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Team project ergstrom activity theory


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engstrom activity theory triangle

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Team project ergstrom activity theory

  1. 1. Engeström (1987) Activity System17 April 2013HBMEU - 210ADC106_01_SPRING_2013 - GROUP PROJECT - IBBRAHIMTAYFOUR1
  2. 2. Engeström (1987) Activity SystemThe relationship between the subject and the object ofactivity is, as in Vygotsky’s model, mediated by tools, yetoccurs in collaboration with others (the community). Thestructure of the activity is also shaped and constrainedby the socio-cultural factors of the rules and the divisionof labor which exist within the context of the activity.As a means of operationalizing Engeström’s ActivitySystem, Mwanza’s (2001) Eight-Step Modelincorporates a series of open-ended questions based onthe individual components17 April 2013HBMEU - 210ADC106_01_SPRING_2013 - GROUP PROJECT - IBBRAHIMTAYFOUR2
  3. 3. Engeström (1987) Activity SystemMwanza’s (2001) Eight-Step-ModelActivityWhat sort of activity am I interested in?Increasing Environmental AwarenessObject-iveWhy is this activity taking place?Reduce Energy implications on Environment17 April 2013HBMEU - 210ADC106_01_SPRING_2013 - GROUP PROJECT - IBBRAHIMTAYFOUR3
  4. 4. Engeström (1987) Activity SystemMwanza’s (2001) Eight-Step-ModelSubjectsWho is involved in carrying out this activity?School Children 5th – 6th GradeToolsBy what means are the subjects carrying out this activity?PowerPoint Presentation17 April 2013HBMEU - 210ADC106_01_SPRING_2013 - GROUP PROJECT - IBBRAHIMTAYFOUR4
  5. 5. Engeström (1987) Activity SystemMwanza’s (2001) Eight-Step-ModelRules and RegulationsAre there any cultural norms, rules and regulations governing theperformance of this activity?Scholastic Pedagogic BehaviorsReliable Facts presented in an Age Convenient mannerDivision of LabourWho is responsible for what, when carrying out this activity and howare the roles organised?Project Manager – MunaContent Manager – AhmedDelivery Manager – Ibrahim17 April 2013HBMEU - 210ADC106_01_SPRING_2013 - GROUP PROJECT - IBBRAHIMTAYFOUR5
  6. 6. Engeström (1987) Activity SystemMwanza’s (2001) Eight-Step-ModelCommunityWhat is the environment in which activity is carried out? ScholasticEnvironmentOutcomeWhat is the desired outcome from this activity?Generating or Increasing Awareness will not lead to direct actions bythe students, hence no measurable tangible result for the society. Aswith other material they learn at school, It is expected to affect theirbehavior and attitude, which could result in long term benefit to thesociety. (ref diagram next page)We will therefore run a survey questionnaire to measure the level ofawareness attained as a result of this exercise and consider it themeasurable outcome of this activity17 April 2013 HBMEU - 210ADC106_01_SPRING_2013 - GROUP PROJECT - IBBRAHIM TAYFOUR 6
  7. 7. 17 April 2013HBMEU - 210ADC106_01_SPRING_2013 - GROUP PROJECT - IBBRAHIMTAYFOUR7
  8. 8. Engeström (1987) Activity SystemAnother Diagram by Iskra NúñezThe activity system offers educational researchers a methodologicalperspective in which the micro could be included within broader macroeducational contexts levels, as recognized by Jaworski and Potari (2009). Inorder to visualize the micro-macro nested nature of educational contextslevels, I have categorized them as three concentric circles .The first level is the micro context, which refers to the “immediateinteractional setting” (de Abreu, 2000, p 2). The micro context is nested withinnon-immediate second and third levels, which I denote as the institutionalcontext and the broader cultural-historical contexts, respectively.Critical ReviewActivity Theory and the Utilisation of the Activity System according to the Mathematics Educational Communityby Iskra Núñez ( Special Issue, December 2009, pp 7-20, 717 April 2013HBMEU - 210ADC106_01_SPRING_2013 - GROUP PROJECT - IBBRAHIMTAYFOUR8
  9. 9. Engeström – Change Philosophy?Engeström (1987) Activity System , its time dependent perspective depicted inhis third model (1999) where he sees joint activity or practice as the unit ofanalysis for activity theory, not individual activity. His interest in the process ofsocial transformation includes thestructure of the social world in analysis, taking into account the nature ofsocial practice. If we combine it with the three Circles of influence as depictedby Nunez, complete in my mind the 3 dimensional image of strategy andChange Management perspectives as agents of social change, more so inquantum leaps than in steady evolutionary models, a perspective I would loveto investigate further in this course.17 April 2013HBMEU - 210ADC106_01_SPRING_2013 - GROUP PROJECT - IBBRAHIMTAYFOUR9