To be published soon
Levant, A., Murakami, K., & McSweeney, M. (2023). Acivity Theory: An Introduction. ibidem.
THE latest Publications
Abrahamsen, L. & Aas, M. (2023) Supporting school leaders in leading school development: an action research project, Educational Action Research, DOI: 10.1080/09650792.2023.2186459
Adamides, E. D. (2020). Activity‐based analysis of sociotechnical change. Systems research and behavioral science, 37(2), 223-234.
Adamides, E. D. (2022). Activity theory for understanding and managing system innovations. International Journal of Innovation Studies.
Adamides, E. D., Karacapilidis, N. I., & Konstantinopoulos, K. (2021). Argumentation Schemes in Technology-Mediated Open Innovation Product-Service Models: An Activity Systems Perspective. Systems, 9(4), 91.
Afacan, K., Bal, A., Artiles, A. J., Cakir, H. I., Ko, D., Mawene, D., & Kim, H. (2021). Inclusive knowledge production at an elementary school through family-school-university partnerships: A formative intervention study. Learning, Culture and Social Interaction, 31, 100569.
Alfrey, Laura (2023): An expansive learning approach to transforming
traditional fitness testing in health and physical education: student voice, feelings and hopes,
Curriculum Studies in Health and Physical Education, DOI: 10.1080/25742981.2023.2183477
Alharthi, S. A., LaLone, N. J., Sharma, H. N., Dolgov, I., & Toups, Z. O. (2021, May). An Activity Theory Analysis of Search & Rescue Collective Sensemaking and Planning Practices. In Proceedings of the 2021 CHI Conference on Human Factors in Computing Systems (pp. 1-20).
Al-Naabi, Ishaq. (2023). Exploring Moodle Usage in Higher Education in the Post-pandemic Era: An Activity-theoretical Investigation of Systemic Contradictions. International Journal of Learning Teaching and Educational Research. 22. 190-208. 10.26803/ijlter.22.10.11.
Alonzo, D., Leverett, J., & Obsioma, E. (2021). Leading an assessment reform: Ensuring a whole-school approach for decision-making. Front. Educ. 6: 631857. doi: 10.3389/feduc.
Artiles, J. A. (May 4, 2023). Probing Inclusive Education in the Global South: A Critical Cultural Historical Standpoint. Stanford graduate of education Public Scholarship Collaborative. Available: https://publicscholarship.stanford.edu/news/probing-inclusive-education-global-south-critical-cultural-historical-standpoint
Arinaitwe, D., Mifsud, L., Kato, H., & Sannerud, A. R. (2022). Learning through collaboration between vocational teacher training institutions and workplaces: Barriers and contradictions. Nordic Journal of Vocational Education and Training, 12(1), 25–50.
Asmolov, G. (2015). Crowdsourcing and the folksonomy of emergency response: The construction of a mediated subject. Interactions: Studies in Communication & Culture, 6(2), 155-178.
Asmolov, G. (2022). Internet regulation and crisis-related resilience: from Covid-19 to existential risks. The Communication Review, 1-23.
Augustsson, D. (2021). Expansive learning in a Change Laboratory intervention for teachers. Journal of Educational Change, 22(4), 475-499.
Barker, C. (2022). Using activity theory to redesign a video supported oral presentation competence development activity in higher education. Learning, 3(1), 1-19.
Bal, A., Afacan, K., & Cakir, H. I. (2018). Culturally responsive school discipline: Implementing learning lab at a high school for systemic transformation. American Educational Research Journal, 55(5), 1007-1050.
Baloutsos, S., Karagiannaki, A., & Pramatari, K. (2020). Identifying contradictions in an incumbent–startup ecosystem–an activity theory approach. European Journal of Innovation Management.
Barma, S., Deslandes, R., Cooper, E. A., & Voyer, S. (2021). School Community Involvement to Address Student Decision-Making Regarding Personal Health. School Community Journal, 31(2).
Bawa, Danjuma. (2023). Activity theory approach and geographic information systems affordance for effective land management and administration actualization. Scientific African. e01970. 10.1016/j.sciaf.2023.e01970.
Bligh, B. (2023). Designing a Change Laboratory outline plan. Bureau de Change Laboratory. https://doi.org/10.21428/3033cbff.e68b3cb2
Blomsø, Sindre & Jakhelln, Rachel & Postholm, May. (2023). Student teachers’ experience of participating in a research and development project in Norway. Frontiers in Education. 8. 10.3389/feduc.2023.1100336.
Botelho, M. R., Vilela, R. A. de G., Beltran, S. L., Almeida, I. M. de ., & Querol, M. A. P.. (2023). A insegurança das barragens da Vale em Minas Gerais, Brasil: aplicação da teoria da atividade à análise de desastres. Saúde E Sociedade, 32(2), e220510pt. https://doi.org/10.1590/S0104-12902023220510pt
Boudra, L., Lémonie, Y., Grosstephan, V., & Nascimento, A. (2023). The cultural-historical development of occupational accidents and diseases prevention in France: A scoping review. Safety Science, 159, 106016.
Braswell, G. S. (2021). Changes in ancient Egyptian mathematical artifacts from a cultural-historical activity theory perspective. Culture & Psychology, 1354067X211032872.
Bøje, R. B., Musaeus, P., Sørensen, D., & Ludvigsen, M. S. (2022). Toward Nurses’ Transformative Agency in Transitional Care for Older Adults: A Change-Laboratory Intervention. Global Qualitative Nursing Research, 9, 23333936221087622.
Bøje, R. B., Musaues, P., Sørensen, D., & Ludvigsen, M. S. (2021). Systemic contradictions as causes to challenges in nurses' transitional care: A change laboratory intervention. Nurse Education Today, 103, 104950.
Campbell, A. D., Terrence F. (2021) SENSING IGOLI: APPLYING TYPOLOGICAL ACTIVITY SYSTEM MODELS IN THE DESIGN OF INNOVATIVE AND APPROPRIATE URBAN TECHNOLOGIES
Cakir, H. I., Bal, A., Engeström, Y., & Sannino, A. (2022). Contradictions as an entry into inclusive systemic design: Addressing racial disparities in the discipline at an urban middle school. Learning, Culture and Social Interaction, 35, 100641.
Calvo, M., & Sclater, M. (2021). Creating Spaces for Collaboration in Community Co‐design. International Journal of Art & Design Education, 40 (1), 232-250.
Cenci, A., Lemos, M. F., Bôas, D. F. V., Damiani, M. F., & Engeström, Y. (2020). The contradictions within inclusion in Brazil. Learning, Culture and Social Interaction, 24, 100375.
Chang, S. (2021). Supporting expansive learning in preservice bilingual teachers’ zone of proximal development of the activity system: an analysis of a four-field model trajectory. Professional Development in Education, 47 (2-3), 225-242.
Chang, S., Martínez-Roldán, C. M., & Torres-Guzmán, M. E. (2021). The manifestation of chinese preservice bilingual teachers’ relational agency in a Change Laboratory intervention. Mind, Culture, and Activity, 28(1), 44-60.
Chang, S., Martínez-Roldán, C., & Torres-Guzmán, M. E. (2020). Struggling to-be or not-to-be a bilingual teacher: Identity formation in a Change Laboratory intervention. Methodological Innovations, 13(2), 2059799120921696.
Charitonos, K., & Littlejohn, A. (2021). Professional learning in healthcare settings in resource-limited environments: what are the tensions for professionals’ knowing and learning about antimicrobial resistance? Studies in Continuing Education, 1-18.
Chen, Z., Chen, W., Jia, J., & Le, H. (2022). Exploring AWE-supported writing process: An activity theory perspective. Language Learning & Technology, 26(2).
Chikunda, C., Chikunda, P., & de Castro, R. F. (2017). Boundary learning in a gender responsive curriculum transformation in Zimbabwe: An activity theory approach. Roteiro, 42(3), 497-522.
Chu, W., Glad, W., & Wever, R. (2021). A meta-synthesis of the use of activity theory in design for sustainable behaviour. Design Science, 7.
Ciftci, O., Berezina, K. (2023). Exploring Customer Experience with Service Robots in Hospitality and Tourism: Activity Theory Perspective. In: Ferrer-Rosell, B., Massimo, D., Berezina, K. (eds) Information and Communication Technologies in Tourism 2023. ENTER 2023. Springer Proceedings in Business and Economics. Springer, Cham. https://doi.org/10.1007/978-3-031-25752-0_6
Ciuchita, R., Heller, J., Köcher, S., Köcher, S., Leclercq, T., Sidaoui, K., & Stead, S. (2022). It is Really Not a Game: An Integrative Review of Gamification for Service Research. Journal of Service Research, 10946705221076272.
Clifford, S. (2022). Changing Shared Work Practice: Developing Faculty and Administration Voices in Institutional Educational Technology Policy in South Korea (Doctoral dissertation, Lancaster University).
Clifford, S. (2022). The use and value of cultural historical activity theory in institutional educational technology policy. Studies in Technology Enhanced Learning.
Crampton, A. E., Scharber, C., Lewis, C. J., & Majors, Y. J. (2018). Meaningful and Expansive: Literacy Learning Through Technology‐Mediated Productions. Journal of Adolescent & Adult Literacy, 61(5), 573-576.
Curry, R. (2022). Insights from a cultural-historical HE library makerspace case study on the potential for academic libraries to lead on supporting ethical-making underpinned by ‘Critical Material Literacy’. Journal of Librarianship and Information Science, 09610006221104796.
Dai, Z., Xiong, J., Zhao, L., & He, X. (2022). The effectiveness of ICT-enhanced teaching mode using activity theory on raising class interaction and satisfaction in an engineering course. Interactive Learning Environments, 1-20.
Danish, J. A., Enyedy, N., Saleh, A., & Humburg, M. (2020). Learning in embodied activity framework: A sociocultural framework for embodied cognition. International Journal of Computer-Supported Collaborative Learning, 15 (1), 49-87.
Davis, B., Tu, X., Georgen, C., Danish, J. A., & Enyedy, N. (2019). The impact of different play activity designs on students’ embodied learning. Information and Learning Sciences.
Degerman H, Wallo A. Conceptualising learning from resilient performance: A scoping literature review. Appl Ergon. 2023 Nov 8;115:104165. doi: 10.1016/j.apergo.2023.104165. Epub ahead of print. PMID: 37948841.
Deslandes, R., Barma, S., & Beaumier, F. (2020). Collaborative school-family relationships using the expansive learning cycle to enhance parents empowering in helping their child in the context of a new reading method. International Journal about Parents in Education, 12(1), 47-61.
Devisch, O., Palmieri, T., & Devoldere, S. (2022, August). Designing via detours: Why patterns may save the suburb. In Proceedings of the Participatory Design Conference 2022-Volume 2 (pp. 118-123).
Diao,C., Zhou, X., Mao, Q., Hong, J., (2022).The Development of Transformative Agency of Teachers in Teaching Research Activities in China. Front. Psychol., 12, 724175.
Domingues, N. S., & Borba, M. C. (2021). Digital video festivals and mathematics: Changes in the classroom of the 21st century. Journal of Educational Research in Mathematics, 31(3), 257-275.
Dornan, T., Lee, C., Findlay-White, F., Gillespie, H., & Conn, R. (2021). Acting wisely in complex clinical situations: ‘Mutual safety’ for clinicians as well as patients. Medical Teacher, 1-11.
Douglas, A. S. (2012). Creating expansive learning opportunities in schools: The role of school leaders in initial teacher education partnerships. European Journal of Teacher Education, 35(1), 3-15.
Due, K., Skoog, M., Areljung, S., Ottander, C., & Sundberg, B. (2022). Teachers’ conceptualisations of science teaching–obstacles and opportunities for pedagogical continuity across early childhood school forms. International Journal of Early Years Education, 1-16.
Ekström, S., & Pareto, L. (2022). The dual role of humanoid robots in education: As didactic tools and social actors. Education and Information Technologies, 1-36.
Engeström, Y., Engeström, R. & Suntio, A. (2002). Can a school community learn to master its own future? An activity-theoretical study of expansive learning among middle school teachers. In G. Wells & G. Claxton (Eds.) Learning for life in the 21st century: Sociocultural perspectives on the future of education (p. 211-224). London: Blackwell.
Engeström, R., & Käyhkö, L. (2021). A critical search for the learning object across school and out-of-school contexts: A case of entrepreneurship education. Journal of the Learning Sciences, 1-32.
Engeström, Y., Rantavuori, P., Ruutu, P. & Tapola-Haapala, M. (2023). Finding life beyond the classroom walls: A Change Laboratory supporting Expansive de-encapsulation of school. Education & Didactique, 17(2), 125-141.
Filipiak, Ewa. (2023). Discovering Teachers’ Personal Beliefs in Poland: Research Intervention Using Activity Theory. Educational Challenges. 28. 18-34. 10.34142/2709-7986.2023.28.1.02.
Fletcher, L. (2021). Let's chat about CHAT: Illuminating undergraduates' literature discussion with Cultural Historical Activity Theory. Learning, Culture and Social Interaction, 29, 100498.
Garraway, J., Cupido, X., Dippenaar, H., Mntuyedwa, V., Ndlovu, N., Pinto, A., & Purcell van Graan, J. (2021). The Change Laboratory as an approach to harnessing conversation for academic development. International Journal for Academic Development, 1-16.
Geertshuis, S., Liu, Q., Lewis, N., & Cui, J. (2022). Stuck between a rock and a hard place: The challenge of preparing graduates for their futures. Innovations in Education and Teaching International, 1-15.
Gedera, D., Forbes, D., Brown, C. et al. Learning during a pandemic: an Activity Theory analysis of the challenges experienced by Aotearoa/New Zealand university students. Education Tech Research Dev (2023). https://doi.org/10.1007/s11423-023-10284-3
Ghadiri Khanaposhtani, M., Ballard, H. L., Lorke, J., Miller, A. E., Pratt-Taweh, S., Jennewein, J., ... & Benavides Lahnstein, A. I. (2022). Examining youth participation in ongoing community and citizen science programs in 3 different out-of-school settings. Environmental education research, 28(12), 1730-1754.
Gorman, G. Using a Change Laboratory to voice students’ lived experience of moving from face-to-face to online instruction. history.
Guo, K., Li, Y., Li, Y. et al. Understanding EFL students’ chatbot-assisted argumentative writing: An activity theory perspective. Educ Inf Technol (2023). https://doi.org/10.1007/s10639-023-12230-5
Gustavsson, M & Halvarsson Lundkvist, A (2023) Stakeholders’ learning and transformative action when developing a collaboration platform to provide welfare services, Studies in Continuing Education, DOI: 10.1080/0158037X.2023.2219052
Henderson, L., Nuttall, J., Wood, E., & Martin, J. (2022). The potential of ‘leading identity’as an analytic concept for understanding Educational Leadership development in early childhood education. Teachers and Teaching, 1-15.
Hennah, N., Newton, S., & Seery, M. K. (2022). A holistic framework for developing purposeful practical work. Chemistry Education Research and Practice.
Henttonen, Ani & Westerbotn, Margareta & Scheja, Max & Fossum, Bjöörn & Teras, Marianne. (2023). Exploring writing a bachelor's thesis as a tool for students’ learning in nursing: A qualitative interview study from an activity theoretical perspective. Nordic Journal of Nursing Research. 43. 205715852311676. 10.1177/20571585231167656.
Ho, J., Hung, D., Chua, P. H., & Binte Munir, N. (2022). Integrating Distributed with Ecological Leadership: Through the Lens of Activity Theory. Educational Management Administration & Leadership, 17411432221077156.
Ho, S. M., & Gross, M. (2021). Consciousness of cyber defense: A collective activity system for developing organizational cyber awareness. Computers & Security, 108, 102357.
Hofmann, R., & Ilie, S. (2022). A Theory-Led Evaluation of a Scalable Intervention to Promote Evidence-Based, Research-Informed Practice in Schools to Address Attainment Gaps. Education Sciences, 12(5), 353.
Hopwood, N., Dhungana, P., Prasad Pant, B., Shrestha, D & Shahi, R. (2023) Professional learning promoting agency in challenging practice contexts, Studies in Continuing Education, DOI: 10.1080/0158037X.2023.2219051
Hopwood, N., Pointon, K., Dadich, A., Moraby, K., & Elliot, C. (2022). Forward anchoring in transformative agency: How parents of children with complex feeding difficulties transcend the status quo. Learning, Culture and Social Interaction, 33, 100616.
Hu, C. Y., Nisbet, G., & Chang, Y. C. (2022). Responding to change in a medical student rural community service: Insights from activity theory. Medical Education.
Huvila, I., Börjesson, L., & Sköld, O. (2022). Archaeological information-making activities according to field reports. Library & Information Science Research, 44(3), 101171.
Hyrkkö, S., & Kajamaa, A. (2021). Distributed creativity and expansive learning in a teacher training school’s Change Laboratory. In S. Lemmetty, K. Collin, V. P. Glăveanu & P. Forsman (Eds), Creativity and learning: Context, processes and support (pp. 145-174). Cham: Palgrave Macmillan.
Ikwunne, T., Hederman, L., & Wall, P. J. (2022). Co-creating Digital Health Service: Activity Theory and Communicative Ecology Framework Analysis.
Ivaldi, S., Sannino, A., & Scaratti, G. (2021). Is ‘co’in coworking a short for contradictions?. Qualitative Research in Organizations and Management: An International Journal.
Jakhelln, R., & Postholm, M. B. (2022). University–school collaboration as an arena for community-building in teacher education. Educational Research, 1-16.
Jensen, R. (2021). Exploring causal relationships qualitatively: An empirical illustration of how causal relationships become visible across episodes and contexts. Journal of Educational Change, 1-18.
Kaatrakoski, H., Littlejohn, A., & Charitonos, K. (2021). Antimicrobial resistance challenging professional learning in three LMICs. Journal of Workplace Learning.
Kanandjebo, L. N., & Lampen, E. (2022). Teaching Mathematics Meaningfully with Technology: Design Principles for Professional Development. African Journal of Research in Mathematics, Science and Technology Education, 1-11.
Kandjengo, S. N., & Shikalepo, E. E. (2021) Change Laboratory Workshops as Tools for Improving Learner Leadership in Schools: A Researcher-Interventionist Approach.
International Journal of Social Science And Human Research.
Kaup, C. F., & Brooks, E. (2022). A Cultural-Historical Perspective on How Double Stimulation Triggers Expansive Learning: How teachers and social educators can use double stimulation to implement computational thinking in mathematics. Designs for Learning.
Ko, D., Bal, A., Bird Bear, A., Sannino, A., & Engeström, Y. (2021). Transformative agency for justice: addressing racial disparity of school discipline with the indigenous learning lab. Race Ethnicity and Education, 1-24.
Kornelaki, A. C., & Plakitsi, K. (2018). Identifying contradictions in science education activity using the Change Laboratory methodology. World Journal of Education, 8(2), 27-45.
Korte, R., & Brozina, C., & Johri, A., & Jesiek, B. K. (2023, June), Mediation and Maintenance in Engineering Professional Work Practices: Findings from a Utility Company Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. https://peer.asee.org/43616
Kurjenoja, A. K., Schumacher, M., & Carrera-Kurjenoja, J. (2021). Landscape Sensitizing through Expansive Learning in Architectural Education. Land, 10 (2), 151.
Lantela, L., Pietiläinen, V., Korva, S. (2024). Examining Contradictions for the Development of Competencies in School Leadership. In: Ahtiainen, R., Hanhimäki, E., Leinonen, J., Risku, M., Smeds-Nylund, AS. (eds) Leadership in Educational Contexts in Finland. Educational Governance Research, vol 23. Springer, Cham. https://doi.org/10.1007/978-3-031-37604-7_13
Lam, S. T. E. (2021). A web-based feedback platform for peer and teacher feedback on writing: An Activity Theory perspective. Computers and Composition, 62, 102666.
Lapshin, Y., Ivanova, A., & Chernysh, A. (2015). Developing agentive subjects in school: A Russian case study of educational change from below. In B. Selau & R. F. de Castro (Eds.), Cultural-historical approach: Educational research in different contexts (p. 192-212). Porto Alegre: Edipucrs.
Lémonie, Y., & Grosstephan, V. (2021). Le laboratoire du changement. Revue d’anthropologie des connaissances, 15, 2.
Lémonie, Y., Grosstephan, V., & Tomás, J. L. (2021). From a sociological given context to changing practice: Transforming problematic power relations in educational organizations to overcome social Inequalities. Frontiers in Psychology, 11. DOI
Lund, V. (2021). Supporting Transformative Agency among Urban Actors in the Change Laboratory Intervention.
Lundström, C., & Lindblom, J. (2021). Care in dairy farming with automatic milking systems, identified using an Activity Theory lens. Journal of Rural Studies, 87, 386-403.
Maimaiti, G., Jia, C., & Hew, K. F. (2021). Student disengagement in web-based videoconferencing supported online learning: an activity theory perspective. Interactive Learning Environments, 1-20.
Marcelli, A. M., & Morselli, D. (2022). Post-qualitative Inquiry and CHAT’s Formative Interventions: Epistemological Legitimacy Beyond Methodological Concerns. Formazione & insegnamento, 20(2), 211-226.
Martínez-Álvarez, P., López-Velásquez, A., & Kajamaa, A. (2021). Preparing Educators for Inclusive Bilingual Education: A Boundary Crossing Laboratory Between Professional Groups. Cultural-Historical Psychology, 17(3), 125-134.
McClure, A. Enablers of transdisciplinary collaboration for researchers working on climate risks in African cities. Sustain Sci (2023). https://doi.org/10.1007/s11625-023-01426-w
Mcclure, A., Patel, Z., Ziervogel, G. & Hardman, J. (2023). Exploring the role of transdisciplinary learning for navigating climate risks in African cities: The case of Lusaka, Zambia. Environmental Science & Policy. 149. 103571. 10.1016/j.envsci.2023.103571.
Mbelani, M. (2018). Change Laboratory workshop methodology in transforming visual literacy: A case of cartoons in English First Additional Language. Journal for Language Teaching, 52(1), 82-104.
McDermott-Dalton, G. (2021). Putting the ‘e’in portfolio design: an intervention research project investigating how design students and faculty might jointly reimagine the design portfolio activity. International Journal of Technology and Design Education, 1-19.
Miles, R. (2021). A Change Laboratory: A collective approach to addressing issues in laptop-mediated English language classrooms (Doctoral dissertation, Lancaster University).
Miles, R. (2022). The insider Change Laboratory in practice. Studies in Technology Enhanced Learning.
Moffitt, P. (2022). Redesigning online mentoring schemes for faculty managers in vocational education and training: The developmental role of primary contradictions. Studies in Technology Enhanced Learning.
Moffitt, P. (2022). Visual forms of mediating artefacts: A research-intervention in engineering education. Studies in Technology Enhanced Learning.
Moffitt, P. (2019). Transformative agency for the collaborative and future-oriented redesign of activity in military higher education: empowering participants to change their boundary-crossing technology enhanced learning. Lancaster University (United Kingdom).
Moffitt, P., & Bligh, B. (2021). Online tasks and students’ transformative agency: double-stimulation as a design principle for synchronous online workshops. Journal of Vocational Education & Training, 1-24.
Molina I, Molina-Perez E, Sobrino F, Tellez-Rojas MA, Zamora-Maldonado HC, Plaza-Ferreira M, Orozco Y, Espinoza-Juarez V, Serra-Barragán L and
De Unanue A (2023) Current research trends on cognition, integrative
complexity, and decision-making: a systematic literature review using activity theory and neuroscience. Front. Psychol. 14:1156696. doi: 10.3389/fpsyg.2023.1156696
Montes, P. A. G., Martínez, J. S., & Romero, A. (2022). Contradictions in Learning to Teach Digital Literacy Practices in an efl Public Setting: An Activity Theory Analysis. Íkala, Revista de Lenguaje y Cultura, 27(1), 105-124.
Morselli, D., & Sannino, A. (2021). Testing the model of double stimulation in a Change Laboratory. Teaching and Teacher Education, 97, 103224.
Morselli, D. (2021). A three-levels analysis of double stimulation in a Change Laboratory. Journal of Workplace Learning.
Morselli, D., & Marcelli, A. M. (2021). The role of qualitative research in Change Laboratory interventions. Journal of Workplace Learning
Nguyen, M. H., & Ngo, X. M. (2023). An activity theory perspective on Vietnamese preservice English teachers’ identity construction in relation to tensions, emotion and agency. Language Teaching Research, 0(0). https://doi.org/10.1177/13621688221151046
Nikou, S.A. Student motivation and engagement in maker activities under the lens of the Activity Theory: a case study in a primary school. J. Comput. Educ. (2023). https://doi.org/10.1007/s40692-023-00258-y
Niy, D. Y., Oliveira, V. C. D., Oliveira, L. R. D., Alonso, B. D., & Diniz, C. S. G. (2019). Overcoming the culture of physical immobilization of birthing women in Brazilian healthcare system? Findings of an intervention study in São Paulo, Brazil. Interface-Comunicação, Saúde, Educação, 23.
Nuttall, J. (2022). Formative interventions and the ethics of double stimulation for transformative agency in professional practice. Pedagogy, Culture & Society, 30(1), 111-128.
Oliveira, Juliano & Cassandre, Marcio & R. S. T. A. Elias, Sara. (2023). Entrepreneurial Learning Based on the Zone of Proximal Development. Entrepreneurship Education and Pedagogy. 251512742311791. 10.1177/25151274231179193.
Pammer-Schindler, V., & Prilla, M. (2021). The Reflection Object: An Activity-Theory Informed Concept for Designing for Reflection. Interacting with Computers, 33(3), 295-310.
Papadopoulos, D. Lumsden Wass, K. & Wärvik, G-B. (2023) Individualising processes in the making: policy complexities and tensions of municipal adult education in Swedish for immigrants, Scandinavian Journal of Educational Research, DOI: 10.1080/00313831.2023.2275805
Persson, J., Svensson, A., Lindén, I. G., Kylén, S., & Hägglin, C. (2022). Aspects of Expansive Learning in the Context of Healthy Ageing—A Formative Intervention between Dental Care and Municipal Healthcare. International Journal of Environmental Research and Public Health, 19(3), 1089.
Plakitsi, K., Kolokouri, E., & Kornelaki, A. C. (2016). On the way out of Poverty: Action through participatory methods to meet the right of living in sustainability. Διδασκαλία των Φυσικών Επιστημών: Έρευνα & Πράξη, 2016(58), 10-18.
Postholm M. B., Klemp, T. & Nordbotn, M. M. (2023): Tripartite
collaboration in student research and development projects, Scandinavian Journal of Educational Research, DOI: 10.1080/00313831.2023.2250371
Prokopis, D., Sannino, A., & Mykkänen, A. (2022). Toward a new beginning: exploring the instructional dynamics of expansive learning with workers in a youth supported housing unit. Journal of Workplace Learning, (ahead-of-print).
Rabardel, P., & Samurçay, R. (2001, March). From artifact to instrument-mediated learning. In Symposium on New challenges to research on Learning (pp. 21-23).
Race, A. I. (2023). Resisting and/or Expanding through Hybridity: An Examination of How Teachers Negotiate Equitable Field-based Education in Theory and Practice. UC Santa Cruz. ProQuest ID: Race_ucsc_0036E_12752. Merritt ID: ark:/13030/m5fc2sqw. Retrieved from https://escholarship.org/uc/item/5nx6q0r6
In French, Revue Internationale du CRIRES : Innover dans la Tradition de Vygotsky. https://revues.ulaval.ca/ojs/index.php/RIC/index
Rikke B. Bøje (2021). Development of transitional care through expansive learning Doctoral Theses from Aarhus Univerity,Health.
Ritella, G., & Hakkarainen, K. (2012). Instrumental genesis in technology-mediated learning: From double stimulation to expansive knowledge practices. International Journal of Computer-Supported Collaborative Learning, 7(2), 239-258.
Romero, M. & Barma, S. (2022). Analysing an Interactive Problem-Solving Task Through the Lens of Double Stimulation. The Canadian Journal of Learning and Technology, 48(1), 91-113.
Rosenblad, N. (2023). Knowledge and Agency in Vocational Education: An analysis of competency-based training and student counselling utilising a lens of critical realism to cultural historical activity theory.
Roxburgh, J. Analysis of tensions in the published literature into why ‘lurkers’ do not post in asynchronous discussion boards in higher education contexts.
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