Figure 1
Sequence of epistemic actions in an expansive learning cycle (Adapted from Engeström, 1999: 384).
Figure 2
The expansive learning cycle applied in this study (adapted from Akther, 2015: 60 & 144).
Figure 3
Conceptual model for ICT appropriation through knowledge creation (Akther, 2015: 67).
Figure 4
Field facilitators’ embeddedness in different information resources (adapted from Akther, 2015: 138).
Table 1
A small-scale expansive learning cycle and its embedded ICT literacy workshop sessions.
| Expansive Learning Cycle | Workshop Session |
|---|---|
| 1. Selected participants: Shadow FF in everyday practices; Introduce ICT into existing practices. | Seed Action 1: Informal group meetings with eight FFs regarding UISCs. Action 2: Simple training in the use of digital cameras. Action 3: Each FF collaborates with two tele-centers’ entrepreneurs over 6 weekdays, taking notes and pictures. |
| 2. Understand existing tensions, ruptures, and disturbances | Basis Action 4: Individual presentations and discussion with other participants of weekly work activities Action 5: Presentation of individual ideas and new visions for UISC in their work (using collected pictures, notes, and Post-it notes) |
| 3. Improved understanding of ICT’s role in existing practices | Enhancement Action 6: Group work with posters, flashcards, Post-it notes, and selected pictures on work processes and challenges Action 7: Group presentation and discussion of UISCs’ activities and existing practices |
| 4. Synthesize new understanding and identify new tensions | |
| 5. New knowledge and vision for new way of work | Evaluation Action 8: Presentation of individual ideas and new visions for UISC in their work (usign flashcards) Action 9: Individual semi-structured interviews |
Figure 5
Knowledge creation map of the DLWs sessions.
Photovoice 1
Sharing an innovative story about ICT implementation in rural areas.
Photovoice 2
Sharing ICT knowledge among different levels of stakeholders of community development activities.
Photovoice 3
Highlighting UISC usefulness and gender issues in ICT implementation in rural areas.
Photovoice 4
Younger generation support is vital in rural areas.
Photovoice 5
Sharing ICT knowledge at the intra-organizational level.
Pictures
1 and 2 show the FFs’ group work during the Enhancement session and 3 shows one FF presenting her work during the Evaluation session.
Photovoice 6
Sharing UISC facilities information.
Figure 6
A greater Ba of ICT knowledge creation (Akther 2015: 181).