Object formation in the meeting was iterative and non-linear: the proposed germ cell of 'making a choice' was encapsulated, not elaborated and expanded¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r? · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2019: local conditions change quickly

Subclaims¶

q2 i? Although the succession of actions looked like a near-perfect mini-cycle, the newly articulated object of making a choice was not mentioned again after its examination; examining and implementing referred to the transitional object of the theater play. → Rantavuori 2016 q2 i? The steps of object formation testify to the iterative and non-linear character of expansive learning, in which the process can collapse and turn backwards. → Rantavuori 2016 (2)

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 · r?

Object-formation analysis of the meeting (Section 7, Figure 3). After Ann's modeling of the 'making a choice' principle, the article reports the process "circled back to the transitional object" of the theater play, so "the proposed germ cell was encapsulated, not elaborated on and expanded".

"The actions of examining and implementing the model actually referred to the transitional object of the theater play, not to the principle of making a choice. The latter was as if forgotten, and the process circled back to the transitional object"

Rantavuori 2016 (2)¶

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 · r?

The article's summary of Figure 3 states the steps "testify to the iterative and non-linear character of expansive learning", noting that object formation does not follow the ideal-typical phases and sometimes the process can collapse and turn backwards.

"The steps depicted in Figure 3 testify to the iterative and non-linear character of expansive learning"

Discussion¶

Related Claims¶

• Community projects need conceptual framing to avoid narrowing the learning object — the general claim this finding bears on, with the studies behind it
• Transitions and disturbances were crucial for the dynamics of expansive learning in the meeting — related
• 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
• 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
• 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
• The transition from mental to written medium involves reducing multivalence and arranging non-linearly stored elements in a linear mode — related
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• In an eight-week teacher workshop, the AI technology creation process was iterative and non-linear, with Understand AI and Reflect on Ethical Application phases surrounding the design cycle — related
• A full assessment of a potentially expansive mini-cycle of learning calls for extending the time scale of the analysis beyond a single session — related
• In the meeting, coordination was the most common type of interaction and communication the rarest, indicating reconceptualizing the script was very challenging — related
• The sequence of creative problem solving processes varied across students, with most students showing non-linear, iterative ordering — related