Activity-Oriented Design Methods (AODM): A way of making sense of the LeRoy Hill Centre for Research in Schools and Communities School of Education Postgraduate Conference 2010
Activity-Oriented Design Methods (AODM): A way of making sense of the CEN
Dec 05, 2014
Online social networking is an emerging area of interest to educational professionals and researchers alike. Unfortunately, more attention is paid to the process of knowledge-building resulting in less being paid to the processes of design which might enable sustainable collaborative knowledge-building (CKB) to flourish. The relative lack of attention to design, points to the need for methods to guide the development of CKB environments. This paper therefore draws on a larger study within an online social networking setting and focuses on the use of Activity Oriented Design Methods (Mwanza 2002) as a way to facilitate designers to capture a far-reaching perspective of the research and design context. In this presentation, I show how the AODM is used as a guide to operationalise various methods of data collection to gain a deeper insight into the context for further research. I argue that the development of a design framework to support sustainable CKB in online social networking environments is a complex process that demands a comprehensive activity-oriented approach to get a full picture the activity system in order to be responsive to learner needs. This approach suggests that there are implications for the way design for CKB is contextualised in such settings
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Activity-Oriented Design Methods (AODM): A way of making sense of the
LeRoy Hill Centre for Research in Schools and Communities
School of EducationPostgraduate Conference 2010
I created the network in March 2008 with the hope of addressing the need of bringing educators together for professional development, communication and sharing of ideas. As an educator for 13 years I know benefit of tacit/informal education and thought that others would do as well…The network itself supersedes any theoretical base - it is more of a practical goal for us in the Caribbean. However, it [lends] itself easily to...action research as a means of a developmental/intervention study. I can see the amount of enthusiasm that it can create because it is not [just] an experiment...it is a real network, with real [people and] real issues, and will continue to be so even after we finish studying. Our contribution will be engraved [on] the network culture to be something that others can benefit from
(Leroy Hill, Communication to co-researcher within CEN, March 26, 2009).
The Context & Challenge
I joined CEN about seven months ago after an earlier botched attempt. I have found this network to be a great opportunity for collegiality and growth in the profession. It also allows a certain measure of privacy that general social networking sites do not bring. Our comments stay among us and we understand each other…It is an avenue to explore my thoughts and I feel more connected to my colleagues in my subject area…I am very hopeful that one of my favourite areas, teacher collaboration and professional development will realise its full potential through the network. The Elluminate Vroom where discussions are held as often as possible when fully explored is another way we can build together, creating local content that we have long craved. Sessions in the V room are very satisfying. ..Having my colleagues at school join the network is one way in which I can contribute to building competency in the use of ICTs.
Alli
June 20th 2009
Since I joined I started the Mathematics Educators Group and to date there are 8 members. It has been a great experience for me thus far as the discussions and comments have been both eye opening and comforting.
It is good to interact with teachers of the region on issues affecting them in delivering the curriculum to the children. I meet some of them when I mark CSEC math but this forum allows for exchange on a different level. The fact that we are preparing students for a common examination but in different contexts (each territory has some cultural differences) gives rich fodder for sharing and helping each other.
Glenda
June 20th 2009
First thing – Understand the context for design
Second I need to factor in an approach “that nurtures reflection, dialogue and an approach that seeks to transform and extend [my] experience…” as a designer (Conole & Oliver 2006, p.97)
Third – context as key aspect.
The Design Challenge?
Membership
2008 – 231 2009 – 775 2010 - 880
31.7368.27
Gender
MaleFemale
n= 375 (March 21 2008 – March 31 2009)
Country No. Members
Anguilla 23Antigua and Barbuda
5
Aruba 1Australia 1Bahamas 4Barbados 39Belize 4Bermuda 1Canada 2Cayman Islands
1
Dominica 4Dominican Republic
1
Germany 1Grenada 2Guadeloupe 1Guyana 14India 2
Country
Jamaica 57
Martinique 3
Mexico 2
Montserrat 1
Puerto Rico 2
Saint Kitts and Nevis 19
Saint Lucia 11
Saint Vincent and the Grenadines
6
Singapore 1
Sudan 1
Trinidad and Tobago 132
United Kingdom 6
United States 22
United States Minor Outlying Islands
1
Virgin Islands, British 13
Virgin Islands, U.S. 1
No. Members
Secondary
Primary
Dept. of Education
Further/Higher Education
Teacher Education
Working Environment
Planning(Methodology)
Acting/Reflecting Outcome
Cycle 1
Cycle 2
Cycle 3
Cycle 4
- New Research questions
- Themes for literature
- AODM application
- created CCoL for collaborative design
- identified processes, presences for effective CKB
- e-moderating framework
- created CCoL for collaborative design
- identified processes, presences for effective CKB
- e-moderating framework
Phase1
Phase2
Framework: AODMMethodology: observation,Mixed methods
Framework: adapted COI Methodology: Participant Observation, Thematic Coding
Framework: Adapted COIMethodology: Observation, Thematic Coding,
Methodology
CYCLE ONE
ACTIVITY THEORY! Hmmm it must be good, everybody is talking about it.
There were so many different applications:• ”Although certain researchers may consistently
apply a preferred strategy, there is no accepted methodology for using Activity Theory, particularly in the fields of instructional and performance technology” (Barab et al. p 207, 2004).
Activity, Activity, Activity
How do I apply Activity theory?
Membership interests and characteristics
Network Activity
indicated
Member Participation
generated
So what did I Discover?
Mwanza D. (2002) – Towards an Activity-Oriented Method (AODM) for HCI Research and Practice - PhD Thesis
Greenhow, C. & Belbas, B., (2007). Using activity-oriented design methods to study collaborative knowledge-building in e-learning courses within higher education.
Mwanza-Simwami, Daisy (2009). Using activity-oriented design methods (AODM) to investigate mobile learning.
Activity-Oriented Design Method (AODM)
AODM analyzes and informs the design process of technological systems
◦ How do I utilise AODM to make sense of the Caribbean Educators Network? How do I make sense of participation, activity and
membership interest in gaining a deeper understanding in the nature of CEN
Cycle 2 – RQs
Theme/Area Method/Source
Participation Observation: Field notes, membership database, member profiles pages, group forums,
Activity Observation:- RSS activity feeds, frequency of activity, Google analytics
Member Interests
Online survey from phase 1, member pages from profile questions.
Membership demographics
membership database
Stage 1. Interpreting the situation being examined in terms of Activity theory.
- Eight-Step-Model (ESM) forms part of this stage.
Stage 2. Model the situation being examined-information collected from the ESM is used in this stage to create a representation of the activity system.
Stage 3. Decompose the activity system -Decomposition of the results ESM is achieved through the Activity Notation tool which further simplifies process into smaller units for analysis.
Stage 4. Generate research questions
Stage 5. Conduct a detailed investigation
Stage 6. Interpret and communicate findings - A technique for Mapping Operational processes is used as part of this.
The 6 Stages, 4 Tools
The Eight-Step-ModelIdentify the: - Question to AskStep 1 Activity of interest What sort of activity am I interested in?Step 2 Object-ive Why is the activity taking place?Step 3 Subjects Who is involved in carrying out this activity?Step 4 Tools By what means are the subjects performing this
activity?Step 5 Rules & Regulations Are there any cultural norms, rules or regulations
governing the performance of this activity?Step 6 Division of labour Who is responsible for what, when carrying out this
activity and how are the roles organised?Step 7 Community What is the environment in which this activity is
carried out?Step 8 Outcome What is the desired Outcome from carrying out this
activity?
The Tools…
AODM’s Eight-Step-Model (Mwanza 2002, p.128)
The Activity NotationActors (Doers)
~ Mediator ~ Object-ive (Purpose)
Subjects ~ Tools ~ Object
Subjects ~
Rules ~ Object
Subjects ~
Division of Labour
~ Object
Community ~
Tools ~ Object
Community ~ Rules ~ ObjectCommunity ~ Division of
Labour
~ Object
AODM’s Activity Notation (Mwanza 2002, p.152)
The Technique of Generating General Research Questions1) What Tools do the Subjects use to achieve their
Objective and how?
2) What Rules affect the way the Subjects achieve the Objective and how?
3) How does the Division of Labour influence the way the Subjects satisfy their Objective?
4) How do the Tools in use affect the way the Community achieves the Objective?
5) What Rules affect the way the Community satisfies their Objective and how?
6) How does the Division of Labour affect the way the Community achieves the Objective?
AODM’s Technique of Generating General Research Questions (Mwanza 2002, p.155)
AODM’s Technique of Mapping AODM Operational Processes (Mwanza 2002, p.162)
As a planning tool, AODM tends to be largely iterative and aims to help designers “generate insights for further study and refinement” (Greenhow & Belbas 2007, p.369)
The AODM provides a comprehensive and empirically tested set of tools in operationalising Activity Theory in design analysis and development process by making explicit the “process of gathering, analysis and communicating design requirements” (Mwanza 2002, p.214).
Clearly outlined in 6 stages and methodological tools: (1) A Eight-Step-Model (2) An activity Notation (3) A technique for generating Sub-Activity-Oriented Research questions (4) A technique for Mapping Operational processes.
Application of AODM in CEN Context provides a different setting to test…
Why AODM
Stage 1 & 2 Interpreting and modelling the CEN. The Eight-Step-Model
The CEN Application
Identify the: - Question Asked
Step 1 Activity of interest
What is the major activity of interest to members?
Step 2 Objective Why is the activity taking place?
Step 3 Subjects Who is involved in carrying out this activity?
Step 4 Tools By what means are the subjects performing this activity?
Step 5 Rules & Regulations
Are there any cultural norms, rules or regulations governing the performance of this activity?
Step 6 Division of labour
When carrying out activity, who is responsible for what, and how are those roles organised?
Step 7 Community What is the environment in which this activity is carried out?
Step 8 Outcome What is the desired Outcome from carrying out this activity?
Stage 3 & 4 Decompose the Activity System and generate research questions
1. What tools do members of CEN use to achieve CKB and how?
2. What constraints/rules affect the way in which individual members are able to perform CKB activities?
3. How does the division of labour influence the way in which individual members achieve CKB activities?
4. How do the tools in use affect the way CEN groups achieves CKB activities?
5. What rules/constraints/ affect the way CEN groups satisfy collaborative knowledge-building activities and how?
6. How does the division of labour affect the way CEN groups achieves sustainable collaborative knowledge-building activities.
The CEN Application…
Stage 5 & 6 Conduct detailed investigation and Mapping AODM operational processes.
The CEN Application…
Notation Generated research questions
Tensions (derived from further investigation)
Subject-tool-Object
What processes (tools) do individual members (subjects) of CEN use to collaboratively build and share knowledge (Object)?
Despite the focus on technological tools in wider network, dialogic exchanges within groups is major process.
Subject-Rules-Object
How does the absence of explicit guidelines (rules) influence the way individual members (subject) collaboratively build and share knowledge (Object)?
Most members indicate knowledge sharing, knowledge building as main reason for joining but only a few perform this activity.
Tool
Subject Object
Subject
Rules
Object
Stage 5 & 6 …
The CEN Application…
Notation Generated research questions
Tensions (derived from further investigation)
Subject-division of labour-Object
How does the lack of clear roles and responsibilities (division of labour) influence the way in which individual members (subject) collaboratively build and share knowledge (Object)?
Individuals are not motivated to perform various roles.
Community-Tool-Object
How do the processes and conditions (tools) affect the way groups (subject) collaboratively build and share knowledge (Object)?
CKB process varies; No clear established pattern; some effective others not
Subject
Division Of
Labour
Object
Community
Object
Tool
Stage 5 & 6 …
The CEN Application…
Notation Generated research questions
Tensions (derived from further investigation)
Community- Rules- Object
How does the absence of guidelines (rules) affect the way groups (subject) collaboratively build and share knowledge (Object)?
Group rules vary and very few leaders give guidelines as to how things should operate
Community Division of
Labour – Object
How do group creators/facilitators (division of labour) influence the way groups (subject) collaboratively build and share knowledge (Object)?
Leaders handle group participation differently. Some group creators do very little to facilitate CKB.
CommunityRules
Object
Community
Division Of
Labour
Object
Community
Object
Tool
Community-Tool-Object
O2
AdvisoryGroup
CKB Framework
Tool
Subject Object
Subject-Tool-Object
CPD ModelDesigner
O1
The AODM provided a suitable framework for capturing a comprehensive perspective of CEN. It also facilitated the:◦ Development of research questions for further
investigation and a focus of collaboration in groups within the CEN
◦ Identification of the shared object of collaborative knowledge building within the CEN.
◦ Highlighted tensions that exist which leads to the need for intervention/ change.
Reflections
“To relative newcomers conducting research based on Activity Theory, AODM provides a valuable source of guidance and structure. However, AODM is itself complex and requires vigilance in maintaining perspective…” (Greenhow & Belbas 2007, p.386)
AODM is not a short-cut to Activity Theory. A good understanding Activity Theory is still needed to apply the methods.
Disclaimer
Conole, G. & Oliver, M., 2006. Contemporary Perspectives in E-learning Research (Open & Flexible Learning) 1st ed., Routledge.
Greenhow, C. & Belbas, B., 2007. Using activity-oriented design methods to study collaborative knowledge-building in e-learning courses within higher education. International Journal of Computer-Supported Collaborative Learning, 2(4), 363-391.
Mwanza, D. (2002) “Towards an Activity-Oriented Design Method for HCI Research and Practice.” PhD Thesis - The Open University, United Kingdom.
Mwanza-Simwami, D. (2009). Using Activity-Oriented Design Methods (AODM) to investigate mobile learning. In: Vavoula, Giasemi, Pachler, Norbert and Kukulska-Hulme, Agnes eds. Researching Mobile Learning Frameworks, tools and research designs. Oxford, UK: Peter Lang Verlag, 97–122.
References
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