scholarly journals A CHAT Approach to Understand Framing in Digital Service Innovation

2019 ◽  
Vol 1 (1) ◽  
pp. 3031-3040
Author(s):  
Nick Sturkenboom ◽  
Ehsan Baha ◽  
Rebecca Price ◽  
Maaike Kleinsmann ◽  
Dirk Snelders
Keyword(s):  
Reflective Practice ◽  
Activity Theory ◽  
Service Innovation ◽  
Third Wave ◽  
Design Practice ◽  
Digital Service ◽  
The Third ◽  
Activity Awareness ◽  
Cultural Historical Activity

AbstractWithin the third wave of digital service innovation, framing is becoming increasingly complex. Accordingly, design practice finds itself in a transition from designing single service solutions that are shared, to designing systemic solutions that are shareable. We report a case study in which we use Cultural Historical Activity Theory (CHAT) to analyze the framing process that a designer went through when designing a digital service for a Connected Care startup. Results show the importance of the designer's activity awareness and the challenge of dealing with relational complexity when framing the digital service innovation. With this work, we hope to inspire researchers and practitioners with the potential that CHAT has to offer for the reflective practice in digital service innovations.

scholarly journals An Integrated Model of Collaborative Knowledge Building

10.28945/3054 ◽  
2007 ◽  
Author(s):  
Gurparkash Singh ◽  
Louise Hawkins ◽  
Greg Whymark
Keyword(s):  
Reflective Practice ◽  
Knowledge Building ◽  
Activity System ◽  
Unit Of Analysis ◽  
Final Model ◽  
Collaborative Knowledge Building ◽  
Cultural Historical Activity ◽  
Collaborative Knowledge

This paper describes a model for studying collaborative knowledge building (CKB) as a group activity. We integrate the model described by Stahl (2000a) with an analysis based on the principles of cultural historical activity theory (CHAT), using the analysis of a self reflective case study to guide the description. The concept of the CKB activity system is developed, and the role of contradictions in CHAT is described. The case is then analyzed to show how the model explains collaboration in practice. The final model includes two additional cycles representing the role of reflective practice in CKB. The new model of CKB processes combined with the concept of the activity as the unit of analysis and the tools of CHAT provides an efficacious way of investigating collaborative knowledge building.

scholarly journals Exploring the potential of cultural historical activity theory for understanding change in education: lessons from a historical case study of leadership in an Irish school

2020 ◽  
pp. 675
Author(s):  
Tom O'Donoghue ◽  
Gerardine Neylon
Keyword(s):  
Primary School ◽  
Activity Theory ◽  
Theoretical Framework ◽  
Historical Case Study ◽  
Cultural Activity ◽  
Historical Case ◽  
New School ◽  
Cultural Historical Activity ◽  
Irish School

This paper reports a research project undertaken whose aim was to explore the possibility of using a particular theoretical framework for engaging in preliminary studies aimed at analysing specific historical instances of change in education. The change that was the focus of the investigation was a new school established by the Sisters of Mercy in Ennis, County Clare (Ireland), to replace an original school built in 1865. This was no ‘ordinary school. Instead, it was at the time deemed a model infant and primary school. While the case is of interest in its own right, the principal aim of the study was to explore the potential of cultural activity theory for engaging in historical analyses of cases of its type and using its structure, the CHAT model, as a framework for presenting results.

Identity-Blind Intervention: Examining Teachers’ Attention to Social Identity in the Context of Response to Intervention

2019 ◽  
pp. 004208591986056
Author(s):  
Joyce Gomez-Najarro
Keyword(s):  
Elementary School ◽  
Response To Intervention ◽  
Social Identity ◽  
Activity Theory ◽  
Diverse Learners ◽  
Student Identity ◽  
Rti Implementation ◽  
Qualitative Work ◽  
Cultural Historical Activity

Limited qualitative work has examined how response to intervention (RTI) is shaping teachers’ understandings of intervention, the premise for conversation about referral, when serving diverse learners. In this case study, I use the lenses of Cultural-Historical Activity Theory and intersectionality to examine (a) how educators at one public elementary school are attending to student identity in the context of RTI implementation, and (b) how RTI is mediating teachers’ approaches to academic intervention. Findings indicate that teachers struggled to develop differentiated, culturally relevant approaches to intervention. The results hold implications for the preparation of teachers to serve diverse learners using RTI.

scholarly journals The Covid pandemic enters the ballot box: The impact of conspiracy theories on Italians' voting behaviour during the COVID-19 crisis

2022 ◽  
pp. 1-18
Author(s):  
Danilo Serani
Keyword(s):  
Third Wave ◽  
Voting Behaviour ◽  
Cross Sectional ◽  
Exogenous Shock ◽  
Conspiracy Theories ◽  
The Third ◽  
The Government ◽  
Sectional Analysis ◽  
The Impact

Abstract The spread of the coronavirus disease-2019 (COVID-19) pandemic in 2020 was the impetus for an exogenous shock. In addition to the disruption brought on by the spread of COVID-19, conspiracy theories flourished on many aspects of the disease. However, the association between belief in conspiracy theories and voting behaviour has not been studied sufficiently, especially in the context of the COVID-19 pandemic. This paper investigates the association between a belief in conspiracy theories and an intention to vote for populist parties (PPs). This association is analysed in a case study of Italian voters, where PPs can be found in the government and in the opposition. By conducting a cross-sectional analysis during the third wave of panel data fielded in December 2020, this article shows that individuals who have anti-vax attitudes and who also have a higher propensity to believe in conspiracy theories are more likely to vote for PPs, although it is worth considering the roles PPs play in either the government or in the opposition.

scholarly journals The object-tool duality in mathematical modelling. A framework to analyze students’ appropriation of Sankey diagrams to model demographic processes

2020 ◽  
pp. 52-66
Author(s):  
Pauline Vos ◽  
Peter Frejd
Keyword(s):  
Mathematical Modelling ◽  
Activity Theory ◽  
Cultural Historical Activity Theory ◽  
Future Research ◽  
Exploratory Case Study ◽  
Learning Mathematics ◽  
Demographic Processes ◽  
Historical Activity ◽  
Cultural Historical Activity

Students often do not experience the relevance of learning mathematics. This paper reports on an exploratory case study, in which a class of grade 8 students (n=35) was introduced to Sankey diagrams. The aim was to explore to what extent these students could appropriate Sankey diagrams, meaning: they could describe these as objects in themselves and they could use them to model and visualize phenomena relevant to them. Based on Cultural-Historical Activity Theory, we developed an analytical construct defined as the object-tool duality, coordinating mathematics as a set of objects and as a set of tools. The analysis of students’ answers showed that they could use these diagrams as tools to visualize phenomena. When asked to describe the object, all mentioned the tool-side. So, in their appropriation the tool-side came before the object-side. Our contribution is that teaching the tool-side of mathematics before the object-side may increase students’ sense of the relevance of mathematics, which is a topic to develop for future research.

scholarly journals Expansive Learning, Third Spaces, and Culturally Sustaining Pedagogy

2020 ◽  
Author(s):  
Kimberly Hirsh
Keyword(s):  
Activity Theory ◽  
Learning Theory ◽  
Third Space ◽  
Cultural Historical Activity Theory ◽  
Culturally Sustaining Pedagogy ◽  
Expansive Learning ◽  
The Third ◽  
Historical Activity ◽  
Cultural Historical Activity ◽  
Development And Evolution

In this paper, I argue that cultural-historical activity theory, especially in its expansive learning theory manifestation, offers a valuable lens for analyzing the transformation of the object and activity of schooling to align with a more culturally sustaining approach. First, I describe the foundations of expansive learning theory, including cultural-historical activity theory, Bateson’s (1972) levels of learning, and Bakhtin’s (1981) heteroglossia. Then, I trace the empirical development and evolution of expansive learning theory, focusing especially on the horizontal dimension of learning and expertise. Finally, I articulate how Kris Gutiérrez and colleagues’ (Gutiérrez, 2008; Gutiérrez, Baquedano-López, & Tejeda, 1999; Gutiérrez & Larson, 2007; Gutierrez, Rymes, & Larson, 1995) concept of the “third space,” which Paris (2012) offers as a forerunner of culturally sustaining pedagogy, offers an example of how expansive learning theory can be used to reconceptualize what counts as knowledge in schools.

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