Transcript Activity theory and Engeström.
Activity Theory & Engeström Dr Daisy Mwanza-Simwami
Institute of Educational Technology The Open University 2 nd February, 2012 Institute of Educational Technology
Contents
What is Activity Theory Basic Principles of Activity Theory – Kaptelinin Origins of Activity Theory Vygotsky – Basic Model of human activity Leont’ev – The Concept of Activity Hierarchical Model of human activity Engeström – Expanded Model of human activity The Activity Triangle System – Engeström Etc References Institute of Educational Technology
What is Activity Theory?
“ Activity Theory (AT) is philosophical and cross-disciplinary framework for studying different forms of human practices as developmental processes, with both individual and social levels interlinked at the same time (Kuutti in Nardi 1996, page 25).
” • • • •
Explanation
AT is a framework from which several theories and methods cab be developed The basic unit of analysis is human activity Human activity continuously develop and redevelop over a period of time Human activity is developed and transformed as a result of influences from the context in which it is carried out Institute of Educational Technology
Origins of Activity Theory
AT ideas are grounded in Vygotsky’s theorising about: the social-cultural development of human mind (developmental studies of higher mental functioning) (see Vygotsky, 1978; Leont’ev, 1978 & 1981) Vygotsky's believed that child development and the development of all human beings happens as a result of interactions between people and their social environment Vygotsky (1978) also conceptualised the concept of tool mediation Vygotsky argued that human beings’ interactions with objects of their environment are not direct but mediated through the use of tools and signs Institute of Educational Technology
Basic Model of Human Activity - Vygotsky
Vygotsky’s model of human activity (Vygotsky, 1930/1981; 1978; 1981) Mediator (Tool) Subject Object Institute of Educational Technology
Basic Principles of Activity Theory - Kaptelinin
Kaptelinin (in Nardi, 1996.pp.107-110; Unity of consciousness and activity Object-orientation Tool mediation Internalisation and Externalisation The principle of Historical Development Context Institute of Educational Technology
The Concept of Activity Theory- Leont’ev
Cultural Historical Activity Theory (
CHAT
) or Activity Theory (AT) was conceptualised by A.N.
Leont’ev, (see Leont’ev, 1978 & 1981) – a student of Vygotsky Leont’ev’s distinguishes between
activity and ‘individual’ activity ‘collective’
According to Leont’ev, human activity is a dynamic and self-regulating system that has a structure (see the in Leont’ev, 1978)
hierarchical levels of activity
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Hierarchical Model of Human Activity – Leont’ev
Leont’ev’s model of human activity showing the three levels of operation, namely: Activity, Action level, & Operations level
Activity Motives Actions Goals Operations Conditions
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The Concept of Activity Theory
Leont’ev’s model of human activity, isolates a
individual’s activity single
from the collective activity system and introduces a structure to represent human activity.
He argued that human
activity
is
motivated
towards e the fulfilment of objectives that are achieved by engaging in practical activities mediated through both physical and mental actions directed towards the achievement of conscious
goals.
are satisfied through specific Meanwhile,
operations, actions
that are controlled by
conditions
of execution.
Leont’ev’s model helps to understand interrelatedness of activities at various levels Institute of Educational Technology the
The Activity Theory and Engeström
Conceptualised the
Theory of Expansive Learning
Inspired by the works of both Vygotsky and Leont’ev, Engeström (1987)
developed the expanded model of human activity
to include the: subjects, rules & regulations, community, division of labour & outcome while developing his theory of Expansive Learning Model portrays the
collaborative and collective nature of human activity
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Expanded model of human activity
Activity Triangle System (Engeström, 1987) Tools Subjects Rules Community Object
Transformation Process
Division of Labour Outcomes Institute of Educational Technology
The Activity Triangle System - Engeström
Human activities are social and cultural practices whose development and transformations are influenced by the: C
ontext
or environment in which activity is carried out
Subjects
or relationship of those involved in activity
Tools
or artefacts that mediate human activity
Rules and Regulations
that exist in the environment in which activity is carried out Roles or
Division of labour
- variations in responsibilities of those carrying out the various tasks that constitute activities carried out Motives or
Object
ives of those involved in carrying out activities (i.e. what they want to achieve) Transforming the
object
the existence of an activity into an
outcome
motivates Institute of Educational Technology
Activity theory – Key points
Focus on understanding:
Motives
of those involved in activity
Relationships
that exist amongst those involved in activity The
historical development
of activity Implicit and explicit social practices of the
context
in which activity is carried out Issues surrounding the development and use of
tools
to support activity Identify
contradictions
that exist in activity The
operational structure of an activity
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Working with Activity Theory in Teaching
Can be used to
enrich existing practices
e.g. AT driven assessment techniques will be more focused on analysing methods used in problem solving than determining the accuracy of results or final marks AT concept of
historical development
can be used to influence how we interpret the systematic advancement observed in learning achievement AT
notion of contradictions
can be used to identify problems that emerge in learning activity (see Engeström in his
Theory of Expansive Learning
) Engeström - Learning what is not yet known Institute of Educational Technology
Working with Activity Theory in Research
You can work with a single basic principle of AT or use all of them AT can be used to enrich existing research techniques such as: thematic analysis, questionnaires, interviews, observations, etc AT can be used to investigate the change is practices AT can be used to investigate the problems or contradictions in activity Institute of Educational Technology
Activity Theory - Disadvantages
Need to understand the theory Long timeframe of research Lack of universal methods Difficult to make future predictions in activity transitions when using AT due to emphasis on understanding the historical development of human activity Institute of Educational Technology
Activity Theory - Example applications
Interventionist research methods – Engeström's Research Centre, University of Helsinki, Finland Activity Checklist –MacCaulay,et al., 1998 & in Kaptelinin, et al., 2006 AODM – Mwanza, 2002 & 2011 Used to investigate E-Learning in a USA high school – Greenhow et al., 2009 in iJCSCL AODM used to investigate mobile learning in informal settings – Mwanza-Simwami, 2010 – Book Chapter in Vavoula, G., et al., 2010) Used to investigate learning in Social Networking (Hill & Mwanza-Simwami, 2012 upcoming) Institute of Educational Technology
Activity Theory Research Methods
Activity-Oriented Design Method (AODM, Mwanza, 2011) New book publication available at http://www.amazon.co.uk/Activity-Oriented-Design Method-AODM research/dp/3847309226/ref=sr_1_1?ie=UTF8&qid =1327507576&sr=8-1 Works with all type of research methods e.g.
qualitative and quantitative Institute of Educational Technology
References
Engeström, Y., (1987).
Theoretical Approach “Learning by Expanding: An Activity to Developmental Research.
”
Helsinki: Orienta-Konsultit Oy, Finland.
Greenhow C, & Belbas B. (2007), Using activity-oriented design methods to study collaborative knowledge-building in e-learning courses within higher education.
Supported Collaborative Learning International Journal of Computer-
(2) 363-391.
Kaptelinin, V., (1996).
Computer Interaction.
” “Activity Theory: Implications for Human In Nardi, B.A., (1996)
Context and Consciousness: Activity Theory and Human-Computer Interaction,
MIT, Massachusetts, USA.
Kaptelinin, V., & Nardi, B. (2006). Acting with Technology: Activity Theory and Interaction Design. Cambridge, MA: MIT Press Institute of Educational Technology
References
Leont’ev, A.N, (1978). “Activity, Consciousness, and Personality.” Englewood Cliffs, NJ: Prentice-Hall.
Leont’ev, A.N, (1981), “The Problem of Activity in Psychology.” In Wertsch, J.V., (1981)(Ed), The Concept of Activity in Soviet Psychology: An Introduction. M.E. Sharpe, Inc New York, USA.
Mwanza, D., (2011) “Towards an Activity-Oriented Design Method (AODM) for HCI Research and Practice”. LAP LAMBERT Academic Publishing GmbH & Co. KG, Germany, ISBN: 978-3-8473-0922-2 Mwanza-Simwami, D., (2009), Using activity-oriented design methods (AODM) to investigate mobile learning. In Vavoula, G; Pachler, N, and, Kukulska-Hulme, A (eds). Researching Mobile Learning: Frameworks, tools and research design. Oxford: UK: Peter Lang Verlag, pp. 97 – 122.
Nardi, B.A., (1996) Context and Consciousness: Activity Theory and Human-Computer Interaction, MIT, Massachusetts, USA.
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References Vygotsky, L.S, (1978).
Massachusetts, USA.
“Mind in Society - The Development of Higher Psychological Processes.
” In Michael Cole, Vera John-Steiner, Sylvia Scribner, and Ellen Souberman (Eds), Harvard University Press, Vygotsky, LS, (1930/1981).
“The development of higher psychological functions (in Russia).
” In J.V. Wertsch (Ed.) Soviet Activity Theory. M.E. Sharpe, Inc New York, USA.
Vygotsky, L.S, (1981).
“The genesis of higher mental functions.
” In J.V. Wertsch (Ed.). The Concept of Activity in Soviet Psychology: An Introduction. M.E. Sharpe, Inc New York, USA.
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