While curating Online Educa Berlin on Storify, I completly forgot to write a blog entry on my own presentation titled:
“Web 2.0 and Expansive Learning: Shifts in Learning Culture? Case Study ‘Minerva'”
The case study I presented comes from the research project “Mediencommunity 2.0”, where a user nicknamed “Minerva” moderated a group of over 400 learners preparing collaboratively for a final exam at the end of dual vocational education. What I was interested to find out in this study was what motivated Minerva to devote her time beside her school and work duties to design learning tasks, help others find solutions and moderate the whole process of learning together in a distributed, virtual learning group.
I based my qualitative research on the theory of expansive learing. Here is a short intro from my extended abstract I submitted to Online Educa 2011:
“Expansive Learning is part of the subject-scientific theory of learning, which views learning as a socio-cultural activity underlying human development. Expansive learning, which is closely related to the activity theory (Engeström, 2001), refers to learning directed towards extending current action and control possibilities of a subject. The counter-concept “defensive learning” within this theory, relates to learning motivated by the intention to avoid negative effects such as punishment or social sanctions (Holzkap, 1993). Learning is likely to be expansive when a person wants to understand or achieve something but cannot due to limitations in understanding or capabilities. In this case a person experiences a discrepancy between current and intended state. This discrepancy arises from subjective interests which motivate the person to want to act in order to overcome the experienced discrepancy. In this case the person becomes a “center of intentionality”, being driven by own reasons and meanings. Learning is then likely to be defensive when a person is not driven by own interests but feels forced to take action to escape negative consequences, such as poor grades. This type of learning is not sustainable and often results in feelings of powerlessness, stress or fear. Holzkamp (1993) argues that both education and research do not pay enough attention to subjective reasons to learn and thus do not foster expansive learning sufficiently. He postulates a radical person-oriented approach, focusing on learners as intentional subjects rather than objects of teaching and research.”
If you are interested in this case study, have a look at the presentation emedded below.
I am also planning a more in-depth publication in Englisch and in German. Just have to look for the right journal to publish. Any hints?