Constructing socially situated learning experiences in human resource development: an activity theory perspective

Abstract

Today's work environment is becoming increasingly volatile, and is characterized by contingent strategies and the distributed nature of expertise. These conditions necessitate the development of new types of learning interventions that would integrate learning more fully with working and account for the distributed nature of learning, knowledge and expertise. In this paper, I propose to use the activity theory to conceptualize and develop socially situated learning experiences in a variety of human resource development situations. A conceptual model and a specific example of the application of this model in a management education setting are provided.

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