Activity theory and the design of educational systems: examining the mediational importance of conversationa

Abstract

AbstractEducational systems design, largely communicative in nature, depends on discourse as a semiotic tool for mediation within the cognitive, cultural, and creative activities essential to overcoming deep sociohistorical patterns woven into the fabric of society. The use of activity theory as a framework for understanding the mediational importance of conversation in educational systems design represents a sociocultural and inquiry‐oriented perspective that illuminates the relationship of design as a human activity system and the sociocultural context in which the design activity unfolds. As in Banathy's idealized concept of social systems design the importance of conversation is acknowledged in activity theory. Likewise, the importance of language as a symbol‐based mediational tool connects systems design and activity theory. Essential to the design of human activity systems, such as educational systems, is the ability of participants to acknowledge the dialectical contradictions that have emerged in their past or present activity system(s), while also acknowledging the importance of creating dialogical relationships toward the goal of designing new systems.Design conversation and systems language underlie the socially constructed process of educational systems design. The framework of activity theory suggests that mediational artifacts such as language and discourse do not exist inside or outside of individual consciousness; rather they reside on the borderline between oneself as designer and the others who are also designers and users. From this perspective one has to take and use cultural artifacts (i.e., design conversation and systems language), to appropriate these artifacts with the intentions of the designer and the design community.This paper will examine the mediational importance of conversation in the design of human activity systems that are educative and intentioned as learning systems. The paper will first examine activity theory and human activity systems, seeking to make connections between the systemic nature of activity theory as drawn from sociocultural learning theory and human activity systems grounded in social systems design. The paper will then examine educational systems design, viewing design as post‐epistemological in nature. Design conversation is then deconstructed to create an understanding of how this type of discourse draws from other genres or types of discourse such as dialogue, discussion, dialectic, ethical and critical discourse. The paper will then elaborate on design conversation as activity through an activity theory framework, demonstrating the dynamic relationship between participants, purpose, mediational artifacts, community, design work, and sociocultural rules governing design. The author will conclude with reflections on the mediational importance of design conversation in transcending dualisms that challenge social change. Copyright © 2001 John Wiley & Sons, Ltd.