Activity Theory as a Framework for MAS Coordination

2003 ◽  
pp. 96-110 ◽  
Author(s):  
Alessandro Ricci ◽  
Andrea Omicini ◽  
Enrico Denti
Keyword(s):  
Activity Theory

Challenging Activity Theory for Subjective Well-being

2011 ◽  
Vol 3 (12) ◽  
pp. 516-520
Author(s):  
Dr. Ankita Sharma ◽  
Keyword(s):  
Activity Theory ◽  
Well Being ◽  
Subjective Well Being

The Dialogical concept of consciousness in L.S. Vygotsky and G.H. Mead and its relevance for contemporary discussions on consciousness

2011 ◽  
Vol 42 (2) ◽  
pp. 65-70 ◽  
Author(s):  
Leszek Koczanowicz
Keyword(s):  
Activity Theory ◽  
Interpersonal Relationships ◽  
Social Relationships ◽  
Social Relations ◽  
Human Consciousness ◽  
Cultural Activity ◽  
Contemporary Philosophy ◽  
Biological Phenomena ◽  
Complex Process ◽  
The World

The Dialogical concept of consciousness in L.S. Vygotsky and G.H. Mead and its relevance for contemporary discussions on consciousness In my paper I show the relevance of cultural-activity theory for solving the puzzles of the concept of consciousness which encounter contemporary philosophy. I reconstruct the main categories of cultural-activity theory as developed by M.M. Bakhtin, L.S. Vygotsky, G.H. Mead, and J. Dewey. For the concept of consciousness the most important thing is that the phenomenon of human consciousness is consider to be an effect of intersection of language, social relations, and activity. Therefore consciousness cannot be reduced to merely sensual experience but it has to be treated as a complex process in which experience is converted into language expressions which in turn are used for establishing interpersonal relationships. Consciousness thus can be accounted for by its reference to objectivity of social relationships rather than to the world of physical or biological phenomena.

WHO DO WE THINK WE ARE? COMPARING INTERSECTIONAL IDENTITY TRENDS IN ASEE AND CEEA-ACEG USING NATURAL LANGUAGE PROCESSING AND REVIEW OF PROCEEDINGS

2019 ◽  
Author(s):  
Pamela Rogalski ◽  
Eric Mikulin ◽  
Deborah Tihanyi
Keyword(s):  
Natural Language Processing ◽  
Natural Language ◽  
Activity Theory ◽  
Language Processing ◽  
Division Of Labour ◽  
Cultural Historical Activity Theory ◽  
Original Question ◽  
Micro Level ◽  
Historical Activity ◽  
Cultural Historical Activity

In 2018, we overheard many CEEA-AGEC members stating that they have "found their people"; this led us to wonder what makes this evolving community unique. Using cultural historical activity theory to view the proceedings of CEEA-ACEG 2004-2018 in comparison with the geographically and intellectually adjacent ASEE, we used both machine-driven (Natural Language Processing, NLP) and human-driven (literature review of the proceedings) methods. Here, we hoped to build on surveys—most recently by Nelson and Brennan (2018)—to understand, beyond what members say about themselves, what makes the CEEA-AGEC community distinct, where it has come from, and where it is going. Engaging in the two methods of data collection quickly diverted our focus from an analysis of the data themselves to the characteristics of the data in terms of cultural historical activity theory. Our preliminary findings point to some unique characteristics of machine- and human-driven results, with the former, as might be expected, focusing on the micro-level (words and language patterns) and the latter on the macro-level (ideas and concepts). NLP generated data within the realms of "community" and "division of labour" while the review of proceedings centred on "subject" and "object"; both found "instruments," although NLP with greater granularity. With this new understanding of the relative strengths of each method, we have a revised framework for addressing our original question.  

Data Model Development for Fire Related Extreme Events: An Activity Theory Approach

MIS Quarterly ◽  
2013 ◽  
Vol 37 (1) ◽  
pp. 125-147 ◽  
Author(s):  
Rui Chen ◽  
◽  
Raj Sharman ◽  
H. Raghav Rao ◽  
Shambhu J. Upadhyaya ◽  
...  
Keyword(s):  
Activity Theory ◽  
Extreme Events ◽  
Data Model ◽  
Model Development ◽  
Theory Approach

An Activity Theory Approach about Learning and Program Improvement through International Medical Invitational Training Program

2020 ◽  
Vol 10 (1) ◽  
pp. 1-33
Author(s):  
So Young Lee ◽  
◽  
Jwaseop Shin ◽  
Seunghee Lee ◽  
Seolae Yang ◽  
...  
Keyword(s):  
Training Program ◽  
Activity Theory ◽  
Program Improvement ◽  
International Medical ◽  
Theory Approach

Development of an activity theory-based framework for the analysis and design of socio-technical systems

2020 ◽  
Vol 23 (3) ◽  
pp. 261
Author(s):  
Carolin Durst ◽  
Fabian Wiser ◽  
Sebastian Luber ◽  
Nilmini Wickramasinghe
Keyword(s):  
Activity Theory ◽  
Analysis And Design ◽  
Technical Systems

scholarly journals Improving Experienced Mathematics Teachers’ Classroom Talk: A Visual Learning Analytics Approach to Professional Development

2021 ◽  
Vol 13 (15) ◽  
pp. 8610
Author(s):  
Chung Kwan Lo ◽  
Gaowei Chen
Keyword(s):  
Professional Development ◽  
Activity Theory ◽  
Mathematics Teachers ◽  
Classroom Discourse ◽  
Learning Analytics ◽  
Visual Learning ◽  
Development Program ◽  
Experienced Teachers ◽  
Classroom Talk ◽  
Visual Learning Analytics

The professional development of experienced teachers has received considerably less attention than that of novice teachers. This study focuses on four experienced secondary mathematics teachers in Shanghai, China, with two participating in a year-long professional development program (treatment teachers) and the other two received conventional knowledge-based professional development (comparison teachers). The program introduced productive classroom talk skills which can facilitate teachers’ formative assessment of student learning during class. To encourage teachers to reflect on their classroom discourse when reviewing recordings of their teaching, we used visual learning analytics with the treatment teachers and theorized the use of this technology with activity theory. After completing the program, the treatment teachers were better able to use productive talk moves to elicit student responses and to provide timely formative feedback accordingly. Specifically, the percentage of word contributions in lessons from students and the length of their responses increased noticeably. Qualitative findings suggest that the use of visual learning analytics mediated the treatment teachers and improved classroom discourse. Based on these findings and activity theory, we provide recommendations for future use of visual learning analytics to improve teachers’ classroom talk and designing professional development activities for experienced teachers.

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