Year
2015
Abstract
This chapter suggests that learning is an intrinsic aspect of every conscious, purposeful activity. Activity is viewed here as dialogical – activity is addressed and acquires its meaning from the interacting situation – and mediated by different types of semiotic mediations, e.g. language, tooling, procedures. All mediations are ultimately referenced to one final mediation: socially recognizable and meaning-making habits. When unpredicted situations disrupt habits, multiple and partly invisible inquiries lead to the transformation of habits. Dialogical habits and inquiries weave the threads of a collective sensemaking narrative. Learning is, thus, defined here as the continuous transformation of habits and of their narrative combination through dialogical inquiries. This approach requires establishing the adequate communities of practice, to transform professional habits and identities, and communities of process, to redesign cross-functional inquiries and the cross-functional narrative coherence of processes. This analysis is illustrated by a case study: the implementation of an integrated management information system (ERP) in an electricity company.
LORINO, P. (2015). Learning as Transforming Collective Activity through Dialogical Inquiries. Dans: Francophone Perspectives of Learning through Work. 1st ed. Springer, pp. 145-168.