>Judy
>At 09:41 AM 1/31/01 -0500, you wrote:
>>Hey, people -- The analysis has a perspective, too -- a motive. The
>analysis can't be "objective." So we've got nested activity systems, each
>defined by a motive. Where the motives are disjunctive, we've got the
>edges of one activity system bumping up against another one.
>>
>>This is one of the beauties of AT -- it allows us to keep in mind that
>we've got multiple systems running at all times and that what drives one
>system may not be what drives the one that forms its context or that lies
>within it.
>>
> >This is key to using AT for understanding work.
Some of you might be interested in how these two perspectives, the
two activity systems might be integrated in a form of research
intended to transform practice. There is a paper on the web in which
we have used Yrjö's diagram of mediated relationships in articulating
the co-existence of the two activity systems.
Wolff-Michael Roth, Kenneth Tobin & Andrea Zimmermann. (in press).
Coteaching/Cogenerative Dialoguing: Learning Environments Research as
Classroom Praxis.
http://www.educ.uvic.ca/faculty/mroth/mca/LER.html
Michael
------------------------------------------------------ Wolff-Michael Roth Lansdowne Professor Applied Cognitive Science MacLaurin Building A548 Tel: (250) 721-7885 University of Victoria FAX: (250) 472-4616 Victoria, BC, V8W 3N4 Email: mroth@uvic.ca http://www.educ.uvic.ca/faculty/mroth/ ----------------------------------------------------
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