Using activity theory to shine a light on Teaching and Learning Regimes in graphic design education

Abstract

This article builds on previous research (McDermott-Dalton, 2021) in which I used cultural and historical activity theory, along with a Change Laboratory methodology, to enable participants to model, expose and aggravate contradictions within the graphic design portfolio activity. In this paper, I consider whether the use of an activity system, which focused on a specific activity within an academic programme, could be adapted to chart a more generalised object such as graphic design education. The additional lens of Teaching and Learning Regimes (TLRs) aims to provide further insight into the culturally and historically situated practices of graphic design education, which emerged during the original study, but which were not captured in the final paper. Analysis of the original portfolio activity system’s object was extended to include the broader educational context of graphic design education. Co-constructed learning was used as a focus to capture the collaborative nature of graphic design education. Primary and secondary contradictions were revised where necessary to suit the broader remit, with eight Teaching and Learning Regimes used as a lens to examine the situated practice of graphic design education. The portfolio activity system was useful as a lens to consider the broader object of graphic design education. The community, rules and division of labour, documented in the activity system, related to the wider design context, while the outcome was arrived at through the investment of all stakeholders in a co-constructed learning environment. The additional lens of TLRs provides a new perspective on the generalized object of graphic design education, and reveals deeply embedded socio-cultural organisational practices. This approach will be useful to researchers and practitioners who wish to extend research on specific activity systems to explore practice sensibilities within a particular academic context.Keywords: Teaching and Learning Regimes; activity theory; Change Laboratory; graphic designPart of the special issue Activity theory in technology enhanced learning research <https://doi.org/10.21428/8c225f6e.cbaae672>