Activity theory as an instructional model: A case study of a computer-mediated support system in interdisciplinary project work

Abstract

Interdisciplinary project work or interdisciplinary project-based learning places demands on learners and teachers that challenge the traditional practices and structures of modem day schooling. Learning from doing complex, challenging, and interdisciplinary authentic projects requires resourcefulness and planning by the student, tools that support knowledge construction and representation, mechanisms for collaboration and communication, and support for reflection and authentic assessment. This paper argues that activity theory provides an appropriate framework for interdisciplinary work, in particular, the emphasis on (a) intended goals to be achieved; (b) subjects involved; (c) the mediating artifacts; (d) the rules of accomplishing the activity; (e) the community (teachers, experts, and students); (f) and the division of work involved in the project. Computer-mediated supporting environments should attempt to model the activity structures, tools and sign systems, socio-cultural rules, and community expectations {which are commonly interdisciplinary) that subjects or learners must accommodate when acting on some object or goal of learning. After explicating assumptions of activity theory, we describe components of a computer-mediated environments for supporting interdisciplinary and authentic work. These components generally support planning, knowledge construction, collaboration, and assessment. The paper proposes a possible prototype design based on the activity theory framework and discusses the managerial and implementation functions of interdisciplinary work within the proposed system.