Book•
Context and consciousness: activity theory and human-computer interaction
02 Dec 1995-
TL;DR: In this paper, Nardi proposed activity theory as a potential framework for human-computer interaction research and applied activity theory to video analysis in HCI, and showed that it can be used to make sense of video data.
Abstract: Part 1 Activity theory basics: introduction activity theory and human-computer interaction, Bonnie A. Nardi activity theory as a potential framework for human-computer interaction research, Kari Kuutti computer-mediated activity - functional organs in social and developmental contexts, Victor Kaptelinin studying context - a comparison of activity theory, situated action models and distributed cognition, Bonnie A. Nardi activity theory - implications for human-computer interaction, Victor Kaptelinin. Part 2 Activity theory in practical design: introduction designing educational technology - computer-mediated change, R.K.E. Bellamy applying activity theory to video analysis - how to make sense of video data in HCI, Susanne Bodker tamed by a rose - computers as tools in human activity, Ellen Christiansen joint attention and co-construction of tasks - new ways to foster user-designed collaboration, Arne Raeithel and Boris M. Velichkovsky some reflections on the application of activity theory, Bonnie A. Nardi. Part 3 Activity theory - theoretical development: introduction activity theory and the view from somewhere - team perspectives on the intellectual work of programming, Dorothy Holland and James R. Reeves developing activity theory - the zone of proximal development and beyond, Vladimir P. Zinchenko mundane tool or object of affection? the rise and fall of the postal buddy, Yrjo Engestrom and Virginia Escalante epilogue, Bonnie A. Nardi.
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01 Dec 2014
TL;DR: This chapter discusses the emergence of learning activity as a historical form of human learning and the zone of proximal development as the basic category of expansive research.
Abstract: 1. Introduction 2. The emergence of learning activity as a historical form of human learning 3. The zone of proximal development as the basic category of expansive research 4. The instruments of expansion 5. Toward an expansive methodology 6. Epilogue.
5,768 citations
TL;DR: In this paper, the authors examined the concept of expansive learning with the help of four questions: 1. Who are the subjects of learning, 2. Why do they learn, 3. What do they teach, and 4. How do they train?
Abstract: Cultural-historical activity theory has evolved through three generations of research. The emerging third generation of activity theory takes two interacting activity systems as its minimal unit of analysis, inviting us to focus research efforts on the challenges and possibilities of inter-organizational learning. Activity theory and its concept of expansive learning are examined with the help of four questions: 1. Who are the subjects of learning? 2. Why do they learn? 3. What do they learn? 4. How do they learn? Five central principles of activity theory are presented, namely activity system as unit of analysis, multi-voicedness of activity, historicity of activity, contradictions as driving force of change in activity, and expansive cycles as possible form of transformation in activity. Together the four questions and five principles form a matrix which is used to present a study of expansive learning in a hospital setting in Finland. In conclusion, implications of the framework for our understanding o...
3,701 citations
Book•
01 Jul 1997
TL;DR: This book introduces a customer-centered approach to business by showing how data gathered from people while they work can drive the definition of a product or process while supporting the needs of teams and their organizations.
Abstract: This book introduces a customer-centered approach to business by showing how data gathered from people while they work can drive the definition of a product or process while supporting the needs of teams and their organizations. This is a practical, hands-on guide for anyone trying to design systems that reflect the way customers want to do their work. The authors developed Contextual Design, the method discussed here, through their work with teams struggling to design products and internal systems. In this book, you'll find the underlying principles of the method and how to apply them to different problems, constraints, and organizational situations.
Contextual Design enables you to
+ gather detailed data about how people work and use systems
+ develop a coherent picture of a whole customer population
+ generate systems designs from a knowledge of customer work
+ diagram a set of existing systems, showing their relationships, inconsistencies, redundancies, and omissions
Table of Contents
Chapter 1 Introduction
Chapter 2 Gathering Customer Data
Chapter 3 Principles of Contextual Inquiry
Chapter 4 Contextual Inquiry in Practice
Chapter 5 A Language of Work
Chapter 6 Work Models
Chapter 7 The Interpretation Session
Chapter 8 Consolidation
Chapter 9 Creating One View of the Customer
Chapter 10 Communicating to the Organization
Chapter 11 Work Redesign
Chapter 12 Using Data to Drive Design
Chapter 13 Design from Data
Chapter 14 System Design
Chapter 15 The User Environment Design
Chapter 16 Project Planning and Strategy
Chapter 17 Prototyping as a Design Tool
Chapter 18 From Structure to User Interface
Chapter 19 Iterating with a Prototype
Chapter 20 Putting It into Practice
2,945 citations
TL;DR: The model for solving well-structured problems is based on information processing theories of learning, while the model for solved ill-structuring problems relies on an emerging theory of ill- Structured problem solving and on constructivist and situated cognition approaches to learning
Abstract: Although problem solving is regarded by most educators as among the most important learning outcomes, few instructional design prescriptions are available for designing problem-solving instruction and engaging learners. This paper distinguishes between well-structured problems and ill-structured problems. Well-structured problems are constrained problems with convergent solutions that engage the application of a limited number of rules and principles within well-defined parameters. Ill-structured problems possess multiple solutions, solution paths, fewer parameters which are less manipulable, and contain uncertainty about which concepts, rules, and principles are necessary for the solution or how they are organized and which solution is best. For both types of problems, this paper presents models for how learners solve them and models for designing instruction to support problem-solving skill development. The model for solving well-structured problems is based on information processing theories of learning, while the model for solving ill-structured problems relies on an emerging theory of ill-structured problem solving and on constructivist and situated cognition approaches to learning.
1,545 citations
Cites methods from "Context and consciousness: activity..."
...Activity theory is used extensively in designing computer systems (Bodker, 1991) and human-computer interfaces ( Nardi, 1996 )....
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Book•
20 Oct 2001
TL;DR: Usability Engineering: Scenario-Based Development of Human-Computer Interaction as discussed by the authors focuses on the realities of product development, showing how user interaction scenarios can make usability practices an integral part of interactive system development.
Abstract: Usability Engineering: Scenario-Based Development of Human-Computer Interaction is a radical departure from traditional books that emphasize theory and address experts. This book focuses on the realities of product development, showing how user interaction scenarios can make usability practices an integral part of interactive system development. As you'll learn, usability engineering is not the application of inflexible rules; it's a process of analysis, prototyping, and problem solving in which you evaluate tradeoffs, make reasoned decisions, and maximize the overall value of your product.
1,170 citations