activity_system


 * Activity system**

In activity theory an **activity system** is the unit of analysis.


 * //explain Activity system in detail//**

e.g. the follow are quotes from (Mwanza & Engeström, 2005) > Activity theory and theory of expansive learning > Activity theory presents a collection of basic ideas for conceptualising both individual and collective practices as developmental processes of the context in which human activities normally take place (Kuutti, 1996). The idea of studying human activities as developmental processes is crucial for identifying changes and contradictions that exist in an activity. Therefore, contradictions serve as the means by which new knowledge about the activity being examined emerges (Engeström, 1987). According to Leont'ev (1978), the concept of activity entails a complete system of human practices, that is, purpose-driven activities, explicit and inexplicit methods for carrying out activities, physical and conceptual tools used as mediators when executing activities. Engeström (1987) conceptualised a representational model to portray the various key elements of an activity system as shown in Figure 1. (Mwanza & Engeström, 2005, p. 547)
 * Activity theory and theory of expansive learning**

> The activity triangle model represents an outline of the various components of an **activity system** into a unified whole. Participants in an activity are portrayed as subjects interacting with objects to achieve desired outcomes. Meanwhile, human interactions are mediated with each other and with objects of the environment through the use of tools, rules, and division of labour. Mediators represent the nature of relationships that exist within and between participants of an activity in a given community of practices. This approach to modelling various aspects of human activity can draw the researcher's attention to important factors to consider when analysing teaching and learning activities for content management purposes. However, activity theory does not include a theory of learning per se, instead, activity theory-oriented pedagogical concepts are incorporated in Engeström’s (1987) theory of expansive learning. (Mwanza & Engeström, 2005, p. 547-548, emphasis added)

> The pedagogical stance of the activity-theoretical concept of expansive learning differs from traditional types of learning in that > - Contents and outcomes of learning emerge as new forms of practical activity and artefacts constructed by both students and teachers in the process of tackling reallife projects and during problem solving > - Learning is driven by genuine developmental needs in human practices and institutions, manifested by means of disturbances, breakdowns, problems, and episodes of questioning the existing practice > - Learning proceeds through complex cycles of learning actions in which new objects and motives are created and implemented, opening up wider possibilities for participants involved in that activity. (Mwanza & Engeström, 2005, p. 548)
 * Theory of expansive learning**

> This perspective on teaching and learning highlights the potential impact of new tools as vehicles for transforming activity and also of those engaged in activity. This pedagogical stance can be extended to the conceptualisation of methods and techniques used to manage content in e-learning environments. (Mwanza & Engeström, 2005, p. 548)


 * Further reading**

Collis, B., & Margaryan, A. (2004). Applying activity theory to computer-supported collaborative learning and work-based activities in corporate settings. //Educational Technology, Research and Development, 52//(4), 38-52.

Leont'ev, A. N. (1978). //Activity, consciousness, personality//. Englewood Cliffs, NJ: Prentice Hall.


 * References**

Mwanza, D., & Engeström, Y. (2005). Managing content in e-learning environments. //British Journal of Educational Technology, 36//(3), 453-463.