3.2 collaborative practice and knowledge development
Cultural-historical activity theory

3.2.1 Three theoretical generations of Activity Theory

Derived from the theoretical works of Karl Marx by the founders of the cultural-historical school of Russian psychology [37. exponents] in the 1920s and 1930s, and further developed by psychology and learning studies, the theoretical tradition of activity theory posits that conscious learning emerges from activity, not as a precursor to it (e.g. Jonassen & Rohrer-Murphy 1999). Hence, within this theoretical perspective on learning through activity, the main unit of analysis is historically and contextually framed activity in which mediating artefacts have a central role. In the case of Extended, we developed our understanding of digital media as cultural artifact by applying digital media as tools in activity set in a collaborative, experimental context.

Yrjö Engeström (2001), perhaps the most known advocate of activity theory, describes the theoretical tradition of activity theory as passing through three theoretical generations or phases [38. phase 1. on mediating artifact, phase 2. on the individual and collective], of which the third and recent development focus on multiple, interrelated activity systems.

As pointed out by Engeström (1996), the recent focus on multiple, interrelated activity systems may be seen as an outcome of how the tradition was taken up and re-contextualised in the west. As activity-studies were largely limited to play and learning among children in its formerly context in the former Soviet Union, contradictions of activity remained a touchy issue. With altered contexts, and the following turn in focus towards multiple, interrelated activity systems, the recent generation became more sensitive toward cultural diversity and, as I read Engeström, therefore aware of contradictions - acknowledging boundary crossings and contradictions as challenging, but at the same time driving factors of learning.

As follows, central challenges for a third generation activity theory is to “acquire new ways of working collaboratively” (Engeström 2001:139), and to develop concepts and tools to account for dialogue, multiple perspectives and networks of these intersecting systems (Engeström 2001:135). Such call for collaborative learning- and research-designs and related conceptual developments resonates with the introductory examples of practice-based digital media studies set in art and design contexts (i.e. Ballectro & initiatives at PARIP, Georgia Tech), and the twofold purpose of this thesis. Central concepts derived from activity theory perspectives on activity are applied below as a way to conceptually get at the interdisciplinary, collaborative practice of Extended. These are multi-voicedness, object and outcome, artifacts and contradictions.

3.2.2 Multi-voicedness

3.2.3 Object and outcome

3.2.4 Contradictions