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

From: merja helle <merja.helle who-is-at>
Date: Tue Jan 22 2008 - 00:02:05 PST

issues of the object of activity has been discussed in many of the
books/dissertations by researchers in the center for activity theory in

power/foucault and activity theory and different interests concerning the
creation of a common object are discussed especially in the following
dissertation from the center. you can upload the english book as a pdf from
the following link.
Most of the dissertion books of the researchers from the center can be
uploaded in english from the ethesis site.

Tiina Kontinen: Learning Challenges of NGOs in Development.
Co-operation of Finnish NGOs in Morogoro, Tanzania.

In my field of journalism research i have chosen to use the term
heterogeneous object. the interests of different participant are discussed
in the daily work which i describe as a contested
field of negptiations

some other concept used by the people at the center in helsinki have been

Object of activity/Y. Engeström
Dual/double object/Miettinen
Emerging object/Hasu
Partial object/Hasu/engeström
Shared object in Competence Laboratory/Ahonen
Referential object/R.Engerström
Boundary crossing object/Toiviainen
Temporary object of activity in Border Crossing Laboratory/kerosuo
Practical object of transformation/Miettinen/Hyysalo
Object as a Learning Challenge/Seppänen

in the negotiations in a newspaper/magazine one can also observe
Potential object
Rhetorical object
Disrupted object


Merja Helle
Head of Research
IADE, Mediaconcept Laboratory
+358 504485 111
Address: IADE/ Hämeentie 153 B
00560 Helsinki, Finland
"You don't know the facts before you know the fiction"

-----Original Message-----
From: [] On
Behalf Of Paul Dillon
Sent: 21. tammikuuta 2008 21:55
To: eXtended Mind, Culture, Activity
Subject: RE: [xmca] EngestrXm's theory of expansive learning, views

  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

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