jf matos activity_theory_as_model_of_analysis
TRANSCRIPT
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Activity Theory as a model of analysis(an introduction)
João Filipe MatosInstituto de Educação, University of Lisboa
13th Joint European Summer School on Technology Enhanced Learning | 11 Sept 2017University of Aveiro
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window... a metaphor to keep in mind
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window... a metaphor to keep in mind
Convento de Cristo (Tomar, Portugal)
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window... a metaphor to keep in mind
Window of Convento de Cristo (Tomar, Portugal)
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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
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I
the role of theory in research?
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there is nothing so practical (and useful)
as a good theory…
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theories and theories…long range theories (e.g. Darwin)
medium range theories (e.g. Piaget)
substantive theories (e.g. your thesis…)
and everyday theories
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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]
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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
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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)
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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
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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)
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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
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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)
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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
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II
the researcher from a sociocultural point of view
(towards Activity Theory…)
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Representant Object
keep the space clean
Interpretant(throwing papers in the basket means do
not throw them on the floor)
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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
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research
researcher objectnew
objectacts upon…
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mediated action(unit of analysis)
researcher objectnew
object
elements of mediation
1st generation of Activity Theory (Vygotsky)
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mediation in research
researcher situation/ problem
results
elements of mediation
1st generation of Activity Theory (Vygotsky)
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mediation in everyday
individual situation explanation
pre-conceptions, ideas, myths
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III
Basics of Activity Theory
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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
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activity...
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mediated action in research(unit of analysis)
researcher situation/problem
results
elements of mediation
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mediation in research
researcher situation/problem
results
theories, instruments,…
acting upon…
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researcher situation/problem results
theories, instruments,…
division of labour
Leont’ev, 1978; 1981
goal-oriented actions (short lived)
object-oriented collective activity (durable)
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researcher situation/problem results
theories, instruments,…
rules/norms
community hierarchy, power relations
2nd generation of ATactivity system
(individual action and collective activity)
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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
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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
elements of mediation
reified in a report
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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
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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
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activity systemminimum meaningful context that allows the understanding of individual actions
activity system as the unit of analysis
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conceptual framework of AT
A - hierarchical structure of activity
B - orientation towards the object
C - internalization / externalization
D - mediation
E - development
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Activity
Operations
Actions
conscious
orientated towards the objective
unconscious
automatic
A - hierarchical structure
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Activity
Operation
Action use of the clutch
push down the clutch, listening to the motor
driving a car
hierarchical structure in AT
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Activity
Operations
Actions linked to objectives
linked to conditions
linked to motives
hierarchical structure
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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
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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
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B - Orientation towards the object
object
orientation towards the object is characterized by properties that are socially and culturally defined
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activity
internal activity?
external activity?
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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
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C - internalization
transformation of external activity in internal activity [seeking for potential interactions with external reality without manipulation of external objects]
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externalization
transformation of internal activity in external activity [seeking for interactions with external reality from internal activity]
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Internalization and externalization
Internalization
transformation of external activity in something internal
Externalization
transformation of internal activity in something external
a dialectic relation
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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
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the use of artefacts is a way to elaboration and transmission of social and cultural knowledge
artefacts and mediation
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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
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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
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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)
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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
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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
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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
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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
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4. key role of contradictions /tensions /conflicts as sources of
change
researcher situation/problem results
theories, instruments, procedures,…
rules, norms,… community hierarchy, power
relations,…
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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
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(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
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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
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IVimplications
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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
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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
impl
icat
ions
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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)
impl
icat
ions
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3. improving the relationtheoretical field ß àempirical field
methodology
data methods
empirical field theoretical field
conceptual frameworkimpl
icat
ions
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http://multimedia-gallery.web.cern.ch
What is data analysis about?
impl
icat
ions
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http://multimedia-gallery.web.cern.ch
What is analysis about?
impl
icat
ions
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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?
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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
impl
icat
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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)
impl
icat
ions
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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
impl
icat
ions
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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
conceptual framework(relevance and implications)
impl
icat
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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
conceptual framework(relevance and implications)
impl
icat
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