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Sus Nyrop

Chua, Morris 2009: Innovation Communication in Multicultural Networks: Deficits in Inte... - 0 views

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    Innovation Communication in Multicultural Networks: Deficits in Inter-cultural Capability and Affect-based Trust as Barriers to New Idea Sharing in Inter-Cultural Relationships..
Brenda Kaulback

Hanging_Out.pdf (application/pdf Object) - 0 views

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    Youth culture and practice in relationship to the new media - how youth culture and practice is changing in the United States.. (Suggested by John Smith)
Sus Nyrop

NDLR Modern Languages' Community of Practice For Irish university people working with I... - 1 views

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    It is a site for anyone who is involved in teaching languages (including literature and culture) in Irish universities or Institutes of Technology. We want you to feel part of a wider community and to join our spirit of "share and share alike," passing on materials, information and support to one another. All modern languages HE academics can access the NDLR repository database through this blog in order to contribute, search for, download and reuse copyright-free (or limited restriction) resources in their teaching and learning.
Sus Nyrop

Engeström 2001: Expansive Learning at Work: Toward an activity theoretical re... - 0 views

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    Engeström paper from 2001 ABSTRACT 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.4 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 questions and 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 of the increasingly important horizontal dimension of learning are discussed.
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