Using Activity theory to study e-portfolio adoption

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USING ACTIVITY THEORY to study e-portfolio adoption at school

Prepared by Travis NoakesApril 12, 2023

1. The research questions

2. Why does this project use Activity theory?

3. The research tools

4. Activity theory framework relationships

Research Questions 1 & 2

5. Feedback

Travis Noakes’ researchPhD in Media Studies candidate at theCentre for Film and Media Studies,University of Cape Town.

Find more of my presentations onwww.slideshare.net/TravisNoakes


RESEARCH QUESTION on e-portfolio curricular adoption


What are the considerations for introducing e-portfolios

and social network sites into Visual Arts curricula in two

South African secondary schools?


RESEARCH QUESTION on classroom activities


Question 1:

How do students’ activities in class meet and subvert the outcomes and goals set in the educator's curricula?


RESEARCH QUESTION on school factors


Question 2:

For educators and students, what obstacles and tensions do they seem to think are likely to prevent their sustained use of e-portfolios?


RESEARCH QUESTION on out-of-school factors


Question 3:

How is student e-portfolio use influenced by the availability of out-of-class ICT resources, support and online participation in social network sites?

Image from http://muyskens.com/photo2.html Image from http://socialter.fr/files 2010/07/3042261105_42c4f039ff.jpg


WHY ACTIVITY THEORY? The long and winding road….

✖ Usability testing

✖ Diffusion of Innovations Theory

✖ Use-In-Practice Methodology

✖ Social Network Theory

✔ Activity theory



WHY ACTIVITY THEORY?


Activity Theory-based research projects this decade that focused on ICT’s use in pedagogy include:

Cher Ping Lim’s theoretical framework for the study of ICT in schools (2002);Susie Groves and Joyce Dale’s research into young children’s use of calculators (2005);Russell and Schneiderheinze’s research into understanding teachers’ educational innovations (2005);Joanne Hardman’s research into teacher’s perceptions of computer usage at a primary school level in South Africa (2005) and pedagogy (2008);Ian Robertson’s research into sustainable e-learning and professional development (2008).


Research tool USED DIGITISED LABELLED ANALYSED

RESEARCH TOOLS IN CLASS

1.Video each class Y Y N N

2.Content analysis spreadsheets Y Y Y Y

3.E-portfolio screengrabs Y Y N N

4.E-portfolio questionnaire Y Y N N

RESEARCH TOOLS OUT OF CLASS

a.Educator interviews Y Y N Y

b.Curricular advisers interviews Y Y N Yc.Out-of-class questionnaire Y N N N TO BE REDESIGNED

d.Student interviews Y Y N N INCOMPLETE

OTHER

Research journal Y N N Y

Workshops Y Y N Y


2010 research tools


2011 research tools


IN CLASS

1.Video each class

2.Content analysis spreadsheets

3.Peer and featured portfolio review forms

4.E-portfolio screengrabs

5.E-portfolio questionnaire

OUT OF CLASS

a.Activity frameworks

b.Activity framework subject interviews

c.Educator interviews

d.Curricular adviser interviews

e.Educator questionnaire

f.Out-of-class questionnaire (version 2)

g.Student interviews

h.Student marks

OTHER

Research journal


Activity theory frameworks’ relationships provide a common thread

Question 1: Student use of e-portfolios in class and curricular compliance

Link Activity theory hierarchy with software affordances: Object - Subject - Tool - Outcome

Activity theory frameworks for “before” and “after” e-portfolio adoption: Object - Subject - Tool

Outcome – Community – Rules - Division of Labour (“before” and “after”)

Question 2: Obstacles and tensions undermining sustained use

Activity theory frameworks for pedagogy (educator), school management (principal),

technology (IT head), curriculum (DOE adviser) and family system (learners and

parents/guardians). Object - Outcome - Community - Rules - Division of Labour

Question 3: Impact of key out-of-class resources

Activity theory frameworks for students’ use of e-portfolios in-class versus out-of-class for

public and private schools Object - Tools - Community - Rules - Division of Labour - Outcome


Problem areas that undermine

sustained adoption can be drawn

from

Activity theory framework

relationships between:

Subject, Tool, Object, Outcome

Community, Rules,

Division of Labour

Understanding considerations for sustained adoption:


QUESTION 1 Defining inter-framework factors for coding student use


Tools

Subject Object OutcomeTRANSFORM

ACTION

1 S-O O-S

2 S-T T-S 3 T-O O-T 4 SO-Out Out-SO

Activity Theory (phase 1) 1 > 4Interpsychological

Rules Community of Practice Division of Labour

Activity Theory (phase 2) 5 > 14Intrapsychological 5 S-R R-S

6 R-O O-R

7R-C C-R

11D-C C-D

8 C-S S-C 10 C-O O-C 12 D-S S-D

13 D-O O-D

9 C-T T-C 14 CO-Out Out-CO

Proposed coding; Intra-framework: i.e. framework “A” to “B” or inter-framework relationships.


QUESTION 1 Intra-framework challenges for the student subject


1 Subject to Outcomes | Outcomes to SubjectSubject’s activity leads to negative outcomes (i.e. student e-portfolio creation compromises privacy and safety)Outcomes undermine the subject (i.e. e-portfolio use leads to lower Visual Arts grade)

2 Subject to Object | Object to Subject Subject experiences difficulties within the object (i.e. student does not follow the e-portfolio curriculum)Object creates problems for the subject (i.e. e-portfolio curriculum takes up too many of the student’s Arts classes)

3 Subject to Tools | Tools to SubjectSubject experience problems with tools (i.e. student cannot use e-portfolio due to ICT failure)Tool-usage poses a problem to the subject (i.e. inappropriate tool-use contributes to student distraction)

4 Subject to Community | Community to Subject Subject experiences challenges within the community (i.e. school management does not provide curricular resourcing)The community obstructs the subject (i.e. community campaigns against e-portfolio use)

5 Subject to Rules | Rules to SubjectSubject has difficulty with rules (i.e. educator cannot address all e-portfolio rules in short curriculum)Rules create problems for the subject (i.e. educator is sued for enabling student copyright infringement)

6 Subject to Division of Labour | Division of Labour to Subject Subject has difficulty with the division of labour (i.e. educator needs in-class support whilst teaching ICT)The division of labour poses problems for the subject (i.e. educator’s inexperience with using peer-to-peer education)


QUESTION 1 Hierachial structure of student e-portfolio use in class


Linking Activity Theory hierachy to levels of software affordance use

TYPES OF SOFTWARE AFFORDANCE

Positive or Negative

Strategic

Tactical

Operationalaccumulate

combine

result in

ACTIVITY THEORY

GoalsActivitiesActions

Operations

Outcomes

Learners’ use

Educators’ curricular aims

CHALLENGESTO SUSTAINED CURRICULAR

ADOPTION

Negative

Subverted curricular aims

Unreliable & inefficient

RESULTS

+

+

=

Learners’ use


April 12, 2023 Prepared by Travis Noakes

Rules Community of Practice

NEW OUTCOMES

IDEAL OUTCOMEBENEFITS OF CURRICULAR

ADOPTION LEADTO SUSTAINED E-PORTFOLIO

CURRIULAR USE BY SECONDARY SCHOOL EDUCATORS

Tools

Subject

Visual Arts educator Students from grade 10 and 11

Support teacherCurricular adviserIT decision-maker

Integration adviser

Object OutcomeTRANSFORM

Division of Labour

ACTION

New Object:Secondary school visual arts’ educators’ curricular adoption of e-portfolios

QUESTION 1 Class: before and after e-portfolio adoption

“Before” and “After” Activity Theory frameworks used for research

Existing, relevant toolsNew tools

Rules beforeAdditional rules

Members beforeNew members

Roles beforeRoles to consider after


The curricular adoption bysecondary school Visual Arts educators of electronic learning portfolios (e-portfolios) and their use by grade 10 and 11 students.

QUESTION 1 A new “object” with new objectives


The “tool” and “task” objectives in new classes include: Grade 10 students, and older can create a Visual Arts e-portfolio. Grade 10, and older, students can use social bookmarking. Grade 11 students can select an appropriate e-portfolio service. Sustained use of a digital medium into matric. Grade 12 students have an e-portfolio specifically prepared to

accommodate out-of-school opportunities. Experience of digital and online media production. Interaction with online audiences.

The “meta-functional” results may include: Learn aspects of “digital media literacy” that creative pros use. Realise the pedagogical benefits of e-portfolio use (new learning opportunities, archive of learning, relevance, self-reflection, critical

thinking, motivation, planning, creativity and personalization).An holistic view of learners’ outcomes that are easily retrieved for

better exhibition preparation. Showcase learners’ (and educators’) achievements online. Learners can easily be integrated the school’s Visual Arts’ history. Help justify a school’s ICT investment.

New object New outcomes after e-portfolio curricular adoption


All schools:Curricula and revised syllabiE-portfolio adoption guidelines for educatorsE-portfolio assessment and marking criteria (i.e. content analysis spreadsheets, peer review forms)

Well-resourced schools:Laptop and desktop computers Scanners and digital camerasInternet accessWeb2.0 online portfolio site access for e-portfolio creation

Under-resourced schools:Mobile phone camerasKhanya labs with internet access and/or local art center access

Extra-curricular access:Home or boarding schoolInternet café

Existing, relevant tools New tool additions after adoption

QUESTION 1 “Tool” changes in secondary school Visual Arts class


All schools:Temporary studioHardcopy artworks

Well-resourced schools:Dedicated art studio(End of year, 3-D exhibition)


QUESTION 1 “Community” changes


At school:Visual Arts educatorHis or her studentsTheir peersOther Visual Arts staffParents and guardiansSchool managementProvincial Department of Education’s curricular advisersRealspace exhibition audiences

Community before New community members after adoptionIn class:Support teacherIT support

Outside class:Integration assistant (i.e. experienced creative professional orDOE curricular adviser)

Online portfolio audiences -Desired (community of practice)-Undesirable (grooming)


QUESTION 1 “Division of Labour” changes


Teaching:Fine Arts educator

Students:Learner

Roles in class before Additional roles after adoptionTeaching:Visual Arts/Design educatorOrganizing second teacher for ICT supportOrganizing IT support

Students:Computer and e-portfolio user roles (creator, viewer, critic)Interaction with online portfolio communities of practice (COP)Social bookmarking user and related COPPeer-to-peer instruction and feedbackShowcase extra-mural art and other personal interests


QUESTION 1 “Rules” changes

April 12, 2023

Rules before Rules to consider afterOutside class:Satisfy educator’s personal beliefs.Fall within school’s budget and resourcing.Curricular alignment with the National Curriculum Statement.School’s professional values.Educator’s culture of practice.Accords with school policies.Satisfies other DOE policies.Discipline norms.Fine Art literacies.

Outside class: Provincial and National DOE Visual Arts Department Strategy. Division of responsibilities in the DOE (who promotes ICT proficiency, ICTL?)

Defining new media literacies relevant to SA school contexts (core) Curriculum planner resourcing and policy

Adherence to an ICT proficiency definition and criteria for benchmarking.Addressing DOE subject-area literacies (i.e. Visual Communication Design).

Educators able to teach with technology.Visual Arts (versus Fine Arts) literacies.

Youth media production patterns.Demonstrable benefits from ICT investment

Educator performance (private versus public) and commitments.In the syllabus and curricula: ICT resource allocation in class and integration of

external resources.Second teacher for technology support.

Time allocation in the syllabus (5% of Visual Arts outcome).E-portfolio curricula and Visual Arts syllabi integration.

E-portfolio service selection. E-portfolio assessment and marking criteria.Self-presentation as a creative professional.

Quality digitization.Legal safety (respecting copyright and trademarks).

E-safety (privacy protection).Terms of use for e-portfolios, networks and computers.

Educator’s tracking of compliance and appropriate feedback levels. Using social bookmarking for e-portfolio assessment and feedback.

Expectations on suitable content (extra-mural work, school exhibitions).Appropriate student focus in class.

Online roles (creator, viewer, critic).Online community standards.

Using the resourcing and support available for (in)formal learning at home.


QUESTION 2 Inter-framework factors for coding obstacles to use


Tools


ACTION

1 S-O O-S

2 S-T T-S 3 T-O O-T 4 SO-Out Out-SO

Activity Theory (phase 1) 1 > 4Interpsychological

Rules Community of Practice Division of Labour

Activity Theory (phase 2) 5 > 14Intrapsychological 5 S-R R-S

6 R-O O-R

7R-C C-R

11D-C C-D

8 C-S S-C 10 C-O O-C 12 D-S S-D

13 D-O O-D

9 C-T T-C 14 CO-Out Out-CO

Proposed coding; Intra-framework: i.e. framework “A” to “B” or inter-framework relationships.


QUESTION 2 Educators’ perceptions of challenges undermining curricular compliance


1 Subject to Outcomes | Outcomes to SubjectSubject’s activity leads to negative outcomes (i.e. educator’s e-portfolio creation compromises student safety)Outcomes undermine the subject (i.e. e-portfolio use leads to lower student grades and risk of job-loss)

2 Subject to Object | Object to Subject Subject experiences difficulties within the object (i.e. educator’s ICT pedagogy contributes to low e-portfolio compliance)Object creates problems for the subject (i.e. e-portfolio curriculum takes up a lot of the educator’s home time)

3 Subject to Tools | Tools to SubjectSubject experience problems with tools (i.e. educator has insufficient ICT resources to run curriculum in class)Tool-usage poses a problem to the subject (i.e. tool failures disrupts educators’ class)

4 Subject to Community | Community to Subject Subject experiences challenges within the community (i.e. educator does not receive sufficient curricular resourcing)The community obstructs the subject (i.e. community campaigns against e-portfolio use)

5 Subject to Rules | Rules to SubjectSubject has difficulty with rules (i.e. educator cannot address all e-portfolio rules in short curriculum)Rules create problems for the subject (i.e. educator is sued for enabling student copyright infringement)

6 Subject to Division of Labour | Division of Labour to Subject Subject has difficulty with the division of labour (i.e. educator does not have in-class support to teach ICT optimally)The division of labour poses problems for the subject (i.e. students’ peer-to-peer education undermines educator’s role in class)


QUESTION 2 Community inter-framework challenges to adoption


7 Community to Outcomes | Outcomes to Community Community’s activity leads to negative outcomes (i.e. e-portfolio adoption contributes to lower grades)Outcomes undermine the community (i.e. e-portfolio costs and hazards outweigh benefits to community)

8 Community to Object | Object to Community Community experiences difficulties within the object (i.e. cost of e-portfolio use raises conflict levels between staff)Object creates problems for the community (i.e. student e-portfolio misuse leads to legal and PR problems)

9 Community to Tools | Tools to Community Community experience problems with tools (i.e. not sufficient bandwidth to support user-friendly e-portfolio access)Tool-usage poses a problem to the community (i.e. out-of-class tool access unfairly advantages well-resourced students)

10 Community to Subject | Subject to CommunityCommunity experiences challenges with the subject (i.e. the community educationThe subject obstructs the community (i.e. the educator’s ICT pedagogy does not address community concerns)

11 Community to Rules | Rules to Community Community has difficulty with rules (i.e. community is unable to apply important rules)Rules create problems for the community (i.e. following 20 new rule sets causes tensions)

12 Community to Division of Labour | Division of Labour to Community Community has difficulty with the division of labour (i.e. community cannot provide two educators for optimal ICT teaching)The division of labour poses problems for the community (i.e. parents are not happy with students showcasing graffiti)


QUESTION 2 Understanding intra-framework conflict and tension

School Mx Perspective

PedagogicalPerspective


Pedagogicalbenefits of e-portfolio adoption

Justify educationalcosts to parents orguardians

TechnologicalPerspective

Keep costs low

Keep costs

low

Keep costs of

e-portfolio

adoption low

Be a susta

inable

business

through

profit

Be a sustainable

business through

profit

Online portfolioWeb2.0 business

Help show the value of the school’s ICT investment In 1 laptop per child

Create an online Visual Arts historyusing the school’s learners

Become a pedagogical authority on using new media for Visual Arts education

Multiple objectives

Deliver the syllabus in line with theNational Curricular Statement (NCS)

Justify employment through good enrolment and good results

Subjects to interview:EducatorCurricular managerIT Department headCurricular adviserSoftware developer

Develop areputationfor pedagogical leadership in ICT


ResearcherEducatorLearnersDecision Makers (School, DOE)Support StaffHome (Parents)Boarding HouseOnline Audiences

QUESTION 2 Pedagogical perspective for sustained adoption


INTENDED (IDEAL) OUTCOMESSUSTAINED PEDAGOGYSustained curricular adoption of OPSNS for e-portfolio creation.3. What are the key factors to consider for sustained curricular adoption?4. How does mentoring affect educators’ use of web2.0 affordances in curricula?

NEW ONLINE PORTFOLIO CURRICULAConcepts of the subject area ✔Hardcopy artworks ✔Laptop and desktop computers ✔Scanners and digital cameras ✔Internet access ✔Online Portfolio Social Network Sites (OPSNS) Digital learning portfolios (e-portfolios)Marking criteria (i.e. test checklists)

Tools

Satisfy educator’s personal beliefsFall within school’s budget and resourcingNational Curriculum Statement alignmentSchool’s professional valuesSubject’s culture of practiceAccords with school policy (i.e. e-safety)Satisfies other DOE policiesDiscipline norms

Role of Teacher Role of Learners Role of Technology Users Role of IT Support Role of Software Users in class

Subject

Pedagogical Perspective New Medium Novel Curricula ✔Secondary Schools’ educators and learners (15 to 18 years)

Object OutcomeTRANSFORM

Division of Labour

ACTION

What:Curricular adoption of a new medium1.How is the new medium used by learners?2.Does this meet the educators’ goals?

Outside?

Time for buy-in?

ICT proficiency?

Third-party resource?

Dominant pedagogic approach.Addressing the needs and preferences of educators and learners.

Benefits?

Varied drivers…

Not ideal OPSNS users

Service down: plan B?



INTENDED (IDEAL) OUTCOMESORGANISATIONAL SUSTAINABILITYSustained curricular adoption of OPSNS for e-portfolio creation.

Tools


Division of Labour

What:ICT investment delivers better outcomes for learners and their parents

QUESTION 2 School perspective for sustained adoption

NEW ONLINE PORTFOLIO CURRICULACurricular supportResource allocation

Follow government policyMeet legal & social obligationsAdhere to strategic planControl costsApply VA department’s policyApproval criteria for new curricula

ExecutiveSchool ManagementEducators and Support Staff

Prepared by Travis Noakes

School Perspective Educator New CurriculaSecondary School’s Management and Executive

Role of School Executive Role of School Management Role of Educator

Benchmarks?

Examples?

ROI?

Sufficient?

Support staffresourcing?

Track record?

Maintenance costs?

ACTION


NEW ONLINE PORTFOLIO CURRICULAComputersScanners and Digital CamerasOnline accessOnline Portfolio Social Network Sites (OPSNS) Digital learning portfolios (e-portfolios)

AffordableService Level AgreementAccess RulesTerms of UseSchool PolicyE-SafetyPrivacy PolicyCopyright

Visual Arts DepartmentIT DepartmentExternal SupportResearcherSchool ExecutiveOnline Audiences

Role of Educator Role of IT Support Role of Technology Users Role of Software Users in class

QUESTION 2 Technological perspective for sustained adoption


INTENDED (IDEAL) OUTCOMESTECHNOLOGICAL SUSTAINABILITYSustained curricular adoption of OPSNS for e-portfolio creation.

Tools


Division of Labour

What:Reliable provision ofICT within budget.

Prepared by Travis Noakes

Technological Perspective New Medium Novel CurriculaEducator’s IT support

Support levels ?

Planning?

Learner support at home?

Software guidance?

Additional support?

Web2.0 service sustainability?

Legal skills?

ACTION



QUESTION 2 Issues for sustained curricular adoption

SCHOOL MANAGEMENT AND PEDAGOGICAL PERSPECTIVES

Without a strong pedagogical rationale from the educator, school management may stop adoption of new curricula.

School management may need to apply resourcing to more important items in its strategy. This may delay or prevent the rollout of e-portfolio curricula.

If the costs of resourcing new curricula become high, school management may act to stop these curricula.

In the absence of a clear value proposition, high maintenance costs may lead to new curricula being rejected by school management.

Optimal ICT teaching may require two educators, not one. School management may not support added costs.

Educators may need support in learning about new copyright conventions, e-safety, etc. before they roll-out Web2.0 related curricula. School management may not support this if it is costly.



TECHNOLOGY AND PEDAGOGY PERSPECTIVES

If the costs of providing e-portfolio support and broadband access are high, the IT Department may restrict or block e-portfolio use.

Many public schools will not have an IT Department. Their educators may find providing IT support in new curricula too much of a burden.

The multiple legal requirements of supporting the curricula may be too onerous for poorly-resourced schools.

E-portfolio may own the copyright of work uploaded to them, which could conflict with the learner’s and educator’s interests.

Web2.0 e-portfolios are a free(-mium), third-party service, which changes regularly. Updating curricula to keep up with changes (i.e. new GUI and terms of use) may pose a problem for the educators.

E-portfolios are designed for creative professionals, not learners. Educators will find it hard to prevent learners from using software affordances that compromise e-safety (such as contact details). It could be worthwhile to encourage the development of an OPSNS service designed for learners.

QUESTION 2 Issues for sustained curricular adoption, cont.



DOE AND PEDAGOGY

If the WCED wants to publish curricula, but educators and/or their schools believe that these belong to them, then tension between the ownership of curricula and publishing them online will occur.

Without the support of a broader Visual Arts educators’ Community of Practice, the school’s educator may not see real professional benefit in using Web2.0 technologies.

OTHER

Students from well-resourced homes may choose to use OPSNS there. This may pose a challenge to the fairness of educator’s marking criteria, when learners without after-hours access do not have sufficient time to use digitisation and OPSNS equipment in in class.

QUESTION 2 Issues for sustained curricular adoption, cont.


Travis’ takeaway question on coding…


Can I use Activity Theory frameworks for dual coding that:

1. Defines the relationship level: inter- or intra-framework;

2. Defines the relationship: construct to construct.


THANKS to this project’s supporters

National Research Foundation Research funding www.nrf.ac.za

University of Cape Town,Department of Film and Media Studies.Dr Marion Walton www.marionwalton.com

Digimobs research group colleagues http://digimobsa.wordpress.com

Centre for Educational Technology www.cet.uct.ac.za

Cape Peninsula University of Technology,Department of Informatics and Design.Prof Johannes Cronje http://johannescronje.blogspot.com

& Educational Technology MA & PhD colleagues
