- How to Do Research Interactive Graphic http://t.co/d1GiHBgO via @zite #
- Vygotsky (1896-1934) – social construction, mediation, ZPD, language, play & special needs http://t.co/K82MB5Wi via @zite #
- The history of distance learning [Infographic] http://t.co/6gAWhqot via @zite #
- The best April Fool’s jokes in our round-up, Google wins http://t.co/OZ2D7uwc via @zite #
- Working on a new project…developing mobile content for clinical educators. Would be cool to hear any thoughts or… https://t.co/AZeFQSuu #
- @bercoetzee You should tweet about the cool stuff you’re doing with iPads and students with disabilities #
- Microsoft embraces, extends open source mapping http://t.co/JCUp2pYQ via @zite #
- Boston Professor Uses Frequent Feedback From Class as Teaching Aide http://t.co/E8sr2s06 via @zite #
- Brian Cox’s Wonders of the Universe redefines iPad books with gorgeous 3D and a brilliant interface http://t.co/jXgWQHe5 via @zite #
- Playing around with Zygote Body http://t.co/MCZlJLHc. Best browser-based anatomy reference I’ve seen. Would love to have annotations though #
Last week I attended a short workshop on Cultural Historical Activity Theory (given by Joanne Hardman) as part of an NRF-funded research project on the use of emerging ICTs in Higher Education. Here are my notes from the session (this was all very new to me and I probably got a few things wrong. Feel free to point out any problems with what I’ve written):
CHAT has no theoretical framework, and is partly a method and partly theoretical
There are 3 different approaches to AT, going through Vygotsky, Leont’ev, Engstrom
Rote learning is appropriate in some instances for e.g. learning terminology. “Good” or “bad” is dependent on the objective of the teaching and learning activity. Rote learning is not appropriate to develop conceptual understanding.
Will the introduction of innovative technology in the classroom lead to changes in T&L practice?
How do people learn? Learning = cognitive change
Learning new technical skills doesn’t lead to cognitive change
Piaget = learning happens when we add to what we already know
Lev Vygotsky (1896 – 1934)
“Authentic learning situation” = real life examples that students are familiar with using their own lived experiences
“It is not the consciousness of men that determines their being but, on the the contrary, their social being that determines their consciousness” – Marx (1859). At the time, learning was about the individual.
Learning and conceptual knowledge comes from interaction with others
If students are performing poorly, we may need to look at our social interactions with them.
Lower cognitive functions are things you’re born with i.e. we share these with animals e.g. perception, memory
Higher cognitive functions are unique to humans i.e. they need to be taught, you can’t learn them on your own e.g. selective attention, logical memory
Vogystky’s theory is an instructional theory.
“Structured process of mediation by a culturally more advanced peer” → you have to be taught, you can’t learn it on your own i.e. it must be mediated
What do people do with technology to effect change? This must happen through mediation. Instruction in and of itself doesn’t automatically lead to learning. So even if technological change is leading to innovative practice, without mediation, learning doesn’t actually happen.
Mediation requires an other.
Imitation is the first action towards developing mediation
General genetic law = every function in a child’s development appears twice. First on the social level, and later on the individual level. First between people (interpsychological), and then inside the child (intrapsychological). This applies equally to voluntary attention, logical memory, and the formulation of concepts. All the higher functions originate as actual relations between human individuals.
If students are not learning in your class, it’s a function of their social self, not their cognitive self.
Mind in society, not mind and society (“Mind in society” – Vygotsky)
The general genetic law → ZPD (the extent of what someone is currently able to do or think), the potential to learn with assistance (“the space that opens up in social interaction that leads to cognitive change”). ZPD = potential to learn with guided assistance.
In the classroom, consider staggering activities / tasks that open up different ZPD’s i.e. expect different things from / provide different inputs to students who are at different levels (requires sensitivity to where they’re at)
ZPD = 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…the actual developmental level characterises mental development retrospectively, while the ZPD characterises mental development prospectively (Vygotsky, 1978)
ZPD = responsive pedagogy
“Instruction is only useful when it moves ahead of development”
Conceptualising working in the ZPD (Langer & Applebee, 1986):
- Ownership – of the activity
- Appropriateness – to the students current knowledge
- Structure – embodying a “natural” sequence of thought and action
- Collaboration – between teacher and student
- Internalisation – via gradual withdrawal of the scaffolding and transfer of control
Mediation in the classroom, through:
- recruiting attention
Mediation is about providing tools to help someone get to the answer. It’s not about giving the answers.
Vygotsky focused on how signs and symbols (i.e. semiotics → language and writing) led to cognitive change. This has problems in an illiterate society. This had issues in Stalin’s Russia, as many of the population were illiterate. So Leont’ev focused on activity to mediate cognitive development.
“Without a theoretical conception of the social world one cannot analyse activity”
Leont’ev differentiated between collective activity and individual action e.g. hunting is a collective activity made up of individual actions. You need to study the activity, and not the actions, as the actions provide only a very narrow view of the whole.
Individual students are part of many activity systems.
Leont’ev’s activity theory (second generation):
- Operations – fossilised and automatic e.g. typing
- Actions – individual
- Activity – communal, motivator, need-state i.e. requires a motive (“what is the need-state that drives the activity?”)
The structure of human activity (1987), triangle = a heuristic diagram for representing a method, → reason that this is a method, rather than a theory (the theory is Vygotsky)
- Division of labor – different roles e.g. we operationalise behaviour by assigning roles. This is also about power
- Community – shares an object e.g. the object of this workshop is “understanding of AT”
- Rules – are horizontal and vertical (like power). Instructional: “put up your hand if you want to ask a question”. Disciplinary: “no talking when I’m talking”
- Object – the thing we have in common e.g. our understanding of AT. Activity systems are defined by the object
- Subject – the thing / group that is being studied / analysed in an activity system (we are the subjects in this workshop)
If you want to study change in an activity system, you have to first identify the contradictions / tensions / conflicts / breakdowns:
- Primary – within each node of a system
- Secondary – between nodes in one system
- Tertiary – between activity systems, when role-players outside the system impacts on those within the system e.g. how will students be affected by external activity systems during our study?
- Quaternary – exists between nodes in activity systems
No activity system operates in isolation.
There is no defined analytical framework for studying an activity.
Change laboratory is the method for expansive learning (Engestrom). The following process could be used in our case studies. Very similar to Action Research, but with a strong underlying theory, which AR sometimes lacks.
- What is the primary contradiction need-state for our question? Questioning.
- Secondary contradictions double bind (historical analysis, actual empirical analysis). Why is the need there?
- Model the new solution
- Examine the new model
- Implement the new model (tertiary contradiction resistance e.g. pushback from others)
- Reflect on the process (quaternary contradictions re-alignment with neighbours)
- Consolidate the new practice
Providing anonymity is one way to empower students to participate, especially shy, marginalised and disempowered learners.
Change laboratory: an intervention method that involves sustained efforts to analyse and transform social practice. It comprises a series of workgroup meetings to reflect on current practices and envision future activities. Essential aspects of change laboratories are:
- Using videotaped practices as a “mirror” for assessing current activity
- Generating ideas and tools e.g. charts, that help to assess past, present and future activity
- Modeling present practices by using activity-system analysis
- Web 2.0: Reflective and Critical Practices http://ow.ly/1rXGcC. Its not a crusade, its about raising awareness #
- Research Examines What Motivates People to Comment Online http://ow.ly/1rXG9n. Emotion & negative opinion cause thread deterioration #
- College Students Admit To “Shocking” Text Messaging Habits in Class http://ow.ly/1rXG96. Ban phones, or integrate them? #
- Thought Leader » Why are South Africans so violent? http://bit.ly/hTD4Hv. Interesting post, comments also worth a read #
- @carinavr Thanks. It’s nice to know someone might actually be reading this stuff every now and again 🙂 #
- @ronaldarendse Congrats to you too 🙂 You’ve been keeping a low profile lately, what department are you in now? #
- @amcunningham thank you 🙂 #
- Just found out that my contract post in the physio department has been made permanent. I’m finally official. Yay me! #
- @dean_jenkins XWiki looks like it has nice integrated features. Would love to hear about your experiences with it #
- Bridge to Learning – Educational Research: Vygotsky and PLEs. Short essay by 18 year old student http://bit.ly/gfNknh #
- @Realmdigital I feel special 🙂 #
- @realmdigital Can I come too? #
- Neuro Myths: Separating Fact and Fiction in Brain-Based Learning | Edutopia http://bit.ly/geTeLX #
- RT @oldaily It’s time to transform undergraduate education ~ Stephen’s Web http://bit.ly/gzTEqI #
- The Role of the Educator ~ Stephen’s Web http://bit.ly/eBxMDW #
- A top-down approach to social and collaborative learning/working isn’t going to work http://bit.ly/etDNQW #
- Open Educational Resources » Blog Archive » Eight things that I took away from OpenEd2010 http://bit.ly/eT85WH #
- RT @sbestbier: RT @MadamMichelle: Facebook is the people you went to school with. Twitter is the people you wish you went to school with #
- Moving beyond description: Research to improve teaching and learning | African Journal of Health Professions Education http://bit.ly/fNhyMt #
- Swift Kick Central: Valedictorian Speaks Out Against Schooling in Graduation Speech http://bit.ly/f8YjxB #
- xkcd: Genetic Analysis http://bit.ly/hDG3YX #