|
Main Topics
Home
Up
Knowledge Cycle
Learning Cycle
Principles of PL
Pedagogy for PL
Pedagogy&ICT
Share the Load
Ongoing Learning
Collaboration
Collaboration & PL
More on Collaboration
Teacher Confidence
Distributed Cognition
Cost Effectiveness
Home ICT
Activity Theory
Pilot Schools
Case Studies
Collaboration Overview
More information ...
Tools & Artefacts
More on Tools
Communities of Practice
| |
A little ‘academic theory’ – CHAT
Cultural Historic Activity Theory (CHAT)
- Based on Vygotsky et al
- Learning (v.) is a social activity
- Learning (n.) is socially constructed
- Knowledge, learning and activity cannot be separated
- Scaffold action and mediate experience and meaning
- Zone of Proximal Development -> pedagogy with mediation
- Development
is seen as including
- partial destruction of the old
- collective transformation
- horizontal movement across borders
- To incorporate new practices requires alignment with/of:
- Social aspects – largely relationships…, eg, power, support…
- Cultural aspects– ways things happen, what they mean…eg, PCs
- Historical aspects – current context, arrangements…eg, IPLP, resources,
- more references
to activity theory and from a major centre see...
The Human Activity System (Engestrom)
[Click on model for a PowerPoint
file including template]
This model is useful for bringing together a wide range of information about the factors that impact on the activity. Some of the significant ideas are that
- In order to achieved our decided outcomes it is necessary to produce certain 'objects' which may include such things as knowledge,
experiences and actual physical products. Some products may not be physical, eg, processes or arrangements....
- The human activity is typical mediated by the tools used and artefacts that are considered in relation to the activities, eg,
policy documents, samples, recipes, facilities ...
- The activity is also mediated by the community in which the activity is being carried out. The community may oppose or support the
activity, it may facilitate or impede access to resources
- In addition the community may support or impose rules on the subjects those persons, groups or organisations...) that are undertaking the activity) or grant them discretion in their activities. There may also be 'rules' about the kind of products, knowledge and experiences that will be approved or acceptable, access to tools and artefacts and who is permitted to do which aspects of the activity...
- To the extent that it is engaged with the community the subject may share responsibility with community for the achievement of the object. This is likely to be realised through some form of division of labour.
Development of the system from an activity system perspective involves
- understanding the cultural and historic factors that have resulted in the present situation
- clarifying the current 'disturbances' in the current form of the system - aspects that are poorly aligned, inadequate, in opposition...
- and then working to resolve these matters
3 Levels of Activity
Development of the activity itself from the subject's perspective is subject to movement between three levels of activity
(Leontiev):
-
Activity towards an objective carried out by a 'community'
-
Action towards a particular goal and carried out by an individual or group
-
Operation (largely automated for human or machine)
dealing with a factor in the current conditions
The level of a particular activity depends less on the actual activity and more on the person or group undertaking it, eg, applying for a
position may be
-
an activity for a first-time applicant and his family and friends
-
an action for an experienced applicant familiar with the industry and the selection processes likely to be used
-
an operation for a skilled user of online job sites with a well developed CV...
The incorporation of ICT into class programs may follow a similar developmental sequence with respect to say, word processing, use of
presentation or spreadsheet software or devices such as digital cameras...
Professional Learning as an activity system
Drawing on the major ideas outlined above, the human activity system model can be used to summarise some of the finding of the professional
learning action research projects undertaken in Term 3, 2003, as shown below:
NOTES:
1. As illustrated in the case studies the starting point for the use of this approach to understanding an activity is to
begin with the outcomes, verify that the activity may contribute 'objects' to that outcome... and so on.
2. This model can also be reconciled with the professional learning cycle
|
