RE: [xmca] Engeström's theory of expansive learning, views appreciated!

From: Paul Dillon <phd_crit_think who-is-at>
Date: Mon Jan 21 2008 - 11:55:25 PST

  This is a topic with which I am practically involved. I have been promoting the use "virtual classrooms" at the local national university here in Ayacucho, Peru and, in collaboration with a colleague, in a group of highschools located in the tropical highlands of the Amazon basin. These efforts haven't been going on long enough to evaluate but I've solid evidence of strong opposition from older professors and avid adoption on the part of most students. I'm hoping to have collected enough information about this process by the summer (3 semesters) to apply an activity theory analysis. So I'd like to stay in touch with you and here more about what you're doing.d
  To apply the AT/CHAT model to the analysis of the pattern we've encountered here, ie: the resistance of the professors despite the acceptance of the students, I propose that subject is (1) collective and (2) a conflicted collectivity whose members have different interests defined by their relative power to determine artefacts, objects and outcomes and in which the actual artefacts employed and the outcomes toward which the system directs itself reflect the relative power of the dialectically opposed sides of the collective subject.

"Worthen, Helena Harlow" <> wrote:
  Hello, Dima --

This sounds fascinating. Would you mind providing more details?

First, I'll have to go get that Engestrom article you refer to. It sounds a lot like his Journal of Education and Work 2001 article, "Expansive Learning at Work: toward an activity theoretical reconceputalization," but I'll need to get the one you're actually referring to. I just saw Mike's message about providing a reference.

Second -- The Syrian Virtual University? I took a look at -- does that match your view of it?

And you're studying the adoption experience -- meaning what it's like to enroll, try to take a course, pay for access, engage in class discussion, take exams, etc.? From the wikipedia entry it looks as if this is a university where most of the students are accessing the class experience from internet cafes due to the high cdost and unavailability of high-speed connections; I'm wondering what that is like? Is that part of what you mean by "the adoption experience"?

And then, "experiencing the future." Can you be more specific? I think you'll have to actually are referring to. I've seen the word "prolepsis" but I don't think that's what you're talking about. Do you mean a collective future, for example?

I think I need to know whether I'm on the right track with the above questions before tackling your main question, which is about the relative power of different participants in a research project to shape the learning that occurs. Am I right?

Thddddddddddddddddddddddddank you --


From: [] On Behalf Of dima dayoub []
Sent: Sunday, January 20, 2008 5:16 PM
To: eXtended Mind, Culture, Activity
Subject: [xmca] Engeström's theory of expansive learning, views appreciated!

Dear all,

I am a PhD student at the University of Manchester, currently writing up my research. I am interested in exploring the adoption experiences of online education in the Syrian Virtual University, a new initiative in the region.

I would appreciate any feedback on the following:

I am reflecting on whether Engeström's notion of 'experiencing' necessarily implies intervention-mediation. I have read his 2007 article 'Enriching the theory of expansive learning: lessons from ourneys towards coconfiguration' and I have understood the occuring reflections in the variousorganisations studied as an outcome of intervention sessions. c
Doesn't intervention relegate the role of the less powerfully-positioned researchers? Does it not also define the participants as those who are enabled to act, e.g. 'a head physician' or 'a manager'?

Any 'corrective' or other interpretations of Engeström, will be truly appreciated.

Many thanks in anticipation
Dima> Date: Mon, 21 Jan 2008 09:26:57 +1100>
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Received on Mon Jan 21 11:57 PST 2008

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