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ERIC Number: EJ788598
Record Type: Journal
Publication Date: 2008-Feb
Pages: 15
Abstractor: Author
Reference Count: 72
ISSN: ISSN-1363-9080
Productive Learning Practice--A Theoretical Discussion Based on Two Cases
Lillejord, Solvi; Dysthe, Olga
Journal of Education and Work, v21 n1 p75-89 Feb 2008
In this article, we frame "productive learning" in a sociocultural perspective to show how it ties into a cluster of concepts on activity and transformation and illuminates the relation between learning processes and learning products. Based on two case studies, we argue that understanding learning as action entails developing the students' argumentative competency. Activities do not, however, per se support productive learning. Educational activities may be reproductive, unproductive and even counterproductive. We ask if the learning potential in conflict and disruption is underestimated, and we argue, with reference to Dewey and Bakhtin, that students in higher education learn more productively when they are exposed to the divergent voices and conflicting perspectives of the research community. The educational challenge is to structure multivoiced learning processes that are conducive for the learning outcomes. (Contains 4 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A