Formative Interventions for Expansive Learning and Transformative Agency

Autor/inn/en	Sannino, Annalisa; Engeström, Yrjö; Lemos, Monica
Titel	Formative Interventions for Expansive Learning and Transformative Agency
Quelle	In: Journal of the Learning Sciences, 25 (2016) 4, S.599-633 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2016.1204547
Schlagwörter	Intervention; Transformative Learning; Learning Processes; Epistemology; Video Technology; Teaching Methods; Case Studies; Slums; Foreign Countries; Disadvantaged; Middle School Students; Academic Libraries; Learning Theories; Change; Laboratories; Instructional Design; Outcomes of Education; Brazil; Finland (Helsinki) + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Learning process; Lernprozess; Erkenntnistheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Slum; Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Learning theory; Lerntheorie; Wandel; Laboratory; Laboratorium; Lesson concept; Lessonplan; Unterrichtsentwurf; Lernleistung; Schulerfolg; Brasilien
Abstract	This article examines formative interventions as we understand them in cultural-historical activity theory and reflects on key differences between this intervention research tradition and design-based research as it is conceived in the learning sciences tradition. Three projects, including 2 Change Laboratories, are analyzed with the help of conceptual lenses derived from basic epistemological principles for intervention research in activity theory. In all 3 interventions, learners expansively transformed the object of their activity. The Change Laboratory cases, however, show that this learning process included productive deviations from the researchers' instructional intentions, leading to significant outcomes, both practical and theoretical, that were not anticipated by the interventionists. Together these cases illustrate that an activity-theoretical formative intervention approach differs from design-based research in the following ways: (a) formative interventions are based on design done by the learners; (b) the collective design effort is seen as part of an expansive learning process including participatory analyses and implementation phases; (c) rather than aiming at transferable and scalable solutions, formative interventions aim at generative solutions developing over lengthy periods of time both in the researched activities and in the research community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01