activity theory for e-portfolio research
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Travis Noakes’ research PhD in Media Studies candidate at the Centre for Film and Media
Studies, University of Cape Town.
Using ACTIVITY THEORY in studying Social Network Sites’ adoption for E-portfolio creation in Visual Arts Curricula at Two Secondary Schools
Find more of my presentations onwww.slideshare.net/TravisNoakes
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Research PROBLEM
This project aims to describe aspects of a new medium’s use and sustained adoption in the Visual Arts curricula at Secondary School.
There is a gap in the literature on Online Portfolio Social Network Sites’ (OPSNS) inclusion, as Web2.0-based media is a recent phenomenon. By investigating this gap, we can better understand aspects of social media’s use, outcomes and sustainability.
Educators and other key decision makers can use this knowledge to support appropriate diffusion and sustained curricular adoption; through maximising positive outcomes and minimising hazards.
April 10, 2023 Prepared by Travis Noakes
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Prepared by Travis NoakesApril 10, 2023
Online Portfolio Social Network Sites’ (OPSNS) CURRICULAR ADOPTION
Combined Analysis
2010 2011 2012
Create Your Portfolio
Choose PortfolioSite
Public schooleducator
Private schooleducator
Choose PortfolioSite
Create Your Portfolio
WCED VAD’s curricular advisers’ feedback
Visual Arts educator workshops
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MAIN Question
What must be considered when introducing a new medium's software affordances into Visual Arts curricula in South African Secondary Schools?
Software Affordances Activity Theory Diffusion of Innovation Theory Use-in-Practice Methodology?
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Supporting QUESTIONS
1. What are the operational software affordances that learners use while being instructed to create and maintain e-portfolios? Software Affordances, Activity Theory {Tools}
2. To what extent does this use meet the outcomes and goals set in each educator’s curricula? Software Affordances, Activity Theory {Outcomes}
3. What are the key factors to consider for sustained OPSNS as e-portfolio use in the Visual Arts in South African Secondary Schools? Diffusion of Innovation Theory, Activity Theory
4. What are the results of mentoring educators in OPSNS on their perception and use of Web2.0 software in Visual Arts education? Activity Theory {Tools, Outcomes}
in each curriculum’s lesson
@ Secondary School
for each curriculum’s duration
by educator
IndividualLevel
CollectiveLevel
April 10, 2023 Prepared by Travis Noakes
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Prepared by Travis NoakesApril 10, 2023
ACTIVITY THEORY > Technology and Pedagogy
Activity Theory is useful for answering these questions as itaffords the researcher frameworks to understand howindividual learner and educator activities relate to the complex secondary school environment.
Activity Theory-based research projects this decade that focused on ICT’s use in pedagogy include:
Cher Ping Lim’s theoretical framework for the study of ICT in schools (2002);
Susie Groves and Joyce Dale’s research into young children’s use of calculators (2005);
Russell and Schneiderheinze’s research into understanding teachers’ educational innovations (2005);
Joanne Hardman’s research into teacher’s perceptions of computer usage at a primary school level in South Africa (2005) and pedagogy (2008);
Ian Robertson’s research into sustainable e-learning and professional development (2008).
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Prepared by Travis NoakesApril 10, 2023
ACTIVITY THEORY > Generations of Study
Activity Theory Stage 1 action at an individual levelAn individual subject uses a tool to perform an action with the object(ive) of achieving an outcome.
Activity Theory stage 2 action at a collective levelStresses the importance of collective activity by incorporating the notions of rules, community and division of labour.
Activity Theory stage 3 interaction between contextsBoundary objects are created when two activity systems interact. Their contradictions and tensions makes expansive learning possible when practitioners learn what is possible beyond their activity system through discussion, debate and reflection.
Source: Ian Robertson, An introduction to Activity Theory, 2008http://sites.google.com/site/robboian/
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Activity > What sort of activity am I interested in?
Object(ive) > Why is the activity taking place?
Subjects > Who is involved in carrying out the activity?
Tools > By what means are the subjects performing the activity?
Rules and regulations > Are there any cultural norms, rules or regulations governing
the performance of the activity?
Division of labour > Who are responsible for what, when carrying out activity and how
are those roles organised?
Community > What is the environment in which this activity is being carried out?
Outcomes > What is the desired outcome from carrying out this activity?
Source: Mwanza & Engëstrom, 2003.
Prepared by Travis NoakesApril 10, 2023
QUESTIONS raised in Activity Theory
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Relating the levels in Software Affordances to those of Activity Theory
TYPES OFSOFTWARE AFFORDANCE
Positive or Negative
Strategic
Tactical
Operationalaccumulate
combine
result in
ACTIVITY THEORY
GoalsActivitiesActions
Operations
Outcomes
Learners’ use
Educators’ curricular aims
KEY CONTRIBUTING FACTORSTO SUSTAINED CURRICULAR
ADOPTION
Mostly positive
Achieve curricular aims
Reliable & efficient
April 10, 2023 Prepared by Travis Noakes
RESULTS
+
+
=
Learners’ use
Understanding the new media’s USE IN CURRICULA
1. What are the operational software affordances that learners use while being instructed to create and maintain e-portfolios?
2. To what extent does this use meet the outcomes and goals set In each educator’s curricula?
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TechnologicalPerspective
Diverse SECOND STAGE ACTIVITY THEORY Perspectives
Rules Community Division of Labour
Tool
Subject Object
Pedagogical Perspective
School Perspective
April 10, 2023 Prepared by Travis Noakes
3. What are the key factors to consider for sustained OPSNS as e-portfolio use in the Visual Arts in South African Secondary Schools?
4. What are the results of mentoring educators in OPSNS on their perception and use of Web2.0 software in Visual Arts education?
This presentation is licensed under a Creative Commons Attribution-Share Alike 2.5 South Africa License.
Change Agent and AidesEducatorLearnersDecision Makers (School, DOE)Support StaffHome (Parents)Boarding HouseOnline Audiences
An Activity Theory PEDAGOGICAL PERSPECTIVE for Curricular Adoption
Rules Community of Practice
INTENDED (IDEAL) OUTCOMESBETTER PEDAGOGYAdoption of OPSNS for e-portfolio creation.ITC Literacy (ITC proficiency, cognitive skills, …)Supports an holisitc view of learners’ outcomes that easily retrieved.Learners become part of the school’s Visual Arts’ history.
Showcase learners’ (and eduicators’)
achievements onlinePedagogical benefits
of e-portfolio use.
NEW ONLINE PORTFOLIO CURRICULAConcepts of the subject area ✔Hardcopy artworks ✔Laptop and desktop computers ✔Scanners and digital cameras ✔Internet access ✔Online Portfolio Social Network Sites (OPSNS) Digital learning portfolios (e-portfolios)Marking criteria (i.e. test checklists)
Tools
Satisfy educator’s personal beliefsFall within school’s budget and resourcingNational Curriculum Statement alignmentSchool’s professional valuesSubject’s culture of practiceAccords with school policy (i.e. e-safety)Satisfies other DOE policiesDiscipline norms
Role of Educator Role of Learners Role of Technology Users Role of Software Users Role of IT Support in class
Subject
Pedagogical Perspective New Medium Novel Curricula ✔ Secondary Schools’ educators and
learners (15 to 18 years)
Object OutcomeTRANSFORM
Division of Labour
ACTION
What:Curricular adoption of a new medium1.How is the new
medium used by learners?
2.Does this meet the educators’ goals?
Dominant pedagogic approach.Addressing the needs and preferences of educators and learners.
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ResearcherEducatorLearnersDecision Makers (School, DOE)Support StaffHome (Parents)Boarding HouseOnline Audiences
An Activity Theory PEDAGOGICAL PERSPECTIVE for Sustained Curricular Adoption
Rules Community of Practice
INTENDED (IDEAL) OUTCOMESSUSTAINED PEDAGOGYSustained curricular adoption of OPSNS for e-portfolio creation.3. What are the key factors to consider for sustained curricular adoption?4. How does mentoring affect educators’ use of web2.0 affordances in curricula?
NEW ONLINE PORTFOLIO CURRICULAConcepts of the subject area ✔Hardcopy artworks ✔Laptop and desktop computers ✔Scanners and digital cameras ✔Internet access ✔Online Portfolio Social Network Sites (OPSNS) Digital learning portfolios (e-portfolios)Marking criteria (i.e. test checklists)
Tools
Satisfy educator’s personal beliefsFall within school’s budget and resourcingNational Curriculum Statement alignmentSchool’s professional valuesSubject’s culture of practiceAccords with school policy (i.e. e-safety)Satisfies other DOE policiesDiscipline norms
Role of Teacher Role of Learners Role of Technology Users Role of IT Support Role of Software Users in class
Subject
Pedagogical Perspective New Medium Novel Curricula ✔ Secondary Schools’ educators and
learners (15 to 18 years)
Object OutcomeTRANSFORM
Division of Labour
ACTION
What:Curricular adoption of a new medium1.How is the new
medium used by learners?
2.Does this meet the educators’ goals?
Outside?
Time for buy-in?
ICT proficiency?
Third-party resource?
Dominant pedagogic approach.Addressing the needs and preferences of educators and learners.
Benefits?
Varied drivers…
Not ideal OPSNS users
Service down: plan B?
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Rules Community of Practice
INTENDED (IDEAL) OUTCOMESORGANISATIONAL SUSTAINABILITYSustained curricular adoption of OPSNS for e-portfolio creation.3. How does mentoring affect educators’ use of web2.0 affordances in curricula?4. What are the key factors to consider for sustained adoption?
Tools
Subject Object OutcomeTRANSFORM
Division of Labour
What:Curricular adoption
of a new medium1.How is the new
medium used by learners?
2.Does this meet the educators’ goals?
An Activity Theory SCHOOL PERSPECTIVEfor Sustained Curricular Adoption
NEW ONLINE PORTFOLIO CURRICULACurricular supportResource allocation
Follow government policyMeet legal & social obligationsAdhere to strategic planControl costsApply VA department’s policyApproval criteria for new curricula
ExecutiveSchool ManagementEducators and Support Staff
Prepared by Travis Noakes
School Perspective Educator New Curricula Secondary School’s Management
and Executive
Role of School Executive Role of School Management Role of Educator
Benchmarks?
Examples?
ROI?
Sufficient?
Support staffresourcing?
Track record?
Maintenance costs?
ACTION
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NEW ONLINE PORTFOLIO CURRICULAComputersScanners and Digital CamerasOnline accessOnline Portfolio Social Network Sites (OPSNS) Digital learning portfolios (e-portfolios)
AffordableService Level AgreementAccess RulesTerms of UseSchool PolicyE-SafetyPrivacy PolicyCopyright
Visual Arts DepartmentIT DepartmentExternal SupportResearcherSchool ExecutiveOnline Audiences
Role of Educator Role of IT Support Role of Technology Users Role of Software Users in class
Provide access to a new medium
An Activity Theory TECHNOLOGICAL PERSPECTIVEfor Sustained Curricular Adoption
Rules Community of Practice
INTENDED (IDEAL) OUTCOMESTECHNOLOGICAL SUSTAINABILITYSustained curricular adoption of OPSNS for e-portfolio creation.3. How does mentoring affect educators’ use of web2.0 affordances in curricula?4. What are the key factors to consider for sustained adoption?
Tools
Subject Object OutcomeTRANSFORM
Division of Labour
What:Curricular
adoption of a new medium1.How is the new
medium used by learners?
2.Does this meet the educators’ goals?
Prepared by Travis Noakes
Technological Perspective New Medium Novel Curricula Educator’s IT support
Support levels ?
Planning?
Learner support at home?
Software guidance?
Additional support?
Web2.0 service sustainability?
Legal skills?
ACTION
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Prepared by Travis NoakesApril 10, 2023
THIRD GENERATION Activity Theory
Pedagogy
TechnologySupport
PrivateSchool
OrganisationSchool
PerspectiveTechnologicalPerspective
Pedagogical Perspective
Pedagogical Perspective
expansive learning
PublicSchool
Organisation
OPSNSservice
DOE WCED
Parents’Homes
Educators’Homes
OnlineAudiences
Compare 2 at a time
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Prepared by Travis NoakesApril 10, 2023
ISSUES from Third Generation Activity Theory
School Management and Pedagogical Perspectives
Without a strong pedagogical rationale from the educator, school management may stop adoption of new curricula.
School management may need to apply resourcing to more important items in its strategy. This may delay or prevent the rollout of OPSNS in curricula.
If the costs of resourcing new curricula become high, school management may act to stop these curricula.
In the absence of a clear value proposition, high maintenance costs may lead to new curricula being rejected by school management.
Best teaching with ITC may require two educators, not one. School management may not support added costs.
Educators may need support in learning about new copyright conventions, e-safety, etc. before they roll-out Web2.0 related curricula. School management may not support this if it is costly.
This presentation is licensed under a Creative Commons Attribution-Share Alike 2.5 South Africa License.
Prepared by Travis NoakesApril 10, 2023
ISSUES from Third Generation Activity Theory
Technology and Pedagogy Perspectives
If the costs of providing OPSNS technology support and broadband access are high, the IT Department may restrict or block OPSNS use.
Many public schools will not have an IT Department. Their educators may find providing IT support in new curricula too much of a burden.
The multiple legal requirements of supporting the curricula may be too onerous for poorly-resourced schools.
OPSNS may own the copyright of work uploaded to them, which could conflict with the learner’s and educator’s interests.
Web2.0 OPSNS are a free(-mium), third-party service, which changes regularly. Updating curricula to keep up with changes (i.e. new GUI and terms of use) may pose a problem for the educators.
OPSNS are designed for creative professionals, not learners. Educators will find it hard to prevent learners from using software affordances that compromise e-safety (such as contact details). It could be worthwhile to encourage the development of an OPSNS service designed for learners.
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Prepared by Travis NoakesApril 10, 2023
ISSUES from Third Generation Activity Theory
DOE and pedagogy
If the WCED wants to publish curricula, but educators and/or their schools believe that these belong to them, then tension between the ownership of curricula and publishing them online will occur.
Without the support of a broader Visual Arts educators’ Community of Practice, the school’s educator may not see real professional benefit in using Web2.0 technologies.
Other
Learners from well-resourced homes may choose to use OPSNS there. This may pose a challenge to the fairness of educator’s marking criteria, when learners without after-hours access do not have sufficient time to use digitisation and OPSNS equipment in in class.
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THANKS to this research’s supporters
National Research Foundation.
University of Cape Town,Department of Film and Media Studies.Dr Marion Walton
Cape Peninsula University of Technology,Department of Informatics and Design.Prof Johannes Cronje& Educational Technology MA & PhD Colleagues
April 10, 2023 Prepared by Travis Noakes
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