A full assessment of a potentially expansive mini-cycle of learning calls for extending the time scale of the analysis beyond a single session¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Whether the potential of a mini-cycle is realized can only be judged in the longer process, so assessment requires extending the time scale of analysis. → Rantavuori 2016

Evidence¶

Rantavuori 2016¶

Rantavuori, J., Engeström, Y., & Lipponen, L. (2016). Learning actions, objects and types of interaction: A methodological analysis of expansive learning among pre-service teachers. Frontline Learning Research. http://dx.doi.org/10.14786/flr.v4i3.174

q2 · i? · the article prints no effect size for this finding · qualitative · r3

The article concludes that "A full assessment of a potentially expansive mini-cycle of learning calls for extending the time scale of the analysis", since miniature cycles should be regarded as only potentially expansive and the potential is realized or not in the longer process.

"A full assessment of a potentially expansive mini-cycle of learning calls for extending the time scale of the analysis"

Discussion¶

Related Claims¶

• Expansive learning actions in the meeting followed by and large the theory-predicted order, forming a mini-cycle of two main parts with iterations — related
• A single meeting of self-regulating pre-service teachers contained an almost complete expansive mini-cycle of learning actions, with all expansive actions except consolidating the new practice — related
• Static individual assessment misses developing functions; ZPD-based assessment reveals potential competencies — related
• Expansive learning moved epistemically from questioning to analysis, modeling and implementation while interactionally moving from coordination to cooperation and communication, but with no mechanical correspondence between specific actions and interaction types — related
• Object formation in the meeting was iterative and non-linear: the proposed germ cell of 'making a choice' was encapsulated, not elaborated and expanded — related
• In a theory-guided in-situ simulation programme, an interprofessional primary care team progressed through the expansive learning cycle from questioning current practice to consolidating new practices — related
• Iterative curiosity–resolution cycles can build knowledge networks and a foundation for individual interest — related