Jf matos activity_theory_as_model_of_analysis

Activity Theory as a model of analysis(an introduction)

João Filipe MatosInstituto de Educação, University of Lisboa

[email protected]

13th Joint European Summer School on Technology Enhanced Learning | 11 Sept 2017University of Aveiro

window... a metaphor to keep in mind


Convento de Cristo (Tomar, Portugal)


Window of Convento de Cristo (Tomar, Portugal)

summary

I. the role of theory in researchII. the researcher from a socio-cultural point of viewIII. basis of Activity TheoryIV. implications for research on TEL

I

the role of theory in research?

there is nothing so practical (and useful)

as a good theory…

theories and theories…long range theories (e.g. Darwin)

medium range theories (e.g. Piaget)

substantive theories (e.g. your thesis…)

and everyday theories

role of theoriesdescriptive [identifying key concepts or variables and its relations; establishing clear conceptual distinctions]

explanatory [revealing relations and processes]

predictive [making possible to preview in a variety of potential contexts]

prescriptive [providing structuring rules]

generative [orientating discovery]

What do we need in research?

theory rich enough to capture relevant aspects of the situation/ phenomenon/ problem

theory descriptive enough to become useful in analysis

à the relevance of the conceptual framework

theoretical framework

“A theoretical framework is a structure that guides research by relying on a formal theory; that is, the framework is constructed by using an established, coherent explanation of certain phenomena and relationships, e.g., Piaget’s theory of conservation (...)” (Eisenhart, 1991, p. 205)

the nature of the framework: explanatory structure

the role of the framework: data are integrated in the logic of the theory (the logic of the theory prevails)

Exº: studies on the development of the concept of proportionality among children (based on Piaget)

theoretical framework

practical framework

“a practical framework, then, guides research by using ‘what works’ in the experience or exercise of doing something by those directly involved in it (...)” (Eisenhart, 1991, p. 207)

the nature of the framework: grounded in practices

the role of the framework: data are intertwined with theory and are constituted in theory

Exº: study on proportionality in non schooled adults using ethnomathematics (Ubiratan d’Ambrosio)

practical framework

conceptual framework

“A conceptual framework is an argument including different points of view and culminating in a series of reasons for adopting some points – i.e., some ideas or concepts – and not others. The adopted ideas or concepts then serve as guides: to collecting data in a particular study, and/or to ways in which the data from a particular study will be analyzed and explained” (Eisenhart, 1991, p. 209)

the nature of the framework: structure of justification

role of the framework: argumentative network of concepts for analysis

Exº: study on the use of tablets as meditating artefacts for computational thinking in its relations to practice

conceptual framework

II

the researcher from a sociocultural point of view

(towards Activity Theory…)

Representant Object

keep the space clean

Interpretant(throwing papers in the basket means do

not throw them on the floor)

mediationthe ways how humans create representations and interact with the social world constitute processes of mediated action

(in semiotic mediation) ideas, concepts, meanings, words become substitutes of concrete referents in the absence of the objects

research

researcher objectnew

objectacts upon…

mediated action(unit of analysis)

researcher objectnew

object

elements of mediation

1st generation of Activity Theory (Vygotsky)

mediation in research

researcher situation/ problem

results


1st generation of Activity Theory (Vygotsky)

mediation in everyday

individual situation explanation

pre-conceptions, ideas, myths

III

Basics of Activity Theory

Activity Theory (AT)

to understand humans in their individual and social dimension in their everyday through the analysis of the sources, structure and processes of development of activity

activity...

mediated action in research(unit of analysis)

researcher situation/problem

results


mediation in research

researcher situation/problem

results

theories, instruments,…

acting upon…

researcher situation/problem results


division of labour

Leont’ev, 1978; 1981

goal-oriented actions (short lived)

object-oriented collective activity (durable)



rules/norms

community hierarchy, power relations

2nd generation of ATactivity system

(individual action and collective activity)

community (those who share a common object)

needed for integration of systemic relations

rules (explicit and implicit norms, conventions, and social relations with the community)

created by needs within the activity

division of labour (explicit and implicit organization of a community)

needed to the process of transformation of an object in a result/product

concepts

Activity: example within school

student

Ways of behaving in the class,

commitments to the group and the

teacher…

Working group, class,…

implicit and explicit distribution of tasks,

cooperation,…

ideas, conditions, problems,…

Computers, working sheets,...

better ideas, closer to the

legitimate repertoire


reified in a report

researcherresults

theory, …

rules, norms

community hierarchy

object1 reviewer

theory(s), …

rules, norms community hierachy

researcher reviewer

but we operate in multiple activity systems…

3rd generation of Activity Theory(Y. Engeström)

object2

subject

rules community division oflabour

object1

instruments

subject

rules community division oflabour

object2

instruments

sharing and transforming the potential object

Expansion of the basic model of AT to include at least two interacting activity systems

object1 object2

object3

activity systemminimum meaningful context that allows the understanding of individual actions

activity system as the unit of analysis

conceptual framework of AT

A - hierarchical structure of activity

B - orientation towards the object

C - internalization / externalization

D - mediation

E - development

Activity

Operations

Actions

conscious

orientated towards the objective

unconscious

automatic

A - hierarchical structure

Activity

Operation

Action use of the clutch

push down the clutch, listening to the motor

driving a car

hierarchical structure in AT

Activity

Operations

Actions linked to objectives

linked to conditions

linked to motives

hierarchical structure

on activity, action and operation

an activity may loose its motives and turn into an action

an action may become an operation (by automatization or when the objectives change)

those definitions are totally dependent of what is defined as subject and object in a given situation

on actionsaction as a chain of operations

a given action may belong to different activities

actions serve a phase of orientation within the planning of an activity

the role of resources in action

B - Orientation towards the object

object

orientation towards the object is characterized by properties that are socially and culturally defined

activity

internal activity?

external activity?

Activity Theory does not accept a dualistic vision of the activity

the internal side of activity can not exist without the external one and vice-versa

C - internalization

transformation of external activity in internal activity [seeking for potential interactions with external reality without manipulation of external objects]

externalization

transformation of internal activity in external activity [seeking for interactions with external reality from internal activity]

Internalization and externalization

Internalization

transformation of external activity in something internal

Externalization

transformation of internal activity in something external

a dialectic relation

D – mediation and artefacts

artefacts give form to the ways humans interact with physical reality

giving form to external reality results in giving also form to internal activity

the use of artefacts is a way to elaboration and transmission of social and cultural knowledge

artefacts and mediation

are shaped by social and cultural context where they are used

reflect the experience of people through the structural properties of those artefacts as well as in the knowledge about how they should be used

are created and transformed within the very activity

carry a particular culture – the use of artefacts is a way of elaboration and transmission of cultural knowledge

artefacts

physical or conceptual

expands our possibilities of manipulating and transforming different objects

provides power to the individual in the process of transformation

constrains the interaction (other characteristics of the object may remain invisible to the individual)

artefact

E - development

human activity develops in an historical framework

long range perspective (we can not understand activity unless if we observe it in itscycles of change)

Principles of activity systems(Engeström, 2007)

1. activity system as the unit of analysis

2. multi-voices within the activity systems

3. historicity of activity systems

4. central role f contradictions as sources of change and development

5. possibility of expansive transformation in the activity systems

1. activity system as the unit of analysis

an activity system orientated towards an object is taken as unit of analysis

• action mediated by artefacts

• the collective nature of the activity system

2. multi-voices within an activity system

Activity system:- constitutes a community of multiple points of

view, traditions and interests- involves multiple dimensions and socio-

historical trajectories (e.g. in its artefacts, rules, conventions,…)

Division of labour within an activity creates different positioning stances to the participants

3. historicity of activity systems

systems of activity take shape and transform over time

- problems and potentials may be understood in an historical frame

- the history of objects and artefacts needs itself to be analysed

4. key role of contradictions /tensions /conflicts as sources of

change


theories, instruments, procedures,…

rules, norms,… community hierarchy, power

relations,…

5. possibility of expansive transformations in the activity

systems

- cycles of qualitative transformation

- expansive transformation when object and motive of activity are re-conceptualized into new horizons of possibilities

(a note on knowledge)knowledge understood not as a

(individual) property...

rather as a collective product constructed in the processes of interaction with the structuring resources of action

the otherthe artefactsthe situations and problems

participating in a social practice where knowledge exists is an epistemological principle of learning

o possibilities of learning are defined by:o the social structure of the practice

o the power relations and conditions of legitimacy and of access

IVimplications

1. looking at the researcherfrom a sociocultural point of view

the researcher is a systemic being who is socially, politically and historically inscribed

the researcher is not only a product of the culture but also a creator and transformer of the collective subjectivity

the researcher and the objects transformed in his/her practice can not be considered nor understood without looking at the cultural means of access to knowledge (mediating artefacts)

impl

icat

ions

MEANS OF PRODUCTION: theories camera, methods, computer, instruments,...

SUBJECT: researcher

RULES: scholarly conduct, honesty,... COMMUNITY:

scholars, participants, country, humanity,...

DIVISION OF LABOR: research director, assistant,...

OBJECT: science in schools

OUTCOME: article, policy,...

Adapted from Roth, W.-M. (2007). Doing qualitative research: praxis of method. (p.120. )Rotterdam: Sense Publishers

ACTIVITY SYSTEM - RESEARCH

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2. an alternative to the circular design in research

Taken for granted:requires no serious analysis

Educationalinstitution

Oops, it didn’t work!we must improve the learning environment

next time

learning environment as a closed world

expected powerful effect on learning and

motivation

foundational assumption:

digital technology will make a difference

Engeström, Y. (2016). Studies in expansive learning. Cambridge: Cambridge University Press.

students

(p.106)

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3. improving the relationtheoretical field ß àempirical field

methodology

data methods

empirical field theoretical field

conceptual frameworkimpl

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ions

http://multimedia-gallery.web.cern.ch

What is data analysis about?

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http://multimedia-gallery.web.cern.ch

What is analysis about?

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ions

it involves the definition of conceptual categories, typologies, that mediate the interpretation of data to the reader

categories are concepts indicated by data – not data itself

a category is described by its properties

Objective: construction of hypothesis/links/ between categories and within its properties à development of substantive theory (referred to the specific empirical setting under analysis)

What is analysis about?

there is an uncertainty between the design and its realization in the practices of research

(given that those practices are not the result of the design but an answer to the design)

4. improvement of the design of research

critical relationdesign ßà emergent

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why is Activity Theory important to TEL research?

it demonstrates context

is stresses the usefulness and limitations of technological artefacts

it underlines that technological artefactsare embedded in meaningful contexts – just like humansare socially constituted (used and built upon the social world)

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conceptual framework(relevance and implications)

explicit and understandable

support of substantive theory

intentionality oriented to the problem

may adopt aspects, concepts, relations of several theories

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• points to criteria for selection of:– empirical field– forms and content of empirical data to be collected

• it is an instrument of analysis in the empirical field

• circumscribes the theoretical field of research


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● it assumes a dynamic character● it answers to the problem generating new questions and new scenarios● it dialogues with alternative models


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bibliography

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Jf matos activity_theory_as_model_of_analysis

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