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By applying cultural-historical activity theory and expansive learning theory to educational research, this volume illuminates new forms of educational activities as collaborative interventions in schools and communities where learners and practitioners generate expansive learning so that they can collectively transform their activities and expand their agency for themselves. It covers four cases of activity-theoretical formative intervention studies conducted in Japan, which are related to: fostering children’s expansive learning in classroom lessons; teachers as collaborative change agents in redesigning schools; expanding the school activity from below; and emerging knotworking agency in community-based disaster prevention learning. This book employs activity theory as a general theoretical framework of human learning and development to connect focal data from empirical and interventional studies on real human learning in specific educational settings in Japan. In this way, the book illustrates how the general theoretical framework could be used to understand a specific socio-cultural milieu, that is, the Japanese context. It also shows the universal relevance of the Japanese context of educational activity on broader international research, analyzing concrete empirical data from specific settings in Japan. In conclusion this book creates new understanding and develops a cohesive framework of the agentic and hybrid nature of educational activities as collaborative interventions in the expansion of learning.
"By applying cultural-historical activity theory and expansive learning theory to educational research, this volume illuminates new forms of educational activities as collaborative interventions in schools and communities that create expansive learning so that learners and practitioners can collectively transform their activities and expand their agency for themselves. It covers four cases of activity-theoretical formative intervention studies conducted in Japan, which are related to: fostering children's expansive learning in classroom lessons; teachers as collaborative change agents in redesigning schools; expanding the school activity from bottom up; and emerging knot-working agency in community-based disaster prevention learning. This book employs activity theory as a general theoretical framework of human learning and development to connect focal data from empirical and interventional studies on real human learning in specific educational settings in Japan. In this way, the book illustrates how the general theoretical framework could be used to understand a specific socio-cultural milieu, that is, the Japanese context. It also shows the universal relevance of the Japanese context of educational activity on broader international research, analyzing concrete empirical data from specific settings in Japan. In conclusion this book creates new understanding and develops a cohesive framework of the agentic and hybrid nature of educational activities as collaborative interventions into the expansion of learning"--
Activity Theory in Education: Research and Practice brings together cutting-edge scholars from a number of continents. Through in-depth case studies the authors highlight how Activity Theory is used in education and discuss the theoretical as well as pragmatic use of Activity Theory frameworks in a range of contemporary learning contexts. The first section of the book focuses on empirical research on using Activity Theory in analysing students’ and teachers’ experiences of learning and teaching in face-to-face and online learning contexts. The second section contains insights in identifying historical and systemic tensions in educational contexts using Activity Theory. The third section discusses conceptual and contextual aspects of educational contexts through Activity Theory, and Section four discusses the application of Activity Theory in understanding teachers’ Pedagogical Content Knowledge and curriculum development. In spite of the widespread and rapidly increasing use of Activity Theory in educational research, few collections of this work are available. Activity Theory in Education: Research and Practice is such a much needed collection of practical experiences, theoretical insights and empirical research findings on the use of Activity Theory in educational settings.” – Yrjö Engeström, Centre for Research on Activity, Development and Learning (CRADLE), The University of Helsinki.
The Change Laboratory is a method for formative intervention in work communities that supports this kind of organizational learning. It is a path breaker in the area of work place learning due to its strong theoretical and research basis and the way that it integrates the change of organizational practices and individuals’ learning. It provides a way to develop practitioners’ transformative agency and capacity for creating and implementing new conceptual and practical tools for mastering their joint activity.
Most intervention research in education aims to demonstrate the efficacy of specific programs and practices. The assumption is that if researchers can produce evidence-based programs that work in a variety of settings, educators will take them up on a large scale. Unfortunately, this approach largely neglects the role that out-of-school experiences can and do play in learning, and assumes that contexts are peripheral to intervention success. However, we know from decades of research that contexts profoundly shape the nature and effects of interventions. Further, researchers may produce interventions that are not usable or sustainable when they do so without incorporating the voices of educators, community members, and families. Design-based research offers a more collaborative approach to organizing for equitable educational change. This approach to developing and testing innovations in classrooms (and other settings) intertwines design and research closely. The essays in this volume draw on inspiration from the work of L.S. Vygotsky and his colleagues, highlighting ways that design research can foreground cultural, historical, and institutional processes as central constituents of learning. Each essay considers concrete ways that institutional contexts shape interventions; how design can support the agency of local participants in developing new learning arrangements and resources; and how communities can organize both with and without researcher-interventionists to address historical inequities linked to race, language, and poverty. As an ensemble, these essays offer productive new approaches for expanding design research methodologies to encompass both issues and contexts that have often been absent in most learning sciences research. This book was originally published as a special issue of The Journal of the Learning Sciences.
This book is a collection about cultural-historical activity theory as it has been developed and applied by Yrjö Engeström. The work of Engeström is both rooted in the legacy of Vygotsky and Leont'ev and focuses on current research concerns that are related to learning and development in work practices. His publications cross various disciplines and develop intermediate theoretical tools to deal with empirical questions. In this volume, Engeström's work is used as a springboard to reflect on the question of the use, appropriation, and further development of the classic heritage within activity theory. The book is structured as a discussion among senior scholars, including Y. Engeström himself. The work of the authors pushes on classical activity theory to address pressing issues and critical contradictions in local practices and larger social systems.
Teams are commonly celebrated as efficient and humane ways of organizing work and learning. By means of a series of in-depth case studies of teams in the United States and Finland over a time span of more than 10 years, this book shows that teams are not a universal and ahistorical form of collaboration. Teams are best understood in their specific activity contexts and embedded in historical development of work. Today, static teams are increasingly replaced by forms of fluid knotworking around runaway objects that require and generate new forms of expansive learning and distributed agency. This book develops a set of conceptual tools for analysis and design of transformations in collaborative work and learning.
The term learning analytics is used in the context of the use of analytics in e-learning environments. Learning analytics is used to improve quality. It uses data about students and their activities to provide better understanding and to improve student learning. The use of learning management systems, where the activity of the students can be easily accessed, potentiated the use of learning analytics to understand their route during the learning process, help students be aware of their progress, and detect situations where students can give up the course before its completion, which is a growing problem in e-learning environments. Advancing the Power of Learning Analytics and Big Data in Education provides insights concerning the use of learning analytics, the role and impact of analytics on education, and how learning analytics are designed, employed, and assessed. The chapters will discuss factors affecting learning analytics such as human factors, geographical factors, technological factors, and ethical and legal factors. This book is ideal for teachers, administrators, teacher educators, practitioners, stakeholders, researchers, academicians, and students interested in the use of big data and learning analytics for improved student success and educational environments.
This important book offers a meta-theoretical account of educational theories and how they work. It offers a classification scheme of distinct types of educational theory in which the account developed can inform the work of educational theorists and practitioners. Kvernbekk observes throughout how meta-theoretical knowledge of the structure of theory types will improve the understanding and representation of educational phenomena and enhance theorists’ and practitioners’ ability to change those phenomena for the better. She explains how philosophical accounts of scientific theories can help us understand the nature of educational theories by applying two influential but different theory conceptions – the Received View and the Semantic Conception – to the field of education. Kvernbekk argues that educational theories, like other scientific theories, are representational devices that allow us to understand, describe and explain phenomena, and, when desired, to change them. The classification scheme offered allows us to discriminate distinct types of educational theory: goal-directed, equivalence and interlevel theories. Examples of all three types are discussed, explaining their structure, what they say about the phenomena and how they say it. The book also offers a critical overview of different conceptions of practice and different understandings of the theory–practice relationship. Encouraging a strong understanding of what theories say about the phenomena they represent, this book will be of interest to educational researchers and postgraduate students in the fields of philosophy of education, education theory and education policy, and to philosophers of science and philosophers working on ‘practical’ philosophical issues.