Group items tagged

personal knowledge network (PKN)

The role of learning institutions would then be to help us build our PKNs, by providing an emergent environment, in which we can make connections, see patterns, reflect, (self)-criticize, detect/correct errors, inquire, test, challenge and eventually change our theories-in-use.

Engeström (1987) conceives the notion of the ‘zone of proximal development’, initially discussed by Vygotsky, as the cornerstone of expansive learning. Within an expansive learning framework, Engeström (1999b,2001) presents the notion of 'expansive cycle' as the equivalent of Vygotsky's zone of proximal development. As Engeström (2001) puts it: “a full cycle of expansive transformation may be understood as a collaborative journey through the zone of proximal development of the activity” (p. 137). Engeström traces seven expansive learning actions to be taken in travelling through the zone of proximal development of an activity. Together these actions form an expansive cycle or spiral. According to Engeström (1999b), an ideal-typical sequence of actions in an expansive cycle includes (p. 383): 1. questioning, criticizing, and rejecting some aspects of the accepted practices, 2. analyzing the situation, 3. modelling of a new solution to the problematic situation, 4. examining the model, 5. implementing the model, 6. reflecting on and evaluating the process, 7. consolidating its outcomes into a new, stable from of practice.

Whereas in Activity Theory the prime unit of analysis is an artifact-mediated and object-oriented activity, LaaN rather focuses on the individual learner and her PKN. In activity theory, you are what you do. In LaaN, you are what your PKN is.