An ongoing research project in Australia is focused on the concept of the transfer of competence across different working situations. It establishes a framework for learning that is student-centered and that integrates the concepts of activity theory, expansive learning, communities of practice, and multiple intelligences. Perceptions of those involved in vocational education and training, especially those involved in work-based learning and situated learning, have and will be used to enhance the model, which provides a matrix for analyzing expansive learning. The matrix combines the five principles of activity system thinking with four fundamental questions about learning. The five principles are activity system as unit of analysis; multi-voicedness; historicity; contradictions; and expansive cycles. The four questions are: who is learning?; why do they learn?; what do they learn?; and how do they learn? Data analysis shows that, for many participants, the multi-voicedness was internal as they slipped between themselves as learners and themselves as facilitators of learning. Thus, two clear systems could be identified, depending on the role the participant was reflecting on, and these systems carried their own historicity and contradictions. Educators should shift their focus away from the provision of information to the facilitation of the learner's ability to unpack and repack, analyze and synthesize, or deconstruct and reconstruct his/her current learnings against existing understandings within multiple frameworks. (YLB)