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This article draws upon research in the field of Cultural Historical Activity Theory in order to provide a new theoretical and methodological framework for analysing work experience and identifying the social and cultural practices which support the production of new knowledge. In doing so, it builds upon recent work (Griffiths et al, 2001; Guile & Griffiths, 2001) which has explored knowledge development and learning, raising questions for research, policy and practice. The article describes the potential of a ‘connective model’ of learning as a way of reformulating and addressing questions of learning and knowledge development in and between different contexts. There are, for example, implications for the idea and development of ‘work process knowledge’.
Griffiths et al. (Sat,) studied this question.