Activity theory as a framework for analyzing and redesigning work

Abstract

Cultural-historical activity theory is a new framework aimed at transcending the dichotomies of micro- and macro-, mental and material, observation and intervention in analysis and redesign of work. The approach distinguishes between short-lived goal-directed actions and durable, object-oriented activity systems. A historically evolving collective activity system, seen in its network relations to other activity systems, is taken as the prime unit of analysis against which scripted strings of goal-directed actions and automatic operations are interpreted. Activity systems are driven by communal motives that are often difficult to articulate for individual participants. Activity systems are in constant movement and internally contradictory. Their systemic contradictions, manifested in disturbances and mundane innovations, offer possibilities for expansive developmental transformations. Such transformations proceed through stepwise cycles of expansive learning which begin with actions of questioning the existing standard practice, then proceed to actions of analyzing its contradictions and modelling a vision for its zone of proximal development, then to actions of examining and implementing the new model in practice. New forms of work organization increasingly require negotiated 'knotworking' across boundaries. Correspondingly, expansive learning increasingly involves horizontal widening of collective expertise by means of debating, negotiating and hybridizing different perspectives and conceptualizations. Findings from a longitudinal intervention study of children's medical care illuminate the theoretical arguments.

Viability of the BIM Manager Enduring as a Distinct Role: Association Rule Mining of Job Advertisements

“…The present study borrows from the theoretical underpinning of the study by Akintola et al (2017), which assimilates both activity theory (Engestrom 2000) and institutional theory (Tolbert and Zucker 1999) in developing a theoretical foundation to their study of the legitimacy of the BIM manager role. This convergence effectively assists in exploring the interactions between the BIM manager role and existing roles in construction projects, and explains the mechanics of creating new roles associated with implementing BIM on construction projects (Akintola et al 2017).…”

Non-affirmative Theory of Education as a Foundation for Curriculum Studies, Didaktik and Educational Leadership

“…These studies were mostly carried out in non-institutional learning, thus paying little attention to how organized teaching intervened in the learning (Bildung) process. Engeström (1987) developed an approach that was more relevant for Didaktik and institutional education by establishing the Scandinavian school of Vygotskian cultural-historical learning and activity theory (Engeström 2000). Further, this approach combined a contentcentered view of learning and teaching by locating this process in a larger social, cultural, historical and institutional activity system.…”

Une approche praxéologique de la connaissance dans le domaine de la formation. Éléments pour un cadre théorique

“…Sur la base de l'idée vygotskienne de médiation, A. Léontiev ([1975] 1984) puis Y. Engeström (2000) élargissent la réflexion à l'activité collective en proposant une approche ternaire de l'activité. En mettant en valeur les relations entre sujet, objet et artefact médiateur, ces approches intègrent le développement des pas une attention particulière de la part de la recherche dans le domaine.…”