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Perspectives on Activity Theory
Activity theory is an interdisciplinary approach to human sciences that originates in the cultural-historical psychology school, initiated by Vygotsky, Leont'ev, and Luria. It takes the object-oriented, artifact-mediated collective activity system as its unit of analysis, thus bridging the gulf between the individual subject and the societal structure. This 1999 volume includes 26 chapters on activity theory by authors from ten countries. In Part I of the book, central theoretical issues are discussed from different points of view. Some topics addressed in this part are epistemology, methodology, and the relationship between biological and cultural factors. Part II is devoted to the acquisition and development of language. This part includes a chapter that analyzes writing activity in Japanese classrooms, and a case study of literacy skills of a man with cerebral palsy. Part III contains chapters on play, learning, and education, and Part IV addresses the meaning of technology and the development of work activities. The final part covers issues of therapy and addiction.
Activity Theory, Authentic Learning and Emerging Technologies
Although emerging technologies are becoming popularised for teaching, learning and research, the relationship between their use and transformative effects on higher education remain largely unexplored. This edited collection seeks to fill this gap by providing a nuanced view, locating higher education pedagogical practices at an intersection of emerging technologies, authentic learning and activity systems. Providing numerous case studies as examples, the book draws from a wide range of contexts to illustrate how such a convergence has the potential to track transformative teaching and learning practices in the higher education sector. Chapters provide the reader with a variety of transforma...
An Interdisciplinary Theory of Activity
A critical review of Cultural-Historical Activity Theory, the psychology originating from Lev Vygotsky (1896-1934). Tracing its roots in Goethe, Hegel and Marx, the author builds a concept of activity transcending the division between individual and social domains in human sciences.
Wise Up
A breakthrough book on the future of learning>
Trust and Distrust
The dynamics of trust and distrust are central to understanding modern society. These dynamics are evident at all levels of society, from the child’s relation to caregivers to the individual’s relation to the state, and they span from taken for granted trusting relationships to highly reflective and negotiated contractual interactions. The collection of papers in this book questions the diverse ways in which the concept of trust has been previously used, and advances a coherent theorisation of the socio-cultural dynamics of trust and distrust. In this volume, trust and distrust are analysed in relation to lay knowledge and situated in historical, cultural and interactional contexts. The ...
Reinventing Art of Everyday Making
The word 'everyday' is usually loaded with decidedly negative connotations. However, domestic everyday activities are not merely routine work, but also include complex, demanding tasks to solve. Even though everyday problem solving does not necessarily follow logical pathways, it is sensible and effective in handling practical problems. The studies presented in this book explore domestic everyday making, in terms of the kinds of cognitive, social, and practical tasks being faced and the types of skills needed in solving these tasks. The studies also illustrate the different research strategies appropriate to the investigation of the art and skills of domestic everyday making. The target audience of this book includes researchers and students of family and consumer studies, home economics and craft sciences, cultural studies and sociology. Because of the twofold aim of the book, it can be used as a textbook for both content as well as methodological studies.
Tools for Working with Guidelines
This volume contains the papers presented at the International Workshop on Tools for Working with Guidelines, (TFWWG 2000), held in Biarritz, France, in October 2000. It is the final outcome of the International Special Interest Group on Tools for Working with Guidelines. Human-computer interaction guidelines have been recognized as a uniquely relevant source for improving the usability of user interfaces for interactive systems. The range of interactive techniques exploited by these interactive systems is rapidly expanding to include multimodal user interfaces, virtual reality systems, highly interactive web-based applications, and three-dimensional user interfaces. Therefore, the scope of guidelines' sources is rapidly expanding as well, and so are the tools that should support users who employ guidelines to ensure some form of usability. Tools For Working With Guidelines (TFWWG) covers not only software tools that designers, developers, and human factors experts can use to manage multiple types of guidelines, but also looks at techniques addressing organizational, sociological, and technological issues.
Ambient Intelligence
The metaphor of Ambient Intelligence (AmI) tries to picture a vision of the future where all of us will be surrounded by 'intelligent' electronic environments, and this ambient has claims to being sensitive and responsive to our needs. Ambient Intelligence without invasion of privacy represents a long-term vision for the EU Information Society Technologies Research programme. A strong multi-disciplinary and collaborative approach is a key requirement for large-scale technology innovation and the development of effective applications. Up to now, most of the books and papers related to AmI focus their analysis on the technology potential only. An important feature of this volume is the link be...
Communication and Metacommunication in Human Development
The book is divided into three parts. In Part I, basic conceptual and theoretical issues concerning communication and metacommunication are presented. Part II continues the coverage with the issues of communication and metacommunication. Those are extended as each chapter puts forward new insights and contextualizes them within the realms of teaching– learning processes, early adaptation to nursery school contexts, and of the analysis of processes occurring at a particular dimension of human development (gender identity). Part III provides further conceptual and theoretical elaborations on the phenomena from the unique viewpoints of scholars with diverse backgrounds, which definitely furnish scientific discussion over the issue with fresh and productive ideas. Throughout the chapters, the reader is supplied with empirical projects conducted in different research laboratories, each study granting novel illustrations of methodological approaches to analyze the complexities of communication and metacommunication processes and their relevant constitutive roles in specific contexts.
