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How The Activity Learning Theory Works 

Vygotsky’s earlier concept of mediation, which encompassed learning alongside others (Zone of Proximal Development) and through interaction with artifacts, was the basis for Engeström’s version of Activity Theory (known as Scandinavian Activity Theory). Engeström’s approach was to explain human thought processes not simply on the basis of the individual, but in the wider context of the individual’s interactions within the social world through artifacts, and specifically in situations where activities were being produced.

In Activity Theory people (actors) use external tools (e.g. hammer, computer, car) and internal tools (e.g. plans, cognitive maps) to achieve their goals. In the social world there are many artifacts, which are seen not only as objects, but also as things that are embedded within culture, with the result that every object has cultural and/or social significance.

Tools (which can limit or enable) can also be brought to bear on the mediation of social interaction, and they influence both the behavior of the actors (those who use the tools) and also the social structure within which the actors exist (the environment, tools, artifacts). For further reading, here is Engeström’s own overview of 3 Generations of Activity Theory development. The first figure shows Second Generation AT as it is usually presented in the literature.

Recently I explored the notion of the “Innovator’s Mindset”, and have thought a lot about this idea.  As I look to write on the topic of “Leading Innovative Change” within schools, we are looking to develop educators as innovators.  To be innovative, you have to look at yourself as an innovator first, and to create schools that embody this mindset as a “culture”, we must develop this in individuals first.

Learn more:

- http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Growth+Mindset

- http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=innovation

-  https://gustmees.wordpress.com/2014/03/29/practice-learning-to-learn/

-  https://gustmees.wordpress.com/2015/01/28/practice-learning-to-learn-example-2/

-  https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/

-  https://gustmees.wordpress.com/2014/07/10/education-collaboration-and-coaching-the-future/

-  https://gustmees.wordpress.com/2012/11/29/cyber-hygiene-ict-hygiene-for-population-education-and-business/

Something experts in all fields tend to do when they’re practicing is to operate outside of their comfort zone and study themselves failing. The best figure skaters in the world spend more of their practice time practicing jumps that they don’t land than lesser figure skaters do. The same is true of musicians. When most musicians sit down to practice, they play the parts of pieces that they’re good at. Of course they do: it’s fun to succeed. But expert musicians tend to focus on the parts that are hard, the parts they haven’t yet mastered. The way to get better at a skill is to force yourself to practice just beyond your limits.