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Activity Theory & Engeström

Dr Daisy Mwanza-SimwamiInstitute of Educational Technology

The Open University

2nd February, 2012

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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

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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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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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Basic Model of Human Activity - Vygotsky

Vygotsky’s model of human activity (Vygotsky, 1930/1981; 1978; 1981)

Mediator (Tool)

ObjectSubject

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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

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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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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

GoalsActions

Activity Motives

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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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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 Division of Labour

Object Outcomes

Process

Transformation

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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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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

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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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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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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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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

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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) 363-391.

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: 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). “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.