The Change Laboratory: A Tool for Collaborative Development of Work and Education -- CONTENTS -- LIST OF FIGURES AND TABLES -- LIST OF BOXES -- FOREWORD: FORMATIVE INTERVENTIONS FOR EXPANSIVE LEARNING -- REFERENCES -- AUTHORS' PREFACE -- ACKNOWLEDGEMENTS -- INTRODUCTION -- CHAPTER 1: MEETING THE NEW CHALLENGES OF LEARNING AT WORK -- HISTORICAL CHANGE IN CHALLENGES AND FORMS OF WORK-RELATED LEARNING -- THE NEED FOR A NEW METHOD OF INTERVENTION IN WORK ACTIVITIES -- The Concept of Intervention -- The Difference between a Change Intervention and a Formative Change Laboratory Intervention -- Outcomes of Formative Change Laboratory Interventions -- CHAPTER 2:THE CHANGE LABORATORY-AN INSTRUMENT FOR AGENCY BUILDING AND EXPANSIVE LEARNING -- DESCRIPTION OF THE CHANGE LABORATORY METHOD -- The Setting and the Tools of the Change Laboratory -- The Change Laboratory Process -- Socio-Cognitive Processes Called for in the Change Laboratory -- THE HISTORICAL BACKGROUND OF THE CHANGE LABORATORY METHOD -- The Developmental Work Research Methodology -- The Change Laboratory as a Method for Carrying out Developmental Work Research -- CHAPTER 3: THE THEORETICAL BASIS OF THE CHANGE LABORATORY METHOD -- ACTIVITY SYSTEM AS THE OBJECT OF INTERVENTION -- Dialectical View of Development -- Human Activity as a Cultural System -- An Activity System in the Societal Division of Labor -- The Hierarchical Structure of Human Activity -- CULTURAL MEDIATORS OF ACTION AS GENERALIZATIONS -- The Interplay between the Situational and the Cultural in Human Action -- Levels and Types of Mediating Cultural Artifacts -- Concepts as Mediators of Thinking and Acting -- HUMAN DEVELOPMENT AS RE-MEDIATION -- Concrete, Creative Thinking -- Re-mediation as a Process of Turning an Artifact into an Instrument-the Process of Double Stimulation.

Re-mediation in Collective Activities: Expansive Learning and Concept Formation -- The Dynamics of Expansive Development of an Activity System -- HISTORICAL TYPES OF WORK -- CHAPTER 4: PREPARING A CHANGE LABORATORY INTERVENTION -- THE THREE LEVELS OF PLANNING A CHANGE LABORATORY INTERVENTION -- NEGOTIATING THE MANDATE FOR THE CHANGE LABORATORY INTERVENTION AND ANCHORING IT TO THE ORGANIZATIONAL CONTEXT -- PREPARING THE CHANGE LABORATORY PROCESS -- Involving the Participants in the Change Laboratory Process -- Collecting Data for the Change Laboratory Process -- Outlining the sequence of Change Laboratory sessions -- CHAPTER 5: PREPARING AND CARRYING OUT CHANGE LABORATORY SESSIONS -- THE THREE ASPECTS OF SESSION PLANNING -- PARTICIPANTS' TASKS IN CHANGE LABORATORY SESSIONS -- The Structure of Tasks in Change Laboratory Sessions -- Planning Tasks to Stimulate the Participants to Take Expansive Learning Actions of Questioning -- Planning Tasks to Stimulate the Participants to Analyze Their Activity System -- Planning Tasks to Stimulate the Participants to Model the New Object and Form of the Activity -- Planning Tasks to Stimulate the Participants to Examine and Test the New Model -- Planning Tasks to Stimulate the Participants to Implement the New Model Experimentally -- Planning Tasks to Stimulate the Participants to Reflect on the Learning Process -- Planning Tasks to Stimulate the Participants to Consolidate and Generalize the New Practice -- LEADING THE DISCURSIVE LEARNING AND DEVELOPMENT PROCESS IN THE CHANGE LABORATORY SESSIONS -- The Researcher-Interventionist's Varying Roles in Conducting the Work in the Change Laboratory Sessions -- Fostering the Dynamics of the Expansive Learning Process -- The Dialectic of Collective Thinking in the Change Laboratory -- INTRODUCTION OF THE CASE EXAMPLES.

CHAPTER 6: A CHANGE LABORATORY IN A SCHOOL IN BOTSWANA -- ICT REVOLUTION-A CHALLENGE OF SCHOOL DEVELOPMENT -- Digital Information and Communication Technology-A Media Revolution -- The Application of ICTs in Schools -- THE CHANGE LABORATORY IN MOLEFI SENIOR SECONDARY SCHOOL -- Preparing the Change Laboratory Process -- Carrying Out the Analysis and Design Phase of the Change Laboratory Process -- First Session -- Second Session -- Third Session -- Fourth Session -- Fifth Session -- Sixth Session -- Seventh Session -- Participants' Comments on the Analysis and Design Process -- Experimenting with the New Solutions -- EVALUATION OF THE CHANGE LABORATORY PROCESS -- CHAPTER 7: A CHANGE LABORATORY IN THE CENTRAL SURGICAL UNIT OF OULU UNIVERSITY HOSPITAL14 -- THE ACTIVITY OF THE CENTRAL SURGICAL UNIT -- THE CHANGE LABORATORY INTERVENTION -- Data Collection before the Intervention -- The Plan of the Intervention -- First Session -- A Video Meeting between the Researchers and the Management -- Second Session -- Third Session -- Planning Group -- Fourth Session -- Personnel Meeting -- Fifth Session -- Follow-up of the Experimental Implementation of the New Model -- Long-Term Consequences of the New Model -- METHODOLOGICALLY INTERESTING FEATURES IN THE CENTRAL SURGICAL UNIT'S CHANGE LABORATORY PROCESS -- The Difference between the Concepts of 'Organizational Task' and 'Object of Activity' -- Changes in the Double-Stimulation Structure in the Change Laboratory Process -- Overcoming the Management-Practitioner Divide in Transforming the Activity -- SPECIFIC FEATURES OF THE IMPLEMENTATION OF THE INTERVENTION -- Sustained, Multifaceted Collaboration between Researchers, the Management, and the Practitioners of the Central Surgical Unit -- Writing a Document of the New Management and Organization Model.

Sustained Follow up and Researcher-Practitioner Collaboration -- CHAPTER 8: A BOUNDARY CROSSING CHANGE LABORATORY IN AN AUTOMATION SYSTEMS FIRM -- THE ORGANIZATION AND THE ACTIVITY -- Pulp Production and the Two Levels of Its Automation -- The Different Logics of the Provision of Basic Automation Systems and Optimization Automation -- THE PURPOSE AND PLAN OF THE INTERVENTION -- Specific Features of a Boundary-Crossing Change Laboratory -- Preparatory Data Collection -- Participants and Session Plan of the Boundary Crossing Change Laboratory -- CARRYING OUT THE INTERVENTION -- Analysis of the Causes of Problems in the Activities -- The Results of the Historical Analysis -- Development of the New Model -- The Implementation of the New Model and the Results of the Change Laboratory -- CHAPTER 9: COMPARISON OF THE THREE CASE EXAMPLES -- DIFFERENCES IN THE PRACTICAL REALIZATION OF THE THREE CHANGE LABORATORY INTERVENTIONS -- AN ACTIVITY THEORETICAL PERSPECTIVE ON THE DIFFERENCES IN THE THREE CHANGE LABORATORY INTERVENTIONS -- THE RELATION OF THE OBSERVATIONS MADE IN THE THREE INTERVENTIONS TO RELATED THEORETICAL DISCUSSIONS -- CHAPTER 10: THE FUTURE OF THE CHANGE LABORATORY METHOD -- THE CHANGE LABORATORY AS A NEW PHASE IN THE DEVELOPMENT OF DEVELOPMENTAL WORK RESEARCH METHODOLOGY -- The Cycle of the Creation of the Developmental Work Research Methodology -- The Cycle of Change Laboratory-Based Developmental Work Research Activity -- STUDIES OF ASPECTS OF EXPANSIVE LEARNING IN CHANGE LABORATORIES -- Concept Formation -- Dimensions and Forms of Expansion in Expansive Learning in Change Laboratories -- Manifestations of Inner Contradictions in Change Laboratory Participants' Activity System in Their Discussions in the Change Laboratory -- Change in the Participants' Way of Thinking -- Cycles of Expansive Learning Actions in the Change Laboratory.

The Development of Practitioners' Transformative Agency in the Change Laboratory -- THE ZONE OF PROXIMAL DEVELOPMENT OF THE CHANGE LABORATORYBASED DEVELOPMENTAL WORK RESEARCH ACTIVITY -- APPENDIX 1: SESSION PLANNING SHEET -- CHANGE LABORATORY SESSION PLANNING SHEET -- THE RESEARCHERS' PLAN FOR THE FIRST CHANGE LABORATORY SESSION IN THE MOLEFI SCHOOL -- THE RESEARCHERS' PLAN FOR THE SECOND CHANGE LABORATORY SESSION IN THE MOLEFI SCHOOL -- APPENDIX 2: DISTURBANCE DIARY -- INSTRUCTIONS FOR KEEPING A DISTURBANCE DIARY -- APPENDIX 3: CULTURES OF DEALING WITH DISTURBANCES AND PROBLEMS IN ORGANIZATIONS -- APPENDIX 4: METHODS FOR COLLECTING HISTORICAL MIRROR DATA -- DOCUMENT ANALYSIS -- INTERVIEWS WITH CURRENT AND RETIRED WORKERS -- STRUCTURED FOCUS GROUP RECOLLECTION -- APPENDIX 5: CHANGE MATRIX -- REFERENCES -- INDEX.