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ESD Change Laboratory

ESD Change Laboratory. Mayo Campus Sustainability research project. The change Laboratory process. Form of Developmental Work research Theoretically grounded in activity theory and expansive learning. Consists of: Series of collaborative group work sessions

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ESD Change Laboratory

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  1. ESD Change Laboratory Mayo Campus Sustainability research project

  2. The change Laboratory process • Form of Developmental Work research • Theoretically grounded in activity theory and expansive learning. • Consists of: • Series of collaborative group work sessions • Designed to develop new work activities through a cyclical and structured process.

  3. The change laboratory can be envisaged as …. • “an intervention-research methodology where people work together in a structured and cyclical way to envisage new activity in their organization (Engeström, Rantavuori & Kerosuo, 2013; Virkkunen & Newnham, 2013).” …… “the Change Laboratory is relatively prescriptive, Engeström, Sannino & Virkkunen (2014) emphasise that the Change Laboratory "follows specific methodological steps, which are flexible, but not situationally improvised" (p. 123) and that “the reasons for this are theoretically driven”.

  4. The change laboratory is • An iterative process carried out in an activity system that is seeking change (in work practices) • Carried out over a number of sessions • In a pilot unit consisting of researcher/s and working practitioners and managers (& other stakeholders) • Based on Vygotskys dual stimulation approach to developmental change • The first stimulus is the task …. • The second stimulus is an artefact introduced by the researcher, designed to mediate the specified task and facilitate resolution.

  5. The task……. • In this case, the task is about collectively re-imagining and creating new work activity (including tools such as policies to support that activity), and transforming the agency of participants in relation to ESD on campus.

  6. Three key concepts • Expansive learning • Systemic contradictions • Dual stimulation

  7. Expansive learning • “Expansive learning involves people consciously re-imagining their activity; if they are successful, then the object of the activity is expanded (Engeström, 1987/2015, p. 134). Expansive learning requires more than reflection. Engeström (2008) suggests that it ought to be understood as the "construction and resolution of successively evolving tensions or contradictions in a complex system" (p. 131)”.

  8. Cyclical pattern of expansive learning • 1. Questioning and criticising: people reject established wisdom, current practices, and existing plans; • 2. Analysis: people investigate and represent the structure and history of the present situation; • 3. Modelling: people pose a new, simplified model that aims to explain the situation in a public form and to suggest potential solutions; • 4. Examination: people work with the model (in discussion or in practice) to better comprehend its dynamics, potential and limitations; • 5. Implementation: people render the model more concrete by applying it practically and conceptually, so enriching and extending it; • 6. Process reflection: people evaluate their current process, generating critique and identifying further requirements; • 7. Consolidation and generalisation: people attempt to embed stable forms of new practice.

  9. Systemic contradictions • They are seen as systemic underlying issues that manifest themselves to people in various ways. • The iterative resolution of these contradictions supports the realisation of expansive learning.

  10. Dual stimulation • Vygotsky developed the concept of the Zone of proximal development (ZPD) • “it represents the zone where a person can learn to solve problems with the help of some outside influence or factor “ • The second stimulus aims to increase the volition of the participants and move them further on in their ZPD

  11. The change laboratory sessions • The process involves: • Sessions are structured so that they align with the seven stages of the expansive learning cycle • First session task….. • Questioning and criticising current practices

  12. The format ….. • Notes and recordings to be gathered and securely stored by researcher at end of each session • Material to be reviewed between sessions and summary reports prepared. • (Where necessary work may have to be carried out between sessions, either by the researcher, a sub-group or nominated person. Ideally, the results of the interim works to be available for next meeting) • Summaries to be presented to the group at the next session. • Summary feedback/data to be used to prepare targets and goals for the session in line with the expansive learning cycle. • Session 1 Questioning………. Session 2 Analysis………….. Session 3 Modelling solutions……

  13. Participants tasks today • Introduction 10 mins • Sign consent forms • Sub-groups (40 min total, 20 min sub group, 20 min report/open forum) • Discuss the concepts of sustainability and ESD in general • Discuss the concepts sustainability and ESD in relation to HE National/International level • Outline/describe what they are passionate about in relation to sustainability and ESD as it relates to their teaching practices and mention any programme/module particular issue . (Individual input) (30 min) • Sub-group (40 mins total, 20 mins subgroup, 20 mins report/open forum) • Outline/describe the situation as they see it regarding sustainability in GMIT and in the Mayo Campus in particular (strengths/weaknesses, role of management, staff, students….unique aspects etc) (subgroups)

  14. A question to ponder • What might the Mayo campus look like if it was (truly, holistically, ideologically, actually……..) a sustainability oriented IT Campus…..?????

  15. The role of the researcher/interventionist • The Change Laboratory seeks to affect a change in work practices through a structured process of guided collective re-imagining. The process is guided by both the prescriptive nature of the process, and the guiding role of the researcher/interventionist. In the process, the researcher will have a number of separate roles with the sessions. • Organiser and supervisor of the collective work • Chairing the meeting • Conductor of the joint expansive learning process • Record keeper and data analyst

  16. break out sessions • Overall group session to be video-recorded • Break out sessions to be recorded and notes taken by a (voluntary) scribe • All recordings and notes taken to be

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