Sociocultural Theory, Activity Theory and Activity Systems

Introduction

According to Vygotsky, the zone of proximal development is "[The] distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance or in collaboration with more capable peers."—Lev Vygotsky, Mind in Society, 1978. Sociocultural theory suggests that learning is a social process. This theory emanates from the works of Lev Vygotsky. Sociocultural theory emphasises not only how scaffolding and coaching influence individual learning, but also on how cultural beliefs and attitudes play important roles. Tools have significant impact on actions. Tools mediate interactions and collaborative creation of knowledge. Thus, tools are saturated with cultural meaning and become important mediators that partly direct resulting human actions (Engeström, 1999). Activity systems theory provides a framework through which interactions, context, objective of interactions and rules of engagement can be visualised.

Details are provided in the following videos
Sociocultural Theory

Activity Theory

Activity System

Engeström’s third generation Activity Theory

Engeström’s third generation activity theory demonstrates the interrelatedness of activity systems. An activity system can occur within other activity systems. Multiple activity systems can also have shared objective. See video below for details


Engeström's Activity Theory

References

Engeström, Y. (1999). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen, & R.-L. Punamäki (Eds.), Perspectives on activity theory (pp. 19–38). Cambridge, UK: Cambridge University Press.

Vygotsky LS. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press; 1978.


Comments

Post a Comment

Popular posts from this blog

AODM (Activity-Oriented Design Method)

Image
This post unpacks the AODM (Activity-Oriented Design Method) which forms the basis of the methodology adopted for the research proposal ( Oyekola, 2020 ) and class activity ( Teaching and Learning during COVID-19 ) described in other posts. AODM as a framework and model for characterising learner experiences with technology   “Learner interactions with mobile and ubiquitous technology can be personally meaningful to the individual, and contextually sensitive to the social and cultural practices of the settings in which technology is used. Therefore, the design of future learning systems depends on a thorough understanding of the complexity of learner practices and interactions with technology” (Mwanza-Simwami, 2011, 76). Emerging technologies (ET) provide great opportunities that enhance the learners experience. They are rapidly changing how learners engage with one another and educational resources. On the flip side, the continuous changes in learner requireme...
Read more

Application of AODM in Addressing Education with Emerging Technologies during the Emerging COVID-19

Image
Creating Learning Apps Repository: Application of Activity-Oriented Design Method  The growing spread of the COVID-19 virus has resulted in the enforcement of physical distancing and school closures. The school calendar has been disrupted and there is a high level of uncertainty and anxiety. This present parents and community at large with burdens to adopt new roles as teachers, many of whom are unprepared or trained to play this role. “The outbreak of the virus and lockdowns at the national level could be used as a good test for the education technology interventions for distance learning. Unfortunately, few systems arrived at this point fully prepared” (World Bank Blogs, 2020). In this post AODM (Activity-Oriented Design Method) was employed as a guide for a learning activity of collating a wide variety of teaching tools (apps) that are readily available, easily accessible and user friendly to equip parents as teachers. The activity is described as follows; “As students and...
Read more