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Thursday, April 25, 2013

CHAT in Activity Theory Thinking

In my mailbox several weeks ago from the website Academia.edu, I came across an article, How Instructional Designers Solve Workplace Problems, co-authored by Dr. Lisa Yamagata-Lynch.  An abstract on the article:

The findings revealed differences between experts and novices with regards to tolerance of ambiguity, expectations about their own roles in finding solutions for their clients, adaptability, attention to appropriate details, and management of workplace stress. The contrast between instructional design processes taught in universities and actual workplace practice was noted by both expert and novice participants. Experienced participants demonstrated adaptability in processes and communications to efficiently arrive at viable solutions for their clients. Expectation setting and relationship building emerged as techniques for creating environments supportive of instructional designers' problem-solving activities.

Dr. Yamagata-Lynch authored the book Activity Systems Analysis Methods: Understanding Complex Learning Environments where she outlines Cultural Historical Activity Theory (CHAT). CHAT is one of several theoretical frameworks that are popular among educational researchers because it conceptualizes individuals and their environment as a holistic unit of analysis.  Activity systems analysis is one of the popular methods among CHAT researchers for mapping complex human interactions from qualitative data.

I found the area fascinating and applicability to sales and marketing. I had a great time in the podcast as we explored the world of Design and discussed her present work in Design Thinking and Theory.

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What Dr. Lisa Yamagata-Lynch says about herself:

Teaching Interests
In the classroom I encourage students to experience their own construction of understanding regarding the teaching-learning and design processes. I want my students to be aware of their beliefs regarding this process, and to be aware of what influences those beliefs have on their teaching and design practices. I encourage students to become involved in a dialogue with colleagues and mentors regarding their beliefs, and to become reflective practitioners. Through the activities I facilitate, I want students to pose questions that engage them in project-based problem solving activities. I do not want to promote the impression that there is one correct answer for issues related to teaching and design, but I want students to be able to find their own pedagogical solutions.

Research Interests

I identify myself as a Cultural Historical Activity Theorist (CHAT), and I believe that knowledge is not an isolated set of rules accessed only when necessary, but is a shared entity that is distributed among individuals, context, activity, artifacts, and in the interactions that take place among the above. I also believe that individuals belong in a community that enables them to share and negotiate their knowledge with other members. For the last several years I have focused my research in using activity theory, or more specifically activity systems analysis, for understanding the complex nature of human interactions within a community.

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