Supporting learning-in-use : Some applications of activity theory to the analysis and design of ICT-enabled collaborative work and learning
type: CreativeWork
description: This thesis discusses some applications of activity theory to the analysis and design of collaborative work and learning processes either partially or wholly enabled by the use of information and communication technology (ICT). Activity theory (AT) is a monistic, materialistic psychological meta-theory comprising several distinct strands of historical and theoretical development. Founded in the former USSR in the early 1930s, it became a fundamental approach in Soviet psychology. In the West, AT was first adopted as a conceptual framework for human-computer interaction (HCI) and information systems design (ISD) in the late 1980s by researchers associated with the Participatory Design (PD) and Computer-Supported Cooperative Work (CSCW) movements. Mainly drawing on Scandinavian interpretations of AT, this work established a distinctive, predominantly cultural-historical approach to context-aware information technology design now known as ATIT. ATIT is widely recognised as having made significant contributions to the theory and vocabulary of HCI and ISD; the principal aim of this thesis is to further develop its usefulness for ICT design. The research discussed explored the theory, history and development of ATIT while also applying and evaluating various established and new practical ATIT methods. These included the breakdown and focus-shifts analysis approach developed by Bødker and her associates and some novel techniques based on systemic-structural activity theory (SSAT), a modern, explicitly design-oriented synthesis of the cultural-historical and systemscybernetic strands within Soviet activity theory. The empirical investigation involved participatory action research into the uses of ICT at an adult basic education (ABE) Open Learning Centre in south Wales, UK. A longitudinal study of an intensive ICT-enabled ABE course, Computer Creative, was carried out between September 2000 and May 2001 using ethnographic techniques. This was followed-up by a short video-ba…
abstract: This thesis discusses some applications of activity theory to the analysis and design of collaborative work and learning processes either partially or wholly enabled by the use of information and communication technology (ICT). Activity theory (AT) is a monistic, materialistic psychological meta-theory comprising several distinct strands of historical and theoretical development. Founded in the former USSR in the early 1930s, it became a fundamental approach in Soviet psychology. In the West, AT was first adopted as a conceptual framework for human-computer interaction (HCI) and information systems design (ISD) in the late 1980s by researchers associated with the Participatory Design (PD) and Computer-Supported Cooperative Work (CSCW) movements. Mainly drawing on Scandinavian interpretations of AT, this work established a distinctive, predominantly cultural-historical approach to context-aware information technology design now known as ATIT. ATIT is widely recognised as having made significant contributions to the theory and vocabulary of HCI and ISD; the principal aim of this thesis is to further develop its usefulness for ICT design. The research discussed explored the theory, history and development of ATIT while also applying and evaluating various established and new practical ATIT methods. These included the breakdown and focus-shifts analysis approach developed by Bødker and her associates and some novel techniques based on systemic-structural activity theory (SSAT), a modern, explicitly design-oriented synthesis of the cultural-historical and systemscybernetic strands within Soviet activity theory. The empirical investigation involved participatory action research into the uses of ICT at an adult basic education (ABE) Open Learning Centre in south Wales, UK. A longitudinal study of an intensive ICT-enabled ABE course, Computer Creative, was carried out between September 2000 and May 2001 using ethnographic techniques. This was followed-up by a short video-ba…
author: Harris, Steven R.
language: eng
keywords: Educational technology, Computer-assisted instruction
date published: 2007
date modified: 2026-07-24T04:38:39Z
provider: University of South Wales
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of South Wales