Essec\Faculty\Model\Contribution {#2203
  #_index: "academ_contributions"
  #_id: "3889"
  #_source: array:26 [
    "id" => "3889"
    "slug" => "learning-as-transforming-collective-activity-through-dialogical-inquiries"
    "yearMonth" => "2015-07"
    "year" => "2015"
    "title" => "Learning as Transforming Collective Activity through Dialogical Inquiries"
    "description" => "LORINO, P. (2015). Learning as Transforming Collective Activity through Dialogical Inquiries. Dans: <i>Francophone Perspectives of Learning through Work</i>. 1st ed. Springer, pp. 145-168."
    "authors" => array:1 [
      0 => array:3 [
        "name" => "LORINO Philippe"
        "bid" => "B00000330"
        "slug" => "lorino-philippe"
      ]
    ]
    "ouvrage" => "Francophone Perspectives of Learning through Work"
    "keywords" => array:10 [
      0 => "Activité collective"
      1 => "Apprentissage"
      2 => "Communauté"
      3 => "Enquête"
      4 => "Habitude"
      5 => "Médiation sémiotique"
      6 => "Narratif"
      7 => "Pragmatisme"
      8 => "Processus"
      9 => "Processus d'organisation"
    ]
    "updatedAt" => "2021-09-06 14:06:32"
    "publicationUrl" => null
    "publicationInfo" => array:3 [
      "pages" => "145-168"
      "volume" => "12"
      "number" => null
    ]
    "type" => array:2 [
      "fr" => "Chapitres"
      "en" => "Book chapters"
    ]
    "support_type" => array:2 [
      "fr" => "Editeur"
      "en" => "Publisher"
    ]
    "countries" => array:2 [
      "fr" => null
      "en" => null
    ]
    "abstract" => array:2 [
      "fr" => "Ce chapitre suggère que l'apprentissage est une dimension intrinsèque de toute activité consciente et signifiante. L'activité est vue ici comme dialogique - elle ne fait sens que dans l'interaction - et médiatisée par diverses médiations sémiotiques, telles que le langage ou les outillages. Toutes ces médiations se réfèrent en dernier ressort à la médiation ultime des habitudes socialement reconnaissables et porteuses de sens. Quand des situations imprévues perturbent les habitudes, des enquêtes multiples, partiellement invisibles, permettent de les adapter. Habitudes et enquêtes dialogiques dessinent le fil conducteur narratif de l'activité. L'apprentissage est ainsi défini comme la transformation continue des habitudes et de leur combinaison narrative à travers des enquêtes dialogiques. Cette approche requiert la constitution de communautés de pratique pour adapter les habitudes professionnelles et de communautés de processus pour reconcevoir la cohérence narrative des processus transverses. Cette analyse est illustrée par une étude de cas : la mise en œuvre d'un logiciel de gestion intégré dans une grande entreprise d'électricité."
      "en" => "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."
    ]
    "authors_fields" => array:2 [
      "fr" => "Comptabilité et Contrôle de Gestion"
      "en" => "Accounting and Management Control "
    ]
    "indexedAt" => "2024-04-23T09:22:01.000Z"
    "docTitle" => "Learning as Transforming Collective Activity through Dialogical Inquiries"
    "docSurtitle" => "Chapitres"
    "authorNames" => "<a href="/cv/lorino-philippe">LORINO Philippe</a>"
    "docDescription" => "<span class="document-property-authors">LORINO Philippe</span><br><span class="document-property-authors_fields">Comptabilité et Contrôle de Gestion</span> | <span class="document-property-year">2015</span>"
    "keywordList" => "<a href="#">Activité collective</a>, <a href="#">Apprentissage</a>, <a href="#">Communauté</a>, <a href="#">Enquête</a>, <a href="#">Habitude</a>, <a href="#">Médiation sémiotique</a>, <a href="#">Narratif</a>, <a href="#">Pragmatisme</a>, <a href="#">Processus</a>, <a href="#">Processus d'organisation</a>"
    "docPreview" => "<b>Learning as Transforming Collective Activity through Dialogical Inquiries</b><br><span>2015-07 | Chapitres </span>"
    "docType" => "research"
    "publicationLink" => "<a href="#" target="_blank">Learning as Transforming Collective Activity through Dialogical Inquiries</a>"
  ]
  +lang: "fr"
  +"_type": "_doc"
  +"_score": 8.910406
  +"parent": null
}