106 research outputs found
DESIGNING FOR INSTRUMENT-MEDIATED ACTIVITY
The need to design information processing systems based on an anthropocentric approach, i.e., one where the design of technical objects deliberately draws from and is geared to the userâs activity, is a critical issue in the modernization of life and work environments. Within this framework, we propose a developmental approach to instruments in which they are not just understood as fabricated material objects but are also psychological and social entities. We present a model and propose ways of approaching the design of information processing systems
CARTE: An Observation Station to Regulate Activity in a Learning Context
This chapter discusses the introduction of a new concept called "regulation" into a use model, which is part of a theoretical observation model called trace-based system (TBS). This concept defines a retroaction mechanism in an observation station. We present the results of experiments, in a learning context, with a prototype observation station called Collection, activity Analysis and Regulation based on Traces Enriched (CARTE)
A apropriação de gĂȘneros textuais pelo professor: em direção ao desenvolvimento pessoal e Ă evolução do "mĂ©tier"
How to bring a technical artifact into use: A micro-developmental perspective
In order to understand how technical artifacts are attuned to, interacted with, and
shaped in various and varied classrooms, it is necessary to construct detailed accounts of the
use of particular artifacts in particular classrooms. This paper presents a descriptive account of
how a shared workspace was brought into use by a student pair in a face-to-face planning task.
A micro-developmental perspective was adopted to describe how the pair established a
purposeful connection with this unfamiliar artifact over a relatively short time frame. This
appropriation was examined against the background of their regular planning practice. We
describe how situational resources present in the classroomânorms, practices and artifactsâ
frame possible action, and how these possibilities are enacted by the pair. Analysis shows that
the association of norms and practices with the technical artifact lead to a contradiction that
surfaced as resistance experienced from the artifact. This resistance played an important part in
the appropriation process of the pair. It signaled tension in the activity, triggered reflection on
the interaction with the artifact, and had a coordinative function. The absence of resistance was
equally important. It allowed the pair to transpose or depart from regular procedure without
reflection
Tecnologias de gestão dos cuidados nutricionais: recomendaçÔes para qualificação do atendimento nas unidades de alimentação e nutrição hospitalares
Controls of knowledge production, sharing and use in bureaucratized Professional Service Firms
One of the main obstacles to the current bureaucratization trend in large professional service firms (PSFs) is the organic nature of professional knowledge production, sharing and use. Centralized knowledge management (KM) systems aimed at codifying âbest practiceâ solutions to recurrent client questions for large-scale reuse are a common strategy increasingly employed to overcome this obstacle. Using a socio-ethnographic case study of a business law firm in Paris, this research examines whether the use of centralized KM systems in bureaucratized PSFs contributes to a shift in power from professionals to managers. More specifically, are administrative controls over knowledge resources increasing, or do professionals retain power (i.e. some level of social and self-control) over knowledge production, sharing and use? The results of this study indicate that, far from losing ground, professionalsâ social and self-controls have been reinvented and reformed in a bureaucratized context
Design in Practice: Bridging the Gap between Design and Use Dichotomies in Practice-Based Studies
Developing a deeper understanding of mathematics teaching expertise: an examination of three Chinese mathematics teachersâ resource systems as windows into their work and expertise
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