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  • 1.
    Öhman Sandberg, Ann
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Hållbart utvecklingsarbete på lärarutbildningen2010Ingår i: Hållbart utvecklingsarbete på lärarutbildningen, 2010Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    This paper focuses the ongoing developmental work in three projects aimed at enhancing ICT in teacher education. Instead of studying effects after completed developmental work I will in the framework of Yrjö Engeström´s expansive cycle in a three- step procedure clarify if the project organizations have provided or can provide situated preconditions for learning in an ongoing developmental project. I´m interested in preconditions that can enhance the possibility for the results of the developmental projects to lead to sustainable change, long term effects.  First I will with the help of the expansive cycle, clarify contradictions within or between activity systems. I will then investigate if the universities that host the projects have provided preconditions for expansive learning that promote sustainable change in the organizations. Second I will clarify four critical preconditions for sustainable change and discuss them in a socio cultural perspective. Thereafter I will put the four preconditions that I have clarified, in a framework of an expansive cycle. I will finally use the model to clarify preconditions that has made it possible for an expansive learning to take place in the tree developmental projects that I am following in my research.

  • 2.
    öhman sandberg, Ann
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    halvarsson, agneta
    University of Linköping.
    Learning in large scale development projects: A comparison between two methods to bridge the gap between theory and practice2010Ingår i: Learning in large scale development projects: A comparison between two methods to bridge the gap between theory and practice, 2010Konferensbidrag (Refereegranskat)
    Abstract [en]

    Action researchers strive to create an interface between theory and practice. Different methods to organize learning events seeking to create such interface have been developed in Scandinavia. These methods have been used for over forty years and they have influenced different Scandinavian action research perspectives. One method to bridge the gap between theory and practice in large scale development projects is the dialogue conference. Lately in Sweden a new method to integrate theory and practice in large scale projects has emerged, the Analysis Seminar. In the conference paper we will compare a late generation of dialogue conferences (Gustavsen, 2006) with analysis seminars (Halvarsson and Öhman-Sandberg, 2009). Whereas the dialogue conference is quite well documented in the research literature, less is written about the analysis seminar. We will therefore in the paper present two Swedish cases to portrait the use of analysis seminars as a departure for the comparison. As interactive researchers we have used analysis seminars in the presented research projects over a four year period. Democratic dialogue and joint learning are a common ground for the dialogue conference and the analysis seminar. The implications of the differences and the similarities of the two methods will be highlighted and discussed in the paper.

     

     

     

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