Cultural-historical activity theory has evolved through three generations of research. The emerging third generation of activity theory takes two interacting activity systems as its minimal unit of analysis, inviting us to focus research efforts on the challenges and possibilities of inter-organizational learning. Activity theory and its concept of expansive learning are examined with the help of four questions: 1. Who are the subjects of learning? 2. Why do they learn? 3. What do they learn? 4. How do they learn? Five central principles of activity theory are presented, namely activity system as unit of analysis, multi-voicedness of activity, historicity of activity, contradictions as driving force of change in activity, and expansive cycles as possible form of transformation in activity. Together the four questions and five principles form a matrix which is used to present a study of expansive learning in a hospital setting in Finland. In conclusion, implications of the framework for our understanding o...

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Expansive learning at work: Toward an activity theoretical reconceptualization.

There have been a number of research programs that have investigated students’ thinking and beliefs about the nature of knowledge and knowing, including definitions of knowledge, how knowledge is constructed, and how knowledge is evaluated. However, these different research programs have pursued varying definitions and conceptual frameworks and used quite different methodologies to examine students’ epistemological beliefs and thinking. In the first section of this article, we provide a critical and comprehensive review of these different research programs. In the second part of this article, we identify nine crucial theoretical and methodological issues that need to be resolved in future research on epistemological theories. As these issues are addressed in future research, there will be more consensus regarding the nature of epistemological theories, and their relation to cognition, motivation, and learning will be made more explicit.

/pdf/the-development-of-epistemological-theories-beliefs-about-19ybegoq4x.pdf

The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning

actions, and interactions of school leadership as they unfold together in the daily life of schools. The research program involves in-depth observations and interviews with formal and informal leaders and classroom teachers as well as a social network analysis in schools in the Chicago metropolitan area. We outline the distributed framework below, beginning with a brief review of the theoretical underpinnings for this work—distributed cognition and activity theory—which we then use to re-approach the subject of leadership practice. Next we develop our distributed theory of leadership around four ideas: leadership tasks and functions, task enactment, social distribution of task enactment, and situational distribution of task enactment. Our central argument is that school leadership is best understood as a distributed practice, stretched over the school’s social and situational contexts.

/pdf/investigating-school-leadership-practice-a-distributed-jzjq3c05gi.pdf

Investigating School Leadership Practice: A Distributed Perspective

Social constructivist perspectives focus on the interdependence of social and individual processes in the co-construction of knowledge. After the impetus for understanding the influence of social and cultural factors on cognition is reviewed, mechanisms hypothesized to account for learning from this perspective are identified, drawing from Piagetian and Vygotskian accounts. The empirical research reviewed illustrates (a) the application of institutional analyses to investigate schooling as a cultural process, (b) the application of interpersonal analyses to examine how interactions promote cognition and learning, and (c) discursive analyses examining and manipulating the patterns and opportunities in instructional conversation. The review concludes with a discussion of the application of this perspective to selected contemporary issues, including: acquiring expertise across domains, assessment, educational equity, and educational reform.

Social constructivist perspectives on teaching and learning

This article provides support for a theoretical orientation toward viewing dialogue as both a means of communication and a cognitive tool. Data to support this position come from an analysis of the language-related episodes isolated in the dialogue of two grade 8 French immersion students as they carry out a jigsaw task. During the task, the students work out a story line and write it out. As they do so, they encounter linguistic problems. To solve them, the students use their first language (L1) and second language (L2) in order to communicate to each other and as tools to aid their L2 learning. The language-related episodes discussed provide evidence of language use as both an enactment of mental processes and as an occasion for L2 learning. Variation in how other pairs of students in the class perform the task supports existing evidence that the same task does not provide similar occasions for L2 learning to all student dyads.

https://www.jstor.org/stable/pdfplus/329959.pdf

Interaction and Second Language Learning: Two Adolescent French Immersion Students Working Together

Voices of the Mind: A Sociocultural Approach to Mediated Action

Providing a user interface (UI) on a web page. A toolbar section is defined on the web page. The web page includes a content section being different and separate from the toolbar section, and the content section displays additional content of the web page. One or more groups are specified to include one or more action controls associated therewith. Each of the specified groups has a group identifier associated therewith. The one or more action controls are displayed according to the specified groups in the toolbar section of the web page. Each of the one or more displayed action controls includes properties associated therewith, and the included properties define at least one of the following: a name of the action control, a link of the action control, the group identifier of the action control, and a classification identifier of the action control.

Extensible and Application-Adaptable Toolbar for Web Services

Publisher Summary This chapter examines the role of the ubiquitous cultural institution of formal schooling in children's forms of collaboration and assistance with each other. This institution, in which U.S. children spend years of their childhood, fosters particular approaches to working together and guidance, in accord with the everyday structures of interaction in the classroom. To examine this idea, the chapter observes the interactions of pairs of children from two public U.S. elementary schools, one with philosophy and daily practices emphasizing collaboration throughout the school day and one with a more traditional format involving only occasional opportunities for children to collaborate. It observes how third and fourth-grade dyads coordinated their work on several problems and how the fourth-grade partners provided guidance to the third-graders.

Schooling as cultural process: working together and guidance by children from schools differing in collaborative practices.

Focusing electronic mail messages in a list of messages. Category information is received for classifying particular e-mail messages or senders of the messages in the list of e-mail messages according to a category. The method also includes setting a status data associated with each of the particular messages. The status data indicates the category classified by the user. A first instruction is received from the user for focusing the particular messages according to the category. The particular messages having the status data therewith in the list are focused collectively without altering a preexisting order of the messages in the list.

Electronic mail inbox with focused e-mails according to categories

We have entered the “digital decade,” when advances in technology will become deeply woven into home life. But how will technology evolve from an experience that is technologically challenging to an experience that is intuitive and fun? This article reviews new technologies and related possibilities that Microsoft is envisioning in the context of home life. As a specific example of the impact of home technology, we review lessons learned from the adoption and integration of a home Internet device from a user experience perspective. Looking ahead to the next decade, we then take a look at Microsoft's vision for the home of the future, examining new directions.

The Changing World of Home Technology: A Microsoft Case Study

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