George--
I got stumped at the outset of you diagram when you do your "types of
activity". I believe an activity is defined in relation to its
motive/object. But what you lise under types of activity do not appear
to be motives/objects, but systems of mediation of various kinds.
I can see that you are talking about different forms of interaction
(with, I believe, different temporal parameters, but I am not sure how
to proceed with discusion.
mike
> Dear Mike,
> dear all,
>
> thank you for your input that we also need to look at the psychological
> issues. Now, I would like to add some more issues, trying to identify
> what activities we might need to address, respectively research on when
> it comes to e-learning systems under a sociocultural approach. Below is
> a table on some activities on which I am wondering if research exists
> (I hope it comes out properly - especially for those who set their mail
> to just .txt - below is made in richt text):
>
> -------------------------------------------------
> |Type of Activity/ | Prescriptive | Descriptive|
> |Contrasting system | System | System |
> -------------------------------------------------
> |Didactical: | | |
> |- learning | X | X |
> |- teaching | X | X |
> -------------------------------------------------
> |Self-control | X | |
> -------------------------------------------------
> |Feedback | X | X |
> -------------------------------------------------
> |Algorithmic | | X |
> -------------------------------------------------
> |Heuristic | X | X |
> -------------------------------------------------
> |Strategic | X | X |
> -------------------------------------------------
> |Computational | | X |
> -------------------------------------------------
> |Logical | | X |
> -------------------------------------------------
>
> Now, the interesting thing would be to know of course, what the
> discrepancy means between the types of activities between prescriptive
> and descriptive systems. Also, according to [1], the author claims: "…
> the major notations that are used in the study of learning are learning
> task, actions, goals, motives, feed-back, self-control, algorithm,
> heuristic, strategies, and the like" (p. 306). These notions are equal
> to learning AND teaching. Hm, by "notion" does Bedny mean ACTIVITY? In
> view of all attributes except for ACTIONS and GOALS, I could agree that
> the characteristics address ACTIVITY - to me, it would make sense. But
> what about if not? What about "actions" and "goals"?
>
> Also, when it comes to discussing about the underlying activities in
> descriptive systems (e.g., logical, algorithmic), I can surely talk
> about and be happy to discuss, but as soon as it comes to the
> prescriptive system way of thinking in terms of activities - I am lost.
> Lost, in view of conceptual (well, maybe more or less ok because I see
> it), but surely in view of theoretical (what AT' methodological
> approach would be suitable) and practical (what data, etc.) issues. So,
> I would be more than happy any input.
>
> Maybe, I should also say that my terminology of
> descriptive/prescriptive or design systems is absolutely not far off
> from SCT or AT terminology and philosophy e.g., Kari Kuutti (thank you
> Mike!), Olav W. Bertelsen - apart from previous authors I mentioned
> earlier in the cognitive domain (e.g., Simon).
>
>
> On Feb 12, 2005, at 2:01 AM, Mike Cole wrote:
>
> > Jim, George, Lara et al---
> >
> > I have been too swamped with other obligations and my interest in the
> > discussion article to participate properly in this thread.
> >
> > Reading down through your discussion and examples has been very
> > intersting.
> > For other reasons, today I have been reading Nardi's edited volume on
> > context and
> > consciousness and Hutchin's Cognition in the Wild both of which refer
> > to differnt aspects
> > of cultural historical activity approahces, especially in relation to
> > the concept of
> > distributed cognition ( see also the Pea edit volume with that titrle).
> >
> > It seems to me that it would be useful to dig into some of the
> > literature on cultural
> > psychology and distributed cognition in this discusion as well as the
> > burgeoning
> > lliterature on design experimentation, which overlap in important
> > ways. The writings
> > of Karri Kutti in that literature and others who are specifically
> > worring about e-learning ought to be helpful.
> >
> > It appears that many people are too preoccupied with local matters to
> > interact in this venu at present, bu the issues being raised ought to
> > be address by al.
> > mike
>
> Reference:
>
> [1] G. Bedny and D. Meister, The Russian Theory of Activity: Current
> Applications to Design and Learning, Lawrence Erlbaum, Mahwah, 1997.
>
> Have a good week-end,
>
> George
> (Hansjoerg von Brevern)
>
> -------------------------------------
>
> Research in e-Learning Objects, e-Learning meta data standards,
> didactical activity, Systemic-Structural Activity Theory, and
> Socio-cultural Theory
>
>
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