Matches in SemOpenAlex for { <https://semopenalex.org/work/W2990585848> ?p ?o ?g. }
- W2990585848 abstract "The Royal School of Military Engineering (RSME) trains and educates the United Kingdom’s military engineers. The Professional Engineering Wing in Kent is responsible for the RSME’s higher education (HE) programmes. In recent years, boundary-crossing technology enhanced learning (TEL) has been practised on these programmes in response to increasingly contingent and unforeseen work and learning challenges which face the military engineering community. The prevalent situation is that boundary-crossing TEL has been constrained to isolated, transient and non-compliant outbreaks; they have lacked endorsement by defence strategists, compromised behaviourist military pedagogies, and violated policy directives that military personnel learn only with sponsored experts and only with defence’s information and communication technologies. Boundary-crossing TEL has thus been inadequately resourced and sub-optimal, in addition to contravening policy. In response, this thesis summarises an 18-month Change Laboratory intervention, where I have set out to empower participants to redesign boundary-crossing TEL. Guided by a theoretical framework of Cultural and Historical Activity Theory, a Marxist epistemology to take ownership of changing the social conditions of learning, and a Change Laboratory methodology, I designed and orchestrated a research-intervention with ten military learners, six civilian lecturers and three military managers. As a lecturer at the RSME’s Professional Engineering Wing, I was an insider-researcher. In fourteen sessions and two follow-up workshops the participants progressively undertook, redesigned and led double-stimulation tasks to collaboratively and sustainably change their own activity, first critiquing its historical evolution and then negotiating, enacting and testing proposals for change. Empowering participants of military TEL to change their own activity entailed three notable contributions to the extant corpus of literature. Firstly, the intervention exposed prevalent deterministic approaches to military TEL; defence’s indiscriminate implementations of technologies and policies for behaviourist training were found to impede critical military learning. Secondly, diverse perspectives for development were a lucrative source of critique yet challenged convention; very few related studies had examined the epistemic potential of contradictory and troublesome voices. Thirdly, examining cultural mediation challenged the dominant foci of TEL’s change endeavours on digital technologies; the mediating effects of rules and division of labour were considered in this intervention to be of higher importance than artefacts, particularly in concretizing and sustaining change. As participants negotiated, enacted and tested change to their activity my analytical focus was on their future-oriented and collaborative expressions, theorised as transformative agency. Six types of expressions were apparent. These have been documented in seminal works and were identified deductively: resisting; criticizing; explicating; envisioning; committing and taking action. Subsequent inductive analyses identified four or five different sub-expressions within each main expression; these sub-expressions are described in the thesis and are claimed to be original. A further claim of originality relates to the Marxist and Vygotskian orientations; the intervention described in this thesis is claimed to the first in UK defence to examine transformative agency. With the bounded context my claims are clearly modest, yet locally the Change Laboratory intervention has had significant qualitative impact which may be of moderate interest to other researchers." @default.
- W2990585848 created "2019-12-05" @default.
- W2990585848 creator A5087797637 @default.
- W2990585848 date "2019-01-01" @default.
- W2990585848 modified "2023-09-23" @default.
- W2990585848 title "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" @default.
- W2990585848 cites W117619844 @default.
- W2990585848 cites W1479891681 @default.
- W2990585848 cites W1512238502 @default.
- W2990585848 cites W1525373154 @default.
- W2990585848 cites W1527308195 @default.
- W2990585848 cites W1542932561 @default.
- W2990585848 cites W1549617434 @default.
- W2990585848 cites W1568046991 @default.
- W2990585848 cites W1573632491 @default.
- W2990585848 cites W1574995502 @default.
- W2990585848 cites W1575872581 @default.
- W2990585848 cites W1595002505 @default.
- W2990585848 cites W1608124789 @default.
- W2990585848 cites W172536792 @default.
- W2990585848 cites W1943532462 @default.
- W2990585848 cites W1944831486 @default.
- W2990585848 cites W1958745846 @default.
- W2990585848 cites W196101570 @default.
- W2990585848 cites W1963747651 @default.
- W2990585848 cites W1973398975 @default.
- W2990585848 cites W1975799820 @default.
- W2990585848 cites W1986840973 @default.
- W2990585848 cites W1992152872 @default.
- W2990585848 cites W1997649086 @default.
- W2990585848 cites W2002888448 @default.
- W2990585848 cites W2005537099 @default.
- W2990585848 cites W2017980205 @default.
- W2990585848 cites W2022664069 @default.
- W2990585848 cites W2029259957 @default.
- W2990585848 cites W2030074326 @default.
- W2990585848 cites W2032659613 @default.
- W2990585848 cites W2038928148 @default.
- W2990585848 cites W2042269839 @default.
- W2990585848 cites W2044184844 @default.
- W2990585848 cites W2050268020 @default.
- W2990585848 cites W2055813130 @default.
- W2990585848 cites W2056226145 @default.
- W2990585848 cites W2059982816 @default.
- W2990585848 cites W2069793882 @default.
- W2990585848 cites W2073899972 @default.
- W2990585848 cites W2078011750 @default.
- W2990585848 cites W2078570093 @default.
- W2990585848 cites W2079553270 @default.
- W2990585848 cites W2080024459 @default.
- W2990585848 cites W2081505743 @default.
- W2990585848 cites W2087190663 @default.
- W2990585848 cites W2092600781 @default.
- W2990585848 cites W2094821879 @default.
- W2990585848 cites W2095142019 @default.
- W2990585848 cites W2097091228 @default.
- W2990585848 cites W2101273195 @default.
- W2990585848 cites W2104851286 @default.
- W2990585848 cites W2110521231 @default.
- W2990585848 cites W2118120930 @default.
- W2990585848 cites W2122543704 @default.
- W2990585848 cites W2131648442 @default.
- W2990585848 cites W2132790752 @default.
- W2990585848 cites W2139023172 @default.
- W2990585848 cites W2139894798 @default.
- W2990585848 cites W2147684084 @default.
- W2990585848 cites W2150313899 @default.
- W2990585848 cites W2161608870 @default.
- W2990585848 cites W2166234626 @default.
- W2990585848 cites W2166698253 @default.
- W2990585848 cites W2169043414 @default.
- W2990585848 cites W2183538270 @default.
- W2990585848 cites W2185600649 @default.
- W2990585848 cites W2296478020 @default.
- W2990585848 cites W2324922738 @default.
- W2990585848 cites W2330277600 @default.
- W2990585848 cites W235225157 @default.
- W2990585848 cites W2409954567 @default.
- W2990585848 cites W2460450501 @default.
- W2990585848 cites W2475108371 @default.
- W2990585848 cites W2475236751 @default.
- W2990585848 cites W2480042520 @default.
- W2990585848 cites W2490174886 @default.
- W2990585848 cites W2504823519 @default.
- W2990585848 cites W2519808631 @default.
- W2990585848 cites W2547311948 @default.
- W2990585848 cites W2549261341 @default.
- W2990585848 cites W2553356907 @default.
- W2990585848 cites W2584601517 @default.
- W2990585848 cites W2585719660 @default.
- W2990585848 cites W2588289637 @default.
- W2990585848 cites W2606096198 @default.
- W2990585848 cites W2743784877 @default.
- W2990585848 cites W2782011056 @default.
- W2990585848 cites W2783465095 @default.
- W2990585848 cites W2807196196 @default.
- W2990585848 cites W2898203425 @default.
- W2990585848 cites W2905096319 @default.
- W2990585848 cites W2960518178 @default.
- W2990585848 cites W2973935578 @default.