1. Activity Theory & Engeström
Dr Daisy Mwanza-Simwami
Institute of Educational Technology
The Open University
2nd February, 2012
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2. 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
Defining affect is not straightforward – many see it as interchangeable with emotion. I am using the definition suggested by Oatley and Nundy as a working definition that it covers mood, emotion attitude and value
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3. 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
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4. 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
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5. Basic Model of Human Activity - Vygotsky
Vygotsky’s model of human activity (Vygotsky, 1930/1981; 1978; 1981)
Mediator
(Tool)
Object
Subject
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6. Basic Principles of Activity Theory - Kaptelinin
Kaptelinin (in Nardi, 1996.pp ;
Unity of consciousness and activity
Object-orientation
Tool mediation
Internalisation and Externalisation
The principle of Historical Development
Context
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7. 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 ‘collective’ activity and ‘individual’ activity
According to Leont’ev, human activity is a dynamic and self-regulating system that has a structure (see the hierarchical levels of activity in Leont’ev, 1978)
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8. 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
Operations
Conditions
Goals
Actions
Activity
Motives
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9. The Concept of Activity Theory
Leont’ev’s model of human activity, isolates a single individual’s activity 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. Meanwhile, actions are satisfied through specific operations, that are controlled by conditions of execution.
Leont’ev’s model helps to understand the interrelatedness of activities at various levels
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10. 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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11. Expanded model of human activity
Activity Triangle System (Engeström, 1987)
Tools
Subjects
Rules
Community
Division of Labour
Object
Outcomes
Process
Transformation
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12. The Activity Triangle System - Engeström
Human activities are social and cultural practices whose development and transformations are influenced by the:
Context 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 Objectives of those involved in carrying out activities (i.e. what they want to achieve)
Transforming the object into an outcome motivates the existence of an activity
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13. 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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14. 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
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15. 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
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16. 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
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17. 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)
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18. Activity Theory Research Methods
Activity-Oriented Design Method (AODM, Mwanza, 2011)
New book publication available at
Works with all type of research methods e.g. qualitative and quantitative
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References
Engeström, Y., (1987). “Learning by Expanding: An Activity-Theoretical Approach 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. International Journal of Computer-Supported Collaborative Learning (2)
Kaptelinin, V., (1996). “Activity Theory: Implications for Human-Computer Interaction.” 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
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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:
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). “Mind in Society - The Development of Higher Psychological Processes.” In Michael Cole, Vera John-Steiner, Sylvia Scribner, and Ellen Souberman (Eds), Harvard University Press, Massachusetts, USA.
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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