analyze CWE requirements in this study. In addition, several principles and concepts of Activity Theory such as tool mediation, contradiction, hierarchical structure, object-orientedness, rules, and boundary crossing, are believed to offer significant contributions especially in handling the human, social, cultural, and organizational aspects of CWE requirements.
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Activity Theory for designing mobile learning
International Journal of Mobile Learning and Organisation, 2007Co-Authors: Lorna UdenAbstract:Mobile computing offers potential opportunities for students' learning. It is important to have an operational understanding of the context in developing a user interface that is both useful and flexible. The author believes that the complexity of the relationships involved can be analysed using Activity Theory. Activity Theory, as a social and cultural psychological Theory, can be used to design a mobile learning environment. This paper presents the use of Activity Theory as a framework for describing the components of an Activity system for the design of a context-aware mobile learning application.
Yrjo Engestrom - One of the best experts on this subject based on the ideXlab platform.
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Activity Theory in practice promoting learning across boundaries and agencies
2010Co-Authors: Harry Daniels, Yrjo Engestrom, Anne Edwards, Tony Gallagher, Sten R LudvigsenAbstract:This ground-breaking book brings together cutting-edge researchers who study the transformation of practice through the enhancement and transformation of expertise. This is an important moment for such a contribution because expertise is in transition - moving toward collaboration in inter-organizational fields and continuous shaping of transformations. To understand and master this transition, powerful new conceptual tools are needed and are provided here. The theoretical framework which has shaped these studies is Cultural Historical Activity Theory (CHAT). CHAT analyses how people and organisations learn to do something new, and how both individuals and organisations change. The theoretical and methodological tools used have their origins in the work of Lev Vygotsky and A.N. Leont’ev. in recent years this body of work has aroused significant interest across the social sciences, management and communication studies. Working as part of an integrated international team, the authors identify specific findings which are of direct interest to the academic community, such as: ⁰ the analysis of vertical learning between operational and strategic levels within complex organizations; ⁰ the refinement of notions of identity and subject position within CHAT; ⁰ the introduction of the concept of ‘labour power’ into CHAT; ⁰ the development of a method of analysing discourse which theoretically coheres with CHAT and the design of projects. Activity Theory in Practice will be highly useful to practitioners, researchers, students and policy-makers who are interested in conceptual and empirical issues in all aspects of ‘Activity-based’ research.
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learning and expanding with Activity Theory the future of Activity Theory a rough draft
2009Co-Authors: Yrjo EngestromAbstract:In a previous attempt to outline the challenges facing cultural-historical Activity Theory, I observed two opposite tendencies in our field: One force pulls researchers toward individual applications and separate variations of certain general, often vague ideas. The other force pulls researchers toward learning from each other, questioning and contesting each other's ideas and applications, making explicit claims about the theoretical core of the Activity approach. (Engestrom, 1999a, p. 20) This volume is a welcome example of the second tendency. I see it as a formative intervention, a virtual Change Laboratory (Engestrom, 2007e), attended by a diverse group of scholars interested in pushing forward the development of Activity Theory. Looking at this effort through Vygotsky's (1997b) idea of double stimulation, the first stimulus or “problem space” for the contributors was the body of research and theorizing I have produced over the years. The second stimulus consisted of the critical reviews written by other authors and colleagues. However, the resulting chapters are not merely commentaries on my work. Double stimulation is an expansive method. It pushes the subject to go beyond the problem initially given, to open up and expand on an object behind the problem. In this case, the object is Activity Theory, embedded in its relations to other theories and to the societal reality it tries to grasp and change.
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from workplace learning to inter organizational learning and back the contribution of Activity Theory
Journal of Workplace Learning, 2007Co-Authors: Yrjo Engestrom, Hannele KerosuoAbstract:Purpose – The purpose of this paper is to show how Activity Theory transcends the boundary between workplace learning and organizational learning.Design/methodology/approach – Activity‐theoretical analyses examine collectives and organizations as learners. On the other hand, Activity Theory is committed to pedagogical and interventionist actions to change and learning characteristic of workplace learning.Findings – Activity‐theoretical studies put an emphasis on the object, i.e. on what is done and learned together in inter‐organizational networks, instead of studying only connections and collaboration of networks. The Theory of expansive learning enables a longitudinal and rich analysis of inter‐organizational learning and makes a specific contribution in outlining the historical transformation of work and organizations by using observational as well as interventionist designs in studies of work and organization.Originality/value – The paper shows that Activity Theory and the Theory of expansive learning...
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perspectives on Activity Theory
Learning in Doing : Social Cognitive and Computational Perspectives, 1999Co-Authors: Yrjo Engestrom, Reijo Miettinen, Raijaleena PunamakiAbstract:Part I. Theoretical Issues: 1. Activity Theory and individual and social transformation Yrjo Engestrom 2. The content and unsolved problems of Activity Theory Vassily V. Davydov 3. Knowledge as shared procedures Stephen Toulmin 4. Activity Theory in a new era Vladimir A. Letkorsky 5. Society versus context in individual development: does Theory make a difference? Charles W. Tolman 6. Cultural psychology: some general principles and a concrete example Michael Cole 7. Laws logics and human Activity Antti Eskola 8. Collapse creation and continuity in Europe - how do people change? Yrjo-Paavo Hayrynen 9. Activity Theory and the concept of integrative levels Eythel Tobach 10. The relevance to psychology of Antonio Gramsci's ideas on Activity and common sense Francesco Paolo Colucci Part II. Language and its Acquisition: 11. The expanded dialogic sphere: writing Activity and authoring of self in Japanese classrooms Yuji Moro 12. Improvement of school children's reading and writing ability through the formation of linguistic awareness Kyoshi Amano 13. Psychomotor and socio-emotional processes in literacy acquisition: results from an ongoing case study involving a nonvocal cerebral palsic young man Matthias Bujarski Martin Hildebrand-Nilshon and Jane Kordt Part III. Play Learning and Instruction: 14. Play and motivation Pentti Hakkarainen 15. Drama games with six year old children: possibilities and limitations Stig Brostrom 16. Activity formation as an alternative strategy of instruction Joachim Lompscher 17. Activity Theory and historic teaching Mariane Hedegaard 18. Didactic models and the problem of intertextuality and polyphony Jacques Carpay and Bert Van Oers 19. Metaphor and learning Activity Bernd Fichtner 20. Transcending traditional school learning: teachers' work and networks of learning Reijo Miettinen Part IV. Technology and Work: 21. The Theory of Activity changed by information technology Oleg K. Tikhomirov 22. Activity Theory transformation of work and information systems design Kari Kuutti 23. Innovative learning in work teams: analyzing cycles of knowledge creation in practice Yrjo Engestrom Part V. Therapy and Addiction: 24. Object relations Theory and Activity Theory: a proposed link by way of the procedural sequence model Anthony Ryle 25. The concept of sign in the work of Vygotsky, Winnicott and Bakhtin: further integration of object relations Theory and Activity Theory Mikael Leiman 26. From addiction to self-governance Anja Koski-Jannes.
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Activity Theory and individual and social transformation
Perspectives on Activity Theory, 1999Co-Authors: Yrjo EngestromAbstract:Introduction The internationalization of Activity Theory in the 1980s and 1990s has taken place in the midst of sweeping changes in the political and economic systems of our planet. During a few months, the Berlin Wall came down and Nelson Mandela was freed from prison. Those were only two among the visible symbols of the transformations that continue to amaze the most sophisticated observers. Many of the current changes share two fundamental features. First, they are manifestations of activities from below, not just outcomes of traditional maneuvering among the elite of political decision makers. Second, they are unexpected or at least very sudden and rapidly escalating. These two features pose a serious challenge to behavioral and social sciences. The behavioral and social sciences have cherished a division of labor that separates the study of socioeconomic structures from the study of individual behavior and human agency. In this traditional framework, the socioeconomic structures look stable, all-powerful, and self-sufficient. The individual may be seen as an acting subject who learns and develops, but somehow the actions of the individual do not seem to have any impact on the surrounding structures. This traditional dualistic framework does not help us to understand today's deep social-transformations. More than ever before, there is a need for an approach that can dialectically link the individual and the social structure. From its very beginnings, the cultural-historical Theory of Activity has been elaborated with this task in mind.
