Expansive Learning and School System Development : An Activity-Theoretical Intervention Study

这项干预研究是基于一所大学和当地小学之间的伙伴关系，该伙伴关系还涉及其他社会行为者和机构。这些缔约方参与设计和实施混合和共生形式的活动，如儿童基于项目的学习和学习网络，以弥合学校活动与校外日常生活的生产实践之间的差距。这种干预的想法是，扩大学校活动不是从内部单独进行的，而是通过在现实生活世界中创造混合和共生活动来进行的。本研究阐明并分析了在这些混合和共生活动中出现的学校学习的新形式，以促进学校创新。在活动理论的框架下，本研究概念化了多个不同的活动系统，这些活动系统相互作用于学校变革。基于扩张性学习的概念，干预唤起并产生了相关的参与者…更多的是S对学校改革的批判性和创造性的代理，作为自下而上的协作自组织，创造了超越学校制度边界的学习网络。这种方法基于自下而上的、在参与教育的人之间发起的反思性交流。对扩张性发展的干预必须将个人、集体或整个组织的复杂学习轨迹视为新的新兴教育对象。这种多重学习轨迹是在学校、各种提供者(例如，大学、专家、工作场所、社区组织)和学习者本身之间的合作下产生的。这项研究的结论是，学校、大学，甚至孩子们自己确实需要共同参与和贡献，才能共同产生强大的学习轨迹，以连接和回报所有潜在的学习资源。参与的合作伙伴应该被视为愿意一起进行学校创新以成为协作性变革推动者的广泛学习者的集体。较少

This intervention study is based on a partnership between a university and local elementary schools that also involves other social actors and institutions. These parties are involved in designing and implementing such hybrid and symbiotic forms of activity as children's project-based learning and networks of learning to bridge the gap between school activities and the productive practices of everyday life outside the school. The idea of this intervention is that expanding school activity is carried out not from the inside alone but by creating hybrid and symbiotic activities in the real life-world.The study illuminates and analyzes the emerging new forms of school learning in these hybrid and symbiotic activities for school innovation. Drawing on the framework of activity theory, the study conceptualizes multiple different activity systems that mutually interact for school change. Based on the notion of expansive learning, the intervention evokes and generates the involved participant … More s' critical and creative agency for school reform as collaborative self-organization from below, creating networks of learning transcending the institutional boundaries of the school. This approach is based on bottom-up, reflective communication initiated among people involved in schooling.The intervention in the expansive development must consider the complex learning trajectories of an individual, collective, or whole organization as new emerging objects of education. Such multiple learning trajectories are produced in collaboration among schools, various providers (e.g., universities, experts, workplaces, community organizations), and the learners themselves. The study concludes that a joint engagement and contribution was truly needed for the school, the university, and even the children themselves to collectively generate powerful learning trajectories to connect and reciprocate all the potential resources of learning. The involved partners should be seen as a collective of expansive learners who are willing to make school innovations together to become collaborative change agents. Less