Context

1. CL-inspired formative intervention (FAST project) as a way to transform a learning environment Bruno Lemieux, Sylvie Barma & Thérèse Laferrière. Université Laval. • Transforming the environment • Double stimulation in the “FAST” context (2011-2012) • Expansive learning as cycles of learning actions • Transitional actions implemented during year 1 • Likened to “germ cells,” transitional actions are the source of the collective modelling of a solution to the given problem • Transitional actions related to issues of partnerships and organizational transformations • Transitional actions related to students’ learning environment and adjustments related to the development of students’ competencies as project goes forward Sequence of formative “Change Laboratory” intervention developed in light of proposals by Virkkunen and Newnham (2013) Research questions • How to identify the “need state” among students who have low scholastic motivation and for whom school no longer has meaning? • Is there a way of documenting and fostering bridge-building between young people, schools and the working world so as to improve graduation rates and develop young people’s work-related competencies more fully and effectively? • Theoretical background • Consider the historicity of the entire activity as it unfolds in a process of transformation (Engeström & Sannino, 2011) • Sannino (2012) emphasizes that two epistemological principles form the basis of intervention in activity theory – i.e., double stimulation and the logic of ascending from the abstract to the concrete • Engeström (1987) refers to [expansive] learning activity as an “activity-producing activity.” • Interventionist research approach rooted in cultural-historical activity theory (CHAT) • Perpetuation of dominant activities can become a barrier to change(Engeström & Sannino, 2012 ))) • Divergences and conflicts are necessary in order for a new form of activity to emerge (Engeström, 2008) • Transitional actions that, as a rule, shift sideways – i.e., across the boundaries between dominant and non-dominant activities –have a potential for broad, major impacts (,Sannino , 2008) • Methodological and historical dimension • Role of a Graduate student| interventionist and Researcher| interventionist • Participants • Data gathering • Ethnographic notes • Written short reports • Observations | Intervention • Semi-structured interviews • Change Laboratory - inspired session audio-video recorded • Analytical approach • Double stimulation (Laitinen et Saninno, 2011) • Discursive manifestations of contradictions (Engeström and Sannino, 2011) • Inner contradictions (Miettinen, 2009) • Transitional actions in the context of an expansive learning cycle (Sannino, 2008) Context Need for a highly skilled science and technology workforce and need to increase students’ scholastic motivation Partnership between the education world and the work world Positive effects of entrepreneurship projects on students’ school success CRIRES launched the “FAST” project (Development and evaluation of “alternance” training in science and technology for students with learning difficulties from underprivileged homes, 2011-14) Students are the first actors to be concerned by, and engaged in, their development, school and career projects and decisions regarding their future. 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