2 An open or focused question or task posed to the participants about the

2 an open or focused question or task posed to the

This preview shows page 41 - 48 out of 59 pages.

2. An open or focused question or task posed to the participants about the material 3. A second stimulus: a conceptual and/or practical tool that the participants can use when dealing with the problematic material (sometimes the researcher/interventionist waits for the practitioners to produce it themselves).
Image of page 41
The CL process in a school for neurologically ill and disabled children 42 Virkkunen & Tenhunen 2010
Image of page 42
43 Re-mediating the activity in the school for neurologically ill and disabled children Making the student's daily activities rehabilitative Increasing time needed for various therapy sessions Students' limited time for studies and therapy
Image of page 43
44 From problems of coordination, through co- operation to continuous reflective communication between professionals 2 Cooperation Script Teacher Theapist Nurse Shared object Turnig the child's daily activity rehabilitative Script 3 Communication Teacher Theapist Nurse Turnig the child's daily activity rehabilitative Shared object Teacher Theapist Nurse Scrip t Study Rhabili- tation Care 1 Disturbances in coordination Separate, professionally determined objects
Image of page 44
Center for Research on Activity, Development and Learning (CRADLE) The roles of the researcher in conducting Change Laboratory sessions 45 Organizer and supervisor of the process * plans session agendas and tasks for the participants * organizes the work and controls the use of time Chair of the discussion * secures that all participants are heard and their contributions understood and discussed * makes intermediate summaries, points out open questions, and supports dialogue between points of view Conductor of the joint expansive learning process * forces the participants to confront problems, question prevalent thinking, and helps them to analyze the system * helps to identify and explicate contradictions in the system * supports the development of participants’ agency Researcher * intervenes in the discussion, documents the process
Image of page 45
Center for Research on Activity, Development and Learning (CRADLE) The four steps of the dialectic method of leading the discussion in a CL session 46 1. Evoking and clarifying different observations, views, and ’voices’ 2. Elaborating differences and oppositions between presented observations and ideas 3. Bringing the oppositions to a head, formulating contradictions 4. Turning a contradiction into a task of creative concept formation and guiding the search for an expansive resolution of the contradiction
Image of page 46
Experimentation in the Change Laboratory 47 - A new concpualization of the object of the activity, - A new tool Subject that has a new kind of relationship to the object through the new tool Community Possibly new members in the community working on the object Division of labor A specific change in the current way of dividing labour among members of the community that work on the object Rules A specific new rule that
Image of page 47
Image of page 48

You've reached the end of your free preview.

Want to read all 59 pages?

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern

Stuck? We have tutors online 24/7 who can help you get unstuck.
A+ icon
Ask Expert Tutors You can ask You can ask You can ask (will expire )
Answers in as fast as 15 minutes
A+ icon
Ask Expert Tutors