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Activity theory (AT; Russian: Теория деятельности) [1] is an umbrella term for a line of eclectic social-sciences theories and research with its roots in the Soviet psychological activity theory pioneered by Sergei Rubinstein in the 1930s. It was later advocated for and popularized by Alexei Leont'ev.
Activity systems analysis is a CHAT-based method that uses Activity Theory concepts such as mediated action, goal-directed activity and dialectical relationship between the individual and environment for understanding human activity in real-world situations with data collection, analysis, and presentation methods that address the complexities ...
[3] [4] Connectivism has similarities with Vygotsky's zone of proximal development (ZPD) and Engeström's activity theory. [5] The phrase "a learning theory for the digital age" [ 6 ] indicates the emphasis that connectivism gives to technology's effect on how people live, communicate, and learn.
Anna Stetsenko is a developmental psychologist known for her important contributions to cultural-historical activity theory, building on the work of Lev Vygotsky, Leontiev and Alexander Luria. Her research centers human development, education, and social theory.
Actor-network theory has developed this concept as the object around which social networks form. [3] This version was applied to social media networks by Jyri Engeström in 2005 as part of the explanation of why some social media networks succeed and some fail. Engeström maintained that "Social network theory fails to recognise such real-world ...
Activity analysis as a method for information systems development, . Scandinavian Journal of Information Systems, vol. 12, pp.191-210. Kuutti, K. (1996). Activity theory as a potential framework for human-computer interaction research. In Nardi, B. A. (ed.), Context and consciousness: activity theory and human-computer interaction.
For Leontiev, the psychological [3] of 'activity' consisted of those processes "that realize a person's actual life in the objective world by which he is surrounded, his social being in all the richness and variety of its forms" (Leontiev 1977). The core of Leontiev's work is the proposal that we can examine human processes from the perspective ...
A leading activity is conceptualized as joint, social action with adults and/or peers that is oriented toward the external world. In the course of the leading activity, children develop new mental processes and motivations, which "outgrow" their current activity and provide the basis for the transition to a new leading activity (Kozulin, Gindis, Ageyev, & Miller 2003: 7).