How my reseActivity Theory to study aspects of the sustained curricular adoption of e-portfolios in Secondary Schools.

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Travis Noakes’ research PhD in Media Studies candidate at the
Centre for Film and Media Studies,
University of Cape Town.
Using ACTIVITY THEORY in studying Social Network Sites’ adoption for
E-portfolio creation in Visual Arts Curricula at Two Secondary Schools
Find more of my presentations on
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Research PROBLEM
This project aims to describe aspects of a new medium’s use
and sustained adoption in the Visual Arts curricula at
Secondary School.
There is a gap in the literature on Online Portfolio Social
Network Sites’ (OPSNS) inclusion, as Web2.0-based media is a
recent phenomenon. By investigating this gap, we can better
understand aspects of social media’s use, outcomes and
sustainability.
Educators and other key decision makers can use this
knowledge to support appropriate diffusion and sustained
curricular adoption; through maximising positive outcomes and
minimising hazards.
January 30, 2015 Prepared by Travis Noakes

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Prepared by Travis NoakesJanuary 30, 2015
Online Portfolio Social Network Sites’ (OPSNS) CURRICULAR ADOPTION
Combined Analysis
2010 2011 2012
Create Your
Portfolio
Choose
Portfolio
Site
Public school
educator
Private school
educator
Choose
Portfolio
Site
Create Your
Portfolio
WCED VAD’s curricular advisers’ feedback
Visual Arts educator workshops

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MAIN Question
What must be considered when introducing a
new medium's software affordances into
Visual Arts curricula in South African
Secondary Schools?
 Software Affordances
 Activity Theory
 Diffusion of Innovation Theory
Use-in-Practice Methodology?

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Supporting QUESTIONS
1. What are the operational software affordances
that learners use while being instructed to create
and maintain e-portfolios?
Software Affordances, Activity Theory {Tools}
2. To what extent does this use meet the outcomes and
goals set in each educator’s curricula?
Software Affordances, Activity Theory {Outcomes}
3. What are the key factors to consider for sustained
OPSNS as e-portfolio use in the Visual Arts in
South African Secondary Schools?
Diffusion of Innovation Theory, Activity Theory
4. What are the results of mentoring educators in
OPSNS on their perception and use of Web2.0
software in Visual Arts education?
Activity Theory {Tools, Outcomes}
in each
curriculum’s
lesson
@ Secondary
School
for each
curriculum’s
duration
by
educator
Individual
Level
Collective
Level
January 30, 2015 Prepared by Travis Noakes

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Prepared by Travis NoakesJanuary 30, 2015
ACTIVITY THEORY > Technology and Pedagogy
Activity Theory is useful for answering these questions as it
affords the researcher frameworks to understand how
individual learner and educator activities relate to the complex
secondary school environment.
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).

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Prepared by Travis NoakesJanuary 30, 2015
ACTIVITY THEORY > Generations of Study
Activity Theory Stage 1 action at an individual level
An individual subject uses a tool to perform an action with the
object(ive) of achieving an outcome.
Activity Theory stage 2 action at a collective level
Stresses the importance of collective activity by incorporating the
notions of rules, community and division of labour.
Activity Theory stage 3 interaction between contexts
Boundary objects are created when two activity systems interact.
Their contradictions and tensions makes expansive learning possible
when practitioners learn what is possible beyond their activity system
through discussion, debate and reflection.
Source: Ian Robertson, An introduction to Activity Theory, 2008
http://sites.google.com/site/robboian/

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Activity > What sort of activity am I interested in?
Object(ive) > Why is the activity taking place?
Subjects > Who is involved in carrying out the activity?
Tools > By what means are the subjects performing the activity?
Rules and regulations > Are there any cultural norms, rules or regulations governing
the performance of the activity?
Division of labour > Who are responsible for what, when carrying out activity and how
are those roles organised?
Community > What is the environment in which this activity is being carried out?
Outcomes > What is the desired outcome from carrying out this activity?
Source: Mwanza & Engëstrom, 2003.
Prepared by Travis NoakesJanuary 30, 2015
QUESTIONS raised in Activity Theory

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Relating the levels in Software Affordances to those of Activity Theory
TYPES OF
SOFTWARE
AFFORDANCE
Positive or Negative
Strategic
Tactical
Operational
accumulate
combine
result in
ACTIVITY
THEORY
Goals
Activities
Actions
Operations
Outcomes
Learners’ use
Educators’
curricular aims
KEY CONTRIBUTING FACTORS
TO SUSTAINED CURRICULAR
ADOPTION
Mostly positive
Achieve curricular
aims
Reliable & efficient
January 30, 2015 Prepared by Travis Noakes
RESULTS
+
+
=
Learners’ use
Understanding the new media’s USE IN CURRICULA
1. What are the operational software affordances
that learners use while being instructed to create
and maintain e-portfolios?
2. To what extent does this use meet the outcomes
and goals set In each educator’s curricula?

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Technological
Perspective
Diverse SECOND STAGE ACTIVITY THEORY Perspectives
Rules Community Division of Labour
Tool
Subject Object
Pedagogical
Perspective
School
Perspective
January 30, 2015 Prepared by Travis Noakes
3. What are the key factors to consider for sustained
OPSNS as e-portfolio use in the Visual Arts in
South African Secondary Schools?
4. What are the results of mentoring educators in
OPSNS on their perception and use of Web2.0
software in Visual Arts education?

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Change Agent and Aides
Educator
Learners
Decision Makers (School, DOE)
Support Staff
Home (Parents)
Boarding House
Online Audiences
An Activity Theory PEDAGOGICAL PERSPECTIVE
for Curricular Adoption
Rules Community of Practice
INTENDED (IDEAL) OUTCOMES
BETTER PEDAGOGY
Adoption of OPSNS for e-portfolio creation.
ITC Literacy (ITC proficiency, cognitive skills,
…)
Supports an holisitc view of learners’
outcomes that easily retrieved.
Learners become part of the school’s Visual
Arts’ history.
Showcase learners’ (and
eduicators’)
achievements online
Pedagogical benefits
of e-portfolio use.
NEW ONLINE PORTFOLIO CURRICULA
Concepts 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 beliefs
Fall within school’s budget and resourcing
National Curriculum Statement alignment
School’s professional values
Subject’s culture of practice
Accords with school policy (i.e. e-safety)
Satisfies other DOE policies
Discipline norms
 Role of Educator
 Role of Learners
 Role of Technology Users
 Role of Software Users
 Role of IT Support
 in class
Subject
Pedagogical Perspective
 New Medium
 Novel Curricula ✔
 Secondary Schools’ educators and
learners (15 to 18 years)
Object Outcome
TRANSFORM
Division
of Labour
ACTION
What:
Curricular
adoption of a
new medium
1.How is the new
medium used by
learners?
2.Does this meet the
educators’ goals?
Dominant pedagogic approach.
Addressing the needs and preferences
of educators and learners.

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Researcher
Educator
Learners
Decision Makers (School, DOE)
Support Staff
Home (Parents)
Boarding House
Online Audiences
An Activity Theory PEDAGOGICAL PERSPECTIVE
for Sustained Curricular Adoption
Rules Community of Practice
INTENDED (IDEAL) OUTCOMES
SUSTAINED PEDAGOGY
Sustained 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 CURRICULA
Concepts 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 beliefs
Fall within school’s budget and resourcing
National Curriculum Statement alignment
School’s professional values
Subject’s culture of practice
Accords with school policy (i.e. e-safety)
Satisfies other DOE policies
Discipline 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 Outcome
TRANSFORM
Division of Labour
ACTION
What:
Curricular
adoption of a
new medium
1.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?

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Rules Community of Practice
INTENDED (IDEAL) OUTCOMES
ORGANISATIONAL SUSTAINABILITY
Sustained curricular adoption of OPSNS
for e-portfolio creation.
3. How does mentoring affect educators’ use
of web2.0 affordances in curricula?
4. What are the key factors to consider for
sustained adoption?
Tools
Subject Object Outcome
TRANSFORM
Division of Labour
What:
Curricular adoption
of a
new medium
1.How is the new
medium used by
learners?
2.Does this meet the
educators’ goals?
An Activity Theory SCHOOL PERSPECTIVE
for Sustained Curricular Adoption
NEW ONLINE PORTFOLIO CURRICULA
Curricular support
Resource allocation
Follow government policy
Meet legal & social obligations
Adhere to strategic plan
Control costs
Apply VA department’s policy
Approval criteria for new
curricula
Executive
School Management
Educators and Support Staff
Prepared by Travis Noakes
School Perspective
 Educator
 New Curricula
 Secondary School’s Management
and Executive
 Role of School Executive
 Role of School Management
 Role of Educator
Benchmarks?
Examples?
ROI?
Sufficient?
Support staff
resourcing?
Track record?
Maintenance
costs?
ACTION

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NEW ONLINE PORTFOLIO CURRICULA
Computers
Scanners and Digital Cameras
Online access
Online Portfolio Social Network Sites (OPSNS)
Digital learning portfolios (e-portfolios)
Affordable
Service Level Agreement
Access Rules
Terms of Use
School Policy
E-Safety
Privacy Policy
Copyright
Visual Arts Department
IT Department
External Support
Researcher
School Executive
Online Audiences
 Role of Educator
 Role of IT Support
 Role of Technology Users
 Role of Software Users
 in class
Provide access to a
new medium
An Activity Theory TECHNOLOGICAL PERSPECTIVE
for Sustained Curricular Adoption
Rules Community of Practice
INTENDED (IDEAL) OUTCOMES
TECHNOLOGICAL SUSTAINABILITY
Sustained curricular adoption of OPSNS
for e-portfolio creation.
3. How does mentoring affect educators’ use
of web2.0 affordances in curricula?
4. What are the key factors to consider for
sustained adoption?
Tools
Subject Object Outcome
TRANSFORM
Division of Labour
What:
Curricular
adoption of a
new medium
1.How is the new
medium used by
learners?
2.Does this meet the
educators’ goals?
Prepared by Travis Noakes
Technological Perspective
 New Medium
 Novel Curricula
 Educator’s IT support
Support levels ?
Planning?
Learner support at home?
Software guidance?
Additional support?
Web2.0 service sustainability?
Legal skills?
ACTION

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Prepared by Travis NoakesJanuary 30, 2015
THIRD GENERATION Activity Theory
Pedagogy
Technology
Support
Private
School
Organisation
School
Perspective
Technological
Perspective
Pedagogical
Perspective
Pedagogical
Perspective
expansive learning
Public
School
Organisation
OPSNS
service
DOE
WCED
Parents’
Homes
Educators’
Homes
Online
Audiences
Compare
2 at a time

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Prepared by Travis NoakesJanuary 30, 2015
ISSUES from Third Generation Activity Theory
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 OPSNS in 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.
 Best teaching with ITC 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.

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Prepared by Travis NoakesJanuary 30, 2015
ISSUES from Third Generation Activity Theory
Technology and Pedagogy Perspectives
 If the costs of providing OPSNS technology support and broadband access are high,
the IT Department may restrict or block OPSNS 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.
 OPSNS may own the copyright of work uploaded to them, which could conflict with
the learner’s and educator’s interests.
 Web2.0 OPSNS 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.
 OPSNS 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.

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ISSUES from Third Generation Activity Theory
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
 Learners 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.

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THANKS to this research’s supporters
National Research Foundation.
University of Cape Town,
Department of Film and Media Studies.
Dr Marion Walton
Cape Peninsula University of Technology,
Department of Informatics and Design.
Prof Johannes Cronje
& Educational Technology MA & PhD
Colleagues
January 30, 2015 Prepared by Travis Noakes