Purpose The purpose of this paper is to show how activity theory transcends the boundary between workplace learning and organizational learning. Design/methodology/approach Activity‐theoretical analyses examine collectives and organizations as learners. On the other hand, activity theory is committed to pedagogical and interventionist actions to change and learning characteristic of workplace learning. Findings Activity‐theoretical studies put an emphasis on the object, i.e. onwhatis done and learned together in inter‐organizational networks, instead of studying only connections and collaboration of networks. The theory of expansive learning enables a longitudinal and rich analysis of inter‐organizational learning and makes a specific contribution in outlining the historical transformation of work and organizations by using observational as well as interventionist designs in studies of work and organization. Originality/value The paper shows that activity theory and the theory of expansive learning provide useful analytical tools for the enrichment of studies in workplace learning, as reported in the articles included in this special issue.
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