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

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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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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?

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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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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.

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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