Towards the incorporation of activity-based learning and reflection into Botswana information systems development practice

Abstract

Biographical Details:1. Tjongabangwe Selaolo recently graduated from the University of Pretoria with a PhD based on the research work reported in this paper. She works as an Information Systems consultant in Botswana and her major interest is in learning in information systems development, in the context of ICTs for development.2. Hugo Lotriet is a professor in the School of Computing at the University of South Africa (UNISA). His research interests are focused on socio-technical aspects of Information Systems, especially in the context of developing countries. Structured Abstract:Purpose: This paper reports on a co-design process that was initiated between government and the private sector in Botswana to redesign current ISD practice with particular focus on finding a solution for learning failure.Learning failure was analysed retrospectively using concepts of 'task conscious' and 'learning conscious' learning.Design / methodology / approach: On the basis of a typical Botswana ISD project in which the lead researcher participated, inefficiencies and shortcomings in the standardised Botswana ISD process in terms of full utilisation of learning processes to support systems success were examined. Through the Developmental Work Research (DWR) methodology, which is based on Cultural-Historical Activity Theory (CHAT) principles, IS practitioners from government and the private sector, together with users collaborated to redesign the current Botswana ISD work practice in order to address this shortcoming. Findings:The result has been the incorporation of activity-based learning and reflection into a proposed improved ISD practice framework for Botswana. Towards the Incorporation of Activity-Based Learning in Botswana ISD PracticePractical Implications: Through collaborative redesign between government and industry, a new Botswana ISD practice model that incorporates activity-based learning and reflection has been designed, and findings from examination of the model suggest that it has potential to address current learning deficiencies and thus contribute to efforts of avoiding IS failures. There have also been contributions to DWR resulting from the manner in which the methodology was applied.Originality / value: This is the first known study that uses concepts of 'task-conscious' and 'learning-conscious' learning to analyse learning retrospectively and at the same time adopting the DWR methodology in a developing country social context such as Botswana.

A systematic review of the literature on change laboratory interventions: Lessons from Africa

“…Garraway & Winberg, 2019). More often, there was a breakdown in communication (Dippenaar et al, 2022), non-engagement (Grant & Kajee, 2020), a lack of interest or apathy (Selaolo & Lotriet, 2014), or discord among participants (Chikunda et al, 2017). The root causes of these conflicts and miscommunications were deep-seated and often related to historically accumulated tensions within and across activity systems, such as between education and work (Garraway & Winberg, 2019), or between traditional agricultural practice and new approaches (Chineka & Yasukawa, 2021).…”

Creating a climate of change in the City of Johannesburg: Co-learning to adapt to climate change

“…This provides methodological guidance for the creation of new practices through major redesign of the activity system. 7,27,28 In CHAT, the basic unit of analysis that provides the minimal meaningful context for understanding human action is the object-oriented activity system, which is heterogeneous and multi-voiced. 29,30 An activity system is composed of different elements that interact and are driven by an object to produce something with societal value.…”

“…In CHAT, the surfacing of these diverse understandings acts as sources of change, innovation and development of new solutions. 9,28 The City of Johannesburg as an activity system…”