Expansive acts of learning are future-oriented; the learnerwants to achieve something not yet accessible to him or her. Thisprocess of not being able to do something toward being able todo it constitutes the decisive movement of non-bisected learning,and it unites both content and method.
Expansive acts are future-oriented
and that in turn at least presumesthat I can see where there is something to learn for me.
This might also be understood in the sense that you can't learn anything from a text that you don't have any expectations for. If you don't have some idea about the conclusions that are going to be drawn, there are no concepts in your mind that I improved changed or created.
AnthonyGiddens for example emphasizes: “Action … does not refer to aseries of discrete acts combined together, but to a continuous flow ofconduct”
as this applies to the learning action as well, an effective digital learning tool would have to tear down the conceptual walls, that divide the different texts that constitute a university lecture
Learning is distinguished, then, by its more or less explicitintentional character. For this reason, learning is not simply aprocedure, an operation, or an activity but an action. Learningdoes not only have its origin in everyday action but is itself aparticular form of action—and this is why one can rightly talk ofthe act of learning or a learning action.
Categorizing learning itself as an action is an important step to understanding the difficulties associated with learning digitally. Perhaps the problem with digital tools for learning is that they make the learning process less dynamic, more formulaic and predetermined?
Thecenter of the learning action is the movement from not knowing,understanding, or being able to do something, but wanting toknow, understand, or be able to do it, to knowing, understanding
Learning movements are defined to be the process of going from not knowing to knowing. Learning is therefore fundamentally tied to goal-setting and intention.