Book contents
- Frontmatter
- Contents
- Contributors
- Editors' introduction
- 1 Activity Theory Between Historical Engagement and Future-Making Practice
- PART ONE UNITS OF ANALYSIS
- PART TWO MEDIATION AND DISCOURSE
- PART THREE EXPANSIVE LEARNING AND DEVELOPMENT
- PART FOUR SUBJECTIVITY, AGENCY, AND COMMUNITY
- PART FIVE INTERVENTIONS
- 16 Who Is Acting in an Activity System?
- 17 Past Experiences and Recent Challenges in Participatory Design Research
- 18 Clinic of Activity: The Dialogue as Instrument
- 19 The Future of Activity Theory: A Rough Draft
- Bibliography
- Author Index
- Subject Index
17 - Past Experiences and Recent Challenges in Participatory Design Research
Published online by Cambridge University Press: 05 June 2012
- Frontmatter
- Contents
- Contributors
- Editors' introduction
- 1 Activity Theory Between Historical Engagement and Future-Making Practice
- PART ONE UNITS OF ANALYSIS
- PART TWO MEDIATION AND DISCOURSE
- PART THREE EXPANSIVE LEARNING AND DEVELOPMENT
- PART FOUR SUBJECTIVITY, AGENCY, AND COMMUNITY
- PART FIVE INTERVENTIONS
- 16 Who Is Acting in an Activity System?
- 17 Past Experiences and Recent Challenges in Participatory Design Research
- 18 Clinic of Activity: The Dialogue as Instrument
- 19 The Future of Activity Theory: A Rough Draft
- Bibliography
- Author Index
- Subject Index
Summary
In 1987, I went to a conference on a rather remote farm in a rather remote corner of Finland. Here, most of the Scandinavian information systems and human–computer interaction community was gathered among Finnish lakes and smoke saunas.
I had recently finished my Ph.D. thesis, which would later be published internationally (Bødker, 1991). This thesis helped set the scene for what came to be known as second-generation human–computer interaction (HCI). I came to this topic with a background in early Scandinavian participatory design. My sources of theoretical inspiration were, among others, Leont'ev, whose works I had learned about from Danish colleagues in psychology – Henrik Poulsen, Jens Mammen, Klaus Bærentsen, Mariane Hedegaard, and others. Other sources included the recently published books of Winograd and Flores (1986), and Dreyfus and Dreyfus (1986), which served as vehicles for a joint study circle between psychology and computer science.
In two essays (Bannon & Bødker, 1991; Bertelsen & Bødker, 2002a), we summarized the state of our concerns at the time:
Many of the early advanced user interfaces assumed that the users were the designers themselves, and accordingly built on an assumption of a generic user, without concern for qualifications, work environment, division of work, and so on
In validating findings and designs, there was a heavy focus on novice users, whereas everyday use by experienced users and concerns for the development of expertise were hardly addressed.
Detailed task analysis was seen as the starting point for most user interface design, whereas much of the Scandinavian research had pointed out how limited explicit task descriptions were for capturing actual actions and conditions for these in use (Ehn & Kyng, 1984). The idealized models created through task analysis failed to capture the complexity and contingency of real-life action.
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- Learning and Expanding with Activity Theory , pp. 274 - 285Publisher: Cambridge University PressPrint publication year: 2009
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