ABS071 - Proposing change laboratory method to specific ecological contexts. What kind of adaptations and results?
Theme:
3.3 Interventionist methodologies: bridging theory and practice
What:
Paper
When:
11:20 AM, Thursday 31 Aug 2017
(20 minutes)
Where:
Convention Center
- 205 A
How:
This communication aims at showing methodological proposals developed during two Ph.D. researches which were interested in adults and vocational training. The first has been defended in 2015 and the second is being finalized.
In both, the theory of expansive learning and the change laboratory methodology (Engeström, 1987) were put to work in two specific contexts:
• language training for migrants in order to prepare adults to live in French society (Beauné, 2015);
• vocational training for vehicle maintenance in order to pass the Baccalaureate (Zablot, ongoing).
These contexts' specificities and those of doctoral researches have led us to propose different adaptations to change laboratory interventions, for example by mobilizing written synthesis or social psychology adaptations to reduce the feeling of responsibility (Darley Latané, 1968) during focus-group restitution (Carey Martha Ann, 2012). How do these adaptations have influenced the results?
We recognized, in these two researches cited, that the organizations in which we intervened could not be engaged in a process of innovation generally supported by change laboratory methodology. In contrast, we could raise the issue of spontaneous development of activities analysis: which spontaneous transitions can be observed? How to characterize spontaneous development in the activity systems which are observed? How do happen spontaneous change when it is weakly guided?
These open questions about the results obtained are already put to work with other communities, especially in the ReVEA project through the observation of individual and collective teachers' work when they want to create new resources for learning.
In both, the theory of expansive learning and the change laboratory methodology (Engeström, 1987) were put to work in two specific contexts:
• language training for migrants in order to prepare adults to live in French society (Beauné, 2015);
• vocational training for vehicle maintenance in order to pass the Baccalaureate (Zablot, ongoing).
These contexts' specificities and those of doctoral researches have led us to propose different adaptations to change laboratory interventions, for example by mobilizing written synthesis or social psychology adaptations to reduce the feeling of responsibility (Darley Latané, 1968) during focus-group restitution (Carey Martha Ann, 2012). How do these adaptations have influenced the results?
We recognized, in these two researches cited, that the organizations in which we intervened could not be engaged in a process of innovation generally supported by change laboratory methodology. In contrast, we could raise the issue of spontaneous development of activities analysis: which spontaneous transitions can be observed? How to characterize spontaneous development in the activity systems which are observed? How do happen spontaneous change when it is weakly guided?
These open questions about the results obtained are already put to work with other communities, especially in the ReVEA project through the observation of individual and collective teachers' work when they want to create new resources for learning.
