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Purpose: Medical schools have a duty of care to support student wellbeing but there is little guidance on how to translate this mandate into practice. Often schools focus on implementing and reporting individual-level interventions which typically only address one aspect of wellbeing. Conversely, less attention has been paid to holistic school-wide approaches towards student wellbeing that address multiple wellbeing dimensions. Thus, this review sought to improve our understanding of how support is mediated within such school-wide wellbeing programmes. Method: This critical narrative review was conducted in two stages. First, the authors searched several key databases for papers published up to 25th May 2021, using a systematic search strategy and TREND checklist to guide our data extraction process. We later expanded our search to include literature published from the original date to 20th May 2023. Second, the identified articles were critically analysed using activity theory as a theoretical lens to aid explanation. Results: We found school-wide wellbeing programmes emphasize social connectivity and building a sense of community. Tutors take a key role in the activity of supporting students' wellbeing. We mapped out the activity system components to describe the complexity of this tutor role. This analysis illustrated: tensions and contradictions in the system which may open up opportunities for change; the importance of context for influencing how system components interact; and that students' trust underpins the whole activity system. Conclusions: Our review shines a light into the black-box of holistic school-wide wellbeing programmes. We identified that tutors play a key role in wellbeing systems but confidentiality is a recurring tension which may jeopardise a wellbeing system. The time has come to investigate these systems in more detail, embracing and exploring the role of context at the same time as looking for common threads. [ABSTRACT FROM AUTHOR]

The paper argues that learning analytics as a research field can benefit from a theory‐informed shared language to describe sensemaking of learning and teaching data. To make the case for such shared language, first, I critically review prominent sensemaking theories to then demonstrate how studies in learning analytics do not use coherent descriptions of sensemaking, eclectically combining the paradigms that have underlying differences. I then propose a conceptualization of sensemaking that overcomes the differences between these theories and explains how the concepts of activity system, the definition of the situation and affordances can be used to capture individual differences in sensemaking. The paper concludes with a preliminary framework and examples demonstrating its utility in raising new theoretical questions, informing design principles and providing shared language for researchers in learning analytics.Practitioner notesWhat is already known about this topicSensemaking happens when individuals try to explain unknown situations.Learning analytics uses sensemaking as a lens to understand dashboard use.Systematic analysis of sensemaking is essential for learning analytics.What this paper addsThe paper notes that noticing and perceiving are commonly examined in learning analytics on dashboard use.The paper suggests a revision of fundamental assumptions in sensemaking.A paper proposes a toy model of sensemaking that includes operationalization of the definition of the situation, activity where sensemaking happens and processes of noticing and perceiving affordances.Implications for practice and/or policyLearning analytics must examine sensemaking of data about teaching and learning in a systematic manner.Internal perceptions of the social environment and activity that are informed by the data need to be considered in evaluating dashboard use. [ABSTRACT FROM AUTHOR]

Activity theory is a relatively young methodology for researching higher education teaching practices. Beyond systemic analyse of workplace activities and their development, activity theory used in its full interventionist capacity can foster practitioners’ transformative agency to initiate practice change. Nevertheless, this is not an easy process. This paper shares activity theory research into the digital teaching activity of anatomy teachers within an Australian university. Using the lens of this project, the paper exposes several methodological dilemmas experienced by the researcher. Beyond the issue of the methodological level of activity theory used, these dilemmas relate to the authentic determination of both the unit of analysis and the object of the activity, the type of intervention (i.e. full Change Laboratory or modified), and the complexity in analysis using a concept-rich theory. Sharing these dilemmas invites further research to examine inherent contradictions in the human activity of conducting activity theory research focussed on university teaching. [ABSTRACT FROM AUTHOR]

Copyright of Modern Educational Technology is the property of Editorial Board of Modern Educational Technology, Tsinghua University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Modern Educational Technology is the property of Editorial Board of Modern Educational Technology, Tsinghua University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper, we draw on our recent research to inspect again some of the theoretical perspectives we have been using to analyze data and to characterize teaching-learning in university settings. We focus particularly, within a sociocultural perspective on Activity Theory and the construct the "Teaching Triad," seeking to embed the Triad within an Activity Theory perspective. To achieve this, we relate the Teaching Triad with aspects of the sociocultural setting both in and beyond direct interactions in face-to-face teaching. While this is mainly a theoretical paper, an example is taken from observations of teaching in university lectures in a Greek university to show how these theoretical perspectives have provided insights to the institutional and cultural complexities involved and in what ways the Triad construct has evolved. [ABSTRACT FROM AUTHOR]

The paper examines the effectiveness of materials designed and distributed among course instructors to teach an intermediate writing course in an online platform during the pandemic. The study is examined in the context of a private university in Bangladesh, where the students enrolled are bi-lingual learners. The paper reviews literature in fields of technology-enhanced language learning (TELL), activity theory and scaffolding to understand the extent to which the teaching materials are effective. In addition, by analysing semi-structured interview responses from course instructors, the paper highlights numerous strengths, weaknesses and suggestions regarding the materials disbursed among the faculty members. The research findings suggest that the given materials were useful and helped to promote understanding of course content, but improvements can be made to assist student learning. Increased emphasis on learner autonomy can facilitate the learning process for students and motivate them to become independent learners. Based on the findings, the writer includes suggestions that might be beneficial for institutions beyond borders. [ABSTRACT FROM AUTHOR]

The market size of smart senior care industry continues to expand then generates a series of valuable data resource. However, the degree of smart senior care data resource sharing in the country is low and not systematic, showing the outstanding problem of non-integration non-unification and non-uniform, which makes it difficult to give full play to the value of data resource, hinders the cooperation and efficiency improvement of various service subjects, and affects the satisfaction of the elderly. Therefore, it is urgent to establish and improve the governance systems of the smart senior care data resource sort out and analyze various service subjects and data involved in smart senior care. design reasonable governance structure, establish effective cooperation modes and governance mechanisms. to help all smart senior care service subjects better share data and achieve more value creation through data integration and business collaboration. Scholars have studied the framework and mechanisms of data resource governance in some fields, but there is still a lack of research on the data resource governance system in the field of smart senior care. especially how various elements collaborate in the governance framework and how to carry out scenario-oriented governance activities. In this paper, the framework of smart senior care data resource governance system is proposed based on the activity theory. And the six elements of governance subject, object. community rules, tools and division of labor are analyzed in detail. In the process of analysis. it is proposed to sort out and analyze the data resource owned by virous smart senior care service subjects based on the scene, and to build a data resource classification system including three levels of "metadata-master data-reference data". It is also concluded that the governance modes of the community will go through the development stage from the distributed mode to the centralized. to the distributed-centralized. finally to the network mode, from no-center to single-center to polycenter. At different stages. governance mechanisms such as supervision mechanism registration mechanism consultation mechanism. rights and responsibility mechanism incentive mechanism and regulatory mechanism can be built. Finally, based on the rehabilitation scenario. an activity flow chart of data resource governance from pre-rehabilitation to rehabilitation and then to after rehabilitation is constructed to guide the actual governance activities. This paper contributes to the existing literature in two aspects: first the introduction of activity theory framework can help comprehensively understand the key issues in smart senior care data resource governance. That is why to govern, who participates in governance, what need to govern and how to govern. At the same time, it corresponds to the various elements included in the activity, and carries out the collaborative analysis among the various elements. Second, different from the existing conceptual framework which emphasizes the macro-control role, this paper focuses on practice of smart senior care data governance. Starting from the current situation, this paper summarizes the governance modes and mechanisms at different stages that can be promoted and developed. and combs data resource by scene dimension and defines the division of governance. Above two contributions can enrich the smart senior care data governance theory and then explore the application field of data governance theory. The research in this paper can reveal the internal logic of smart senior care data resource governance system, help promote data sharing activities in different cooperation situations, and establish effective governance modes and mechanisms, achieve more data resource value creation, promote high-quality development of senior care services. and ultimately improve the satisfaction and happiness of the seniors. [ABSTRACT FROM AUTHOR]

In keeping with discipline-specific genre expectations for writing in scientific and technological fields, students enrolled in English writing classes for future engineers are often required to produce collaborative reports on team projects. For freshman engineering students, such collaborative report writing, which constitutes a cornerstone in their academic literacy, is an entirely new genre. Drawing on Engeström's (Engeström, Yrjö. 1987. Learning by expanding: An activity theoretical approach to developmental research. Orienta-Konsultit Oy) activity system and Storch's (Storch, Neomy. 2002. Patterns of interaction in ESL pair work. Language and Learning 52(1). 119–158) interaction model, this paper explores two engineering freshmen's experiences of working collaboratively in separate groups in the same writing class. Our focal students were both native-English-speaking women at a U.S. midwestern university. Over the course of one semester, they provided their class notes and project report drafts, and they and the course teaching assistant participated in interviews. Our findings demonstrate that while both students had similar levels of commitment to the collaborative project, their writing experiences differed depending on their respective group members and their own attitudes and experiences. Our case study has implications for engineering freshman writing education as we illustrate how the ESP class we examined can help students prepare for academic and professional communication. We also discuss ways to help apprentice future engineers overcome discipline-specific communication difficulties as they enter a new discourse community. [ABSTRACT FROM AUTHOR]

This empirical study aims to understand the assessment pedagogies used to support pre-service teachers' assessment development in the post-pandemic. The study involved sixty 4th year English language pre-service teachers, and data were collected from interviews, practicum observation notes, field visit notes, and reflection papers. The study aimed to identify research-based pedagogical constructs that effectively contributed to pre-service teachers' learning and practice of assessment in the practicum. Using an activity theory lens, the study developed a model that could be used in pre-service teacher assessment education across different contexts. The paper concludes by suggesting research and practice-oriented implementations for pre-service teacher education based on the identified pedagogical constructs. Also, it has important implications for developing effective assessment education for pre-service teachers, which can contribute to better student learning outcomes in the future. [ABSTRACT FROM AUTHOR]

As the road to environmental and social sustainability is tied to large-scale systemic transitions, inevitably, sustainable innovation and entrepreneurship should be considered in their context. In this paper, we investigate how entrepreneurial opportunities develop in trajectories of sectoral transitions to sustainability. We adopt a social practice perspective and, based on insights from sectoral systems of innovation, socio-technical systems and activity theory, we develop an activity-based template/framework to represent sectors and their inherent dynamics in a structured and holistic way. The framework allows for the identification of entrepreneurial opportunities in the contradictions that emerge during transitions in the activities of sectors due to internally developed inconsistencies and/or external interventions. Hence, plausible narratives of the anticipated business futures can be constructed. It also surfaces the role of learning and knowledge creation, i.e., innovation, in resolving contradictions, thus creating value and stirring transitions in the direction of sustainability. The case study of the transition of the automobility sector to sustainability is used to test the framework proposed. [ABSTRACT FROM AUTHOR]

Background Aims Methods Results Conclusion & Implications WHAT THIS PAPER ADDS What is already known on the subject What this paper adds to existing knowledge What are the potential or actual clinical implications of this work? Despite the high prevalence of bilingualism in the United Kingdom, few speech and language therapists (SLTs) are bilingual themselves. Most SLT research on bilingualism has generated knowledge to inform service delivery for bilingual clients, but few studies have investigated how being a bilingual SLT influences one's professional experiences and practices. Better understanding the unique positionality of bilingual SLTs can yield critical insights to meaningfully address issues of diversity, inclusion and equity in the profession.To investigate the experiences and practices of bilingual paediatric SLTs in the United Kingdom through the lens of Cultural‐Historical Activity Theory‐International Classification of Functioning, Disability and Health (CHAT‐ICF), a new theoretical framework developed to conceptualise the activities of professionals working in the field of disability.In this qualitative study, 19 bilingual paediatric SLTs practising in the United Kingdom were interviewed individually. Participants were recruited through a snowball sampling strategy, and semi‐structured interviews conducted online. The data were analysed using reflexive thematic analysis and following a hybrid inductive‐deductive approach to map the results onto the CHAT‐ICF framework.Six overarching components of the CHAT‐ICF framework hosted the 12 sub‐themes identified to capture the experiences and practices of bilingual SLTs: (1) Subject (intersectionality); (2) Tools (language skills, education, clinical resources); (3) Rules (systemic barriers, sense of responsibility); (4) Community (sense of inclusion); (5) Division of labour (parents, colleagues); and (6) Practice (empathy with children, holistic mindset, flexible approaches). The use of the CHAT‐ICF theoretical lens revealed two fundamental structural phenomena: (1) the distribution of sub‐themes across many components of CHAT‐ICF demonstrated that being a bilingual SLT is a multifactorial experience; and (2) the chain reactions between sub‐themes illustrated the dynamic nature of bilingual SLTs’ experiences which can be harnessed to challenge marginalisation and promote equity in the profession.This is the first qualitative study to date to provide in‐depth insights into the experiences and practices of bilingual SLTs in the United Kingdom. These insights can be mobilised to inform the meaningful inclusion of bilingual SLTs in workforce planning efforts and service development. Recommendations include using intersectional lenses, providing cultural and anti‐racism awareness training to SLTs, developing more diverse clinical resources and flexible approaches for bilingual families, valuing bilingualism in recruitment processes and increasing accountability at the leadership level. Research giving voice to bilingual SLTs, and other underrepresented demographics in the SLT workforce, can catalyse action to promote a more diverse and inclusive profession in line with the Royal College of Speech and Language Therapists' strategic vision 2022–2027. Most research on bilingualism in speech and language therapy is focused on issues related to service provision and delivery for bilingual clients with little consideration for bilingual speech and language therapists’ (SLTs) unique positionality. A few survey studies have shown that bilingual SLTs report significantly higher competency and greater confidence when working with clients who speak multiple languages, but there are significant gaps in understanding how bilingualism impacts other aspects of their professional experiences. This is the first study to provide in‐depth insights into the experiences and practices of bilingual SLTs in the United Kingdom. We show that being bilingual profoundly impacts many aspects of their professional experiences, including their clinical identity, skillset, sense of inclusion in the workplace, work relationships and clinical approaches. Bilingual SLTs expressed developing trust relationships with bilingual families and adopting flexible approaches to account for their clients’ environmental factors, all of which can contribute to more equitable SLT services. This study also makes a novel contribution by proposing and using the Cultural‐Historical Activity Theory‐International Classification of Functioning, Disability and Health (CHAT‐ICF) framework to conceptualise and investigate SLTs’ experiences and practices. This study provides evidence‐based recommendations to inform progress towards the Royal College of Speech and Language Therapists' strategic vision 2022–2027 and the diversification of the profession. Actions to support bilingual SLTs and diversify the profession include shifting a rigid mindset of linguistic and cultural `competence’ to self‐growth and awareness, developing more diverse clinical resources and flexible approaches for bilingual families, valuing bilingualism in SLT recruitment processes and career progression and increasing accountability and leadership around issues of diversity in the workplace. The novel CHAT‐ICF framework has the potential to be used to support therapists’ reflexivity in their practice or structure audits of rehabilitation services. Intersectionality theories and transformative processes can catalyse positive change in clinical services and research around bilingualism. [ABSTRACT FROM AUTHOR]

The goal of this article is to propose a framework for understanding the nature of how people construct problems by interacting with situations and subsequently to offer implications for instructional design and future research. We propose that people must interactively frame the components of a situation in order to establish the meaning of a problem to solve. Although this interactive meaning-making process is critical to real-world problem solving, little research has been devoted to understanding the nature of interactive problem-framing or how to support students in framing problems effectively. Therefore, in this paper, we attempt to approach problem-framing from the perspective of cognitive theories focused on situated interactivity and propose a synthesized conceptual model based on the interaction of agents and context. We argue that solving a real-world problem involves a process of building it (the problem) by interactively shaping distributed situational resources into structures of meaning aimed towards the resolution of perceived contradictions. Using the key elements of the model, we also propose opportunities for future empirical research and possible implications for instructional design that can help facilitate the development of students' abilities to meaningfully frame problems. [ABSTRACT FROM AUTHOR]

This paper proposes an interdisciplinary approach aimed to bring into practice some novel Software Engineering theoretical paradigms. The premise of these news paradigms is based on the idea of "ecologies" as realities that take place in the environment of a Software product. These "ecologies" are understood as tight but flexible interactions between the human, social, and technical components involved, where Software is just another component. However, the theoretical paradigms discussed do not offer a viable way to make sense of these ecologies into the practice of Software design and development. Thus, as a more operationalized approach, this paper proposes a framework based on Networks of Activities, a concept derived from Activity Theory, as a resource to help in the design, development, and evolution of these new emergent complex socio‐technical ecologies. This framework has been conceived as a tool for the design, capture, and, especially, to analyze the evolution of these ecologies. The concepts and notations used by the proposed approach are illustrated through a proof of concept that shows the essential ideas and their use in real scenarios. In this way, the concepts discussed contribute to the improvement of related fields like Requirements Engineering, Human‐Computer Interaction, or Software Architecture, among others. [ABSTRACT FROM AUTHOR]

Under the influence of the concept of lifelong learning, teachers’ learning has become the main paradigm of teacher development. The traditional training for primary and secondary school teachers often pays too much attention to the transmission of theories and ignores the practical needs of teachers, resulting in the dilemma of low learning efficiency and poor effect. In order to break through the current learning dilemma of primary and secondary school teachers and meet the needs of students’ growth and long-term development of schools, on the basis of clarifying the basic implication of teacher learning driven by “multi-subject needs”, this paper introduces the Activity Theory to discuss the implications of teacher learning, constructs the teacher learning mode driven by “multi-subject needs,” and analyzes the operating mechanism of this learning mode. In order to promote the effective operation of this mode, teachers should set up the concept of lifelong learning, adhere to the selforientation of learning, and pay attention to learning reflection. The school level should create a cultural atmosphere for teachers’ learning, make clear the purpose of teachers’ learning, let teachers’ pay attention to the practical situation, and make teachers’ learning become a normal activity. [ABSTRACT FROM AUTHOR]

International comparative studies on mathematics teaching and learning often provide unitary and harmonious images of classroom practices. This paper aims to complement those studies by describing the complex aspects of those practices. Adopting activity theory as a framework, this paper considers classroom teaching and learning of mathematics as an activity system embedded in socio-historical contexts, analyzes its contradictions, and makes a comparative analysis of different practices of mathematics teaching and learning in the same country. As a case in point, mathematics lessons in Japanese secondary schools are considered. The initial activity system of mathematics lessons in Japanese modern schools came from the whole-class instruction system and then gradually evolved into the problem-solving style lesson. The latter has been facing challenges, and then a new activity system has emerged from a new paradigm of school education. It is argued that activity systems analysis enables us to understand the contradictions prevailing in mathematics education and that comparative analysis of more than one system in the same culture can provide valuable insights. [ABSTRACT FROM AUTHOR]

Background: Despite a great deal of studies on blended language learning, synthesized empirical evidence of its effects on language performance is still lacking. Objectives: To bridge the gap, this study aimed to meta‐analyse the effects of blended language learning on EFL learners' language performance. Methods: Drawing on the framework of AT (Activity Theory), this paper reported results based on a meta‐analysis of the effects of blended language learning on EFL (English‐as‐a‐foreign‐language) learners' language performance with 43 valid effect sizes from 39 experimental and quasi‐experimental studies published during 2000–2021. Results and Conclusions: The results showed that the overall effect size was significantly moderate for language performance, suggesting that blended language learning is more effective than traditional methods. The moderating effects of AT‐related moderators were analysed. The educational levels, intervention durations, geographic regions and software types were found to be significant moderators, while others did not find a significant moderating effect. Implications: The results also provided some practical insights into the pedagogical implications for teachers, practitioners, and researchers in blended language learning. Lay Description: What is already known about this topic: The facilitative effects and educational affordances of blended language learning have been well‐documented.Existing studies have been helpful in affording insights into the use of blended language learning.It is difficult to understand the effect size and potential moderators of blended language learning. What this paper adds: Few studies to date published have directly and systematically meta‐analyse the use of blended language learning.This study meta‐analyzes literature on blended language learning with respect to the framework of activity theory.Blended language learning is found to be more effective than traditional methods. Implications for practice: Pedagogical potentials of blended language learning should be encouraged to explore among EFL learners of different educational levels.Educational affordances of blended language learning should be integrated into the curriculums depending on the educational needs and purposes.Researchers should design the research with larger sample sizes and long‐term durations to increase the reliability of findings. [ABSTRACT FROM AUTHOR]

Transformation, learning and research come together in educational action research. Change Laboratories (CLs) are a distinctive approach to action research grounded in Cultural-Historical Activity Theory (CHAT). CLs seek to go beyond technical change, oriented instead to systemic and ideologically driven transformation. However, there have been few reviews of CL research, none focused on education. This paper reports a review of 55 studies using CLs or sibling approaches involving schools. It finds that CLs have been applied to diverse problems including pedagogical practice development, initial teacher education and collaboration across school boundaries. Wider issues of equity, inclusion and justice are present but not ubiquitous in this work. Theoretical references focus on expansive learning, activity systems and double stimulation, with growing use of wider concepts from within and beyond CHAT, including Southern and Indigenous epistemologies. Critical reflection of these findings informs seven fronts for future development in CLs to strengthen their contribution to educational action research: participation, beyond-technical change, enduring change, epistemic justice, addressing grand challenges, resistance, and reporting. [ABSTRACT FROM AUTHOR]

This paper argues that the practice of teaching and learning is being re-defined as technology enables a re-imagining of what can be taught, and how it could be taught. In Namibia, demands on mathematics teachers to incorporate technology use into their teaching practice are often mismatched with the curriculum. This theoretical paper proposes meaningful mathematics teaching via technology, instead of a mere response to societal adoption of digital tools. The concept of meaningful teaching is viewed through a Vygotskian lens. Kilpatrick et al.'s five Strands of Mathematical Proficiency inform the interpretation of goals for teaching mathematics with technology. We discuss the gaps in current models for professional development for teaching with technology when we take the Namibian cultural historical context into consideration. Activity Theory is used to conceptualise a two-triangle embedded activity system of teachers and professional developers, and to reflect on nodal interactions. We conclude by proposing some principles for the design of professional development programmes that aim to support mathematics teachers in using technology in their teaching. The principles may be useful for professional development in other developing countries with uneven access to both technology and reformed mathematics curricula. [ABSTRACT FROM AUTHOR]

The last two decades have witnessed a surge of sociotechnical theories used to examine information systems (IS) research, attributable, to increase rigor. It, therefore, necessitates innovative ways and usefulness in applying the theories in IS research. Inevitably, it leads to complementarity of some of the theories, whereby, activity theory (AT) and actor-network theory (ANT), and structuration theory (ST) and ANT have been combined in IS studies, in recent years. Despite the efforts, there is a need for complementarity of more theories, to cover extended scopes and increase rigor in the phenomenon being studied. This paper proposes a theoretical framework that combines AT and ST, for data analysis and interpretation of findings in IS research. The paper advances the application of sociotechnical theories to underpin IS research through a theoretical framework that combines AT and ST's dimension of change. [ABSTRACT FROM AUTHOR]

While there is increased interest in using movement and embodiment to support learning due to the rise in theories of embodied cognition and learning, additional work needs to be done to explore how we can make sense of students collectively developing their understanding within a mixed-reality environment. In this paper, we explore embodied communication's individual and collective functions as a way of seeing students' learning through embodiment. We analyze data from a mixed-reality (MR) environment: Science through Technology Enhanced Play (STEP) (Danish et al., International Journal of Computer-Supported Collaborative Learning 15:49–87, 2020), using descriptive statistics and interaction analysis to explore the role of gesture and movement in student classroom activities and their pre-and post-interviews. The results reveal that students appear to develop gestures for representing challenging concepts within the classroom and then use these gestures to help clarify their understanding within the interview context. We further explore how students collectively develop these gestures in the classroom, with a focus on their communicative acts, then provide a list of individual and collective functions that are supported by student gestures and embodiment within the STEP MR environment, and discuss the functions of each act. Finally, we illustrate the value of attending to these gestures for educators and designers interested in supporting embodied learning. [ABSTRACT FROM AUTHOR]

This paper reports on the findings of a study which sought to investigate the impact and efficacy of technology-based counseling offered by the University of South Africa (Unisa), an Open and Distance Learning (ODL) institution. The study focused specifically on student perceptions of the services they had received from professionals based in the Gauteng regional center, in the context of academic admissions and support, career indecision, financial and psychosocial challenges. A client satisfaction questionnaire was administered to 30 students. The theoretical framework for the study was Activity theory, which is a philosophical and cross-disciplinary framework for studying different forms of human practices as development processes, with both individual and social levels interlinked simultaneously. A mixed-method approach was adopted to explore participants' experiences and perceptions of e-counseling. Quantitative data was analyzed using the Statistical Package for Social Sciences (SPSS). Open-ended responses contained in the questionnaire, were subjected to qualitative analysis using the Atlas.ti program. Accessibility, convenience, and efficiency were highlighted as significant benefits of e-counseling. Results of the study suggest that while e-counseling should not be construed as a substitute for traditional, face-to-face counseling and psychotherapy, particularly in respect of more severe emotional and psychological challenges, it can be a useful adjunct to traditional modes of practice. The study also has important quality assurance implications for student counseling practice in Open and Distance Learning (ODL) institutions, particularly with respect to informing online ethical imperatives. [ABSTRACT FROM AUTHOR]

Many higher education institutions moved from in-person to online teaching during the COVID-19 pandemic, but these shifts have a longer history and potential. They require challenging individual and collective decision making by staff, beyond their usual repertoire of practice. This paper, therefore, aims to understand the nature of decisions that staff made as they moved to online teaching, the reasons, processes, and reflections on the perceived impacts. Eighty-four participants with diverse roles connected to moving online from four institutions across Africa were purposively sampled. Using a constructivist paradigm and qualitative approach, participants were invited to describe decision-making experiences through short narratives with prompts around their context, decisions, and impacts. Twenty-two of these participants attended a workshop to augment the narrative data and identify good practices. Qualitative analysis directed by Activity Theory concepts revealed that decisions related to policy and rules, pedagogy, community, and technology were frequently cited by participants. The main objective expressed in these narratives was maintaining the continuity of education for students. However, mixed impacts were observed on student engagement, and further decisions were made in response to this. Common challenges related to tools and technology, and similarly, the biggest tension for implementing the decisions was found between tools and technology and the participants or their communities. Good practices include updating policies and introducing continuous assessment. Implications for reflective professional practice are discussed, including how previous practices are initially drawn on to try to reproduce in-person teaching online but then adapt in recognition of the tensions this raises. [ABSTRACT FROM AUTHOR]

Contemporary science is a field that is becoming increasingly computational. Today's scientists not only leverage computational tools to conduct their investigations, they often must contribute to the design of the computational tools for their specific research. From a science education perspective, for students to learn authentic science practices, students must learn to use the tools of the trade. This necessity in science education has shaped recent K–12 science standards including the Next Generation Science Standards, which explicitly mention the use of computational tools and simulations. These standards, in particular, have gone further and mandated that computational thinking be taught and leveraged as a practice of science. While computational thinking is not a new term, its inclusion in K–12 science standards has led to confusion about what the term means in the context of science learning and to questions about how to differentiate computational thinking from other commonly taught cognitive skills in science like problem-solving, mathematical reasoning, and critical thinking. In this paper, we propose a definition of computational thinking for science (CT-S) and a framework for its operationalization in K–12 science education. We situate our definition and framework in Activity Theory, from the learning sciences, in order to position computational thinking as an input to and outcome of science learning that is mediated by computational tools. [ABSTRACT FROM AUTHOR]

The social distancing rules during the COVID-19 pandemic have inadvertently changed the activities of teaching and learning- with an unprecedented push to online courses. Educational institutions in developed countries have quickly adapted to the situation by developing their digital platforms to support e-learning. Whereas those in developing countries, particularly Vietnam, found it challenging to respond to the significant increase in online instruction because of lack of equipment and technology gap. This paper aims to examine a blending approach which combines visual technologies and social interactions to support fulltime remote education. Qualitative method was employed with the use of thematic analysis to examine respondents' perspectives of their daily online learning. Data was collected through semi-structured interviews of 05 lecturers and 10 undergraduate students in site construction management discipline as they are among groups experiencing seriously negative effects on quality of knowledge exchange which requires amount of time practice on-site or field-laboratory. Activity Theory was employed to guide the data analysis. Four main themes were found in related to "using interactive tools", "developing a learning support community", "defining responsibilities of educators and students" and "governing activities of educators and students" to meet learning objectives within online courses. [ABSTRACT FROM AUTHOR]

Advances in precision agriculture (PA), driven by big data technologies and machine learning algorithms can transform agriculture by enhancing crop and livestock productivity and supporting faster and more accurate on and off-farm decision making. However, little is known about how PA can influence farmers' sense of self, their skills and competencies, and the meanings that farmers ascribe to farming. This study is animated by scholarly commitment to social identity research, and draws from socio-cyber-physical systems research, domestication theory, and activity theory. This conceptualization of PA within these theoretical perspectives helps to render visible how big agricultural data and machine learning algorithms can affect meaning, doing, and being for US farmers. Through analysis of data from six focus group discussions and follow-up surveys with stakeholders across the PA value chain, this paper shows that PA tools can necessitate farmers to learn and develop new competencies such as flying drones and interpreting yield maps. At the same time, PA can shape new meaning of farm work and new expectation about a 'good farmer', changing what it means to be a 'successful' farmer from someone who is not only a data observer or data gatherer but also validators of PA models by using their local knowledge of agronomic and environmental phenomenon. We conclude that PA can alter social expectations about farming by reorienting the role of farmers. Policymakers and agriculture extension and outreach programmers can develop more socially relevant PA knowledge and innovation if they can attend to both new and traditional 'good farmer' identities. [ABSTRACT FROM AUTHOR]

At the social turn in education, Vygotsky's cultural-historical/sociocultural theory (VST) has become particularly influential. There are other cultural-historical traditions associated with VST, including Leontiev's and Engeström's versions of cultural-historical activity theory (CHAT). These approaches are frequently conflated, resulting in confusion that can be consequential in interpreting educational research findings. Unravelling these frameworks is thus an important and urgent task. In addressing this gap, the paper first provides an overview of the origins and fundamental tenets of these cultural-historical perspectives, followed by a critical evaluation of and comparison among them. Implications for utilising these cultural-historical traditions are discussed. [ABSTRACT FROM AUTHOR]

The present paper discusses perspectives of Activity Theory (AT) in the context of contemporary globalizing world, describing which we refer to the notion "De-structuralized modernity" (Sorokin and Froumin 2020). Radical changes in everyday life challenge social sciences and humanities. Approaches are in demand, which have the potential to comprehend the changing human étant and éntre. We argue that Activity Theory has the potential to face these challenges. Leontiev's AT grounds on the idea of qualitatively new mental features arising to deal with novel environmental challenges, which is much in line with J.M. Baldwin reasoning on evolution. AT also offers a method to prognosis the upcoming neoplasms. In the same time, applying classics of AT to the current reality, "De-structuralized modernity", entails the need for new theoretical elaborations of the latter, stemming from the radical transformation of the relations between individual and socio-cultural environments. A unique societal context emerges on the global level, which, on the one hand, requires individual to adapt constantly to changing socio-cultural reality, and, on the other hand, dramatically expands his/her potential for proactive actorhood transforming surrounding structures. We argue that the major and novel challenge for the individual is that maintaining the integrity and coherence of the a) Self-identity and b) system of links with the socio-cultural environment - in their dynamics and unity, has become a qualitatively different issue, much more complicated and problematic than ever before. The notion of "culture" has particular relevance and importance in this context because it allows grasping simultaneously two dimensions in their dynamic dialectical interrelations. First, the "internal" ("subjective", "in the minds") and "external" ("objective", material and institutional environment) realities. Second, individual ("micro") and societal ("macro") scales of human activities. Discussing the ways to understand these dynamics, we dispute the popular "constitutive view" on personality and refer to the concept of the "ontological shift" (Mironenko and Sorokin 2018). We also highlight how technological advancements change and "expand" human nature making it capable to deal with the outlined new tasks. [ABSTRACT FROM AUTHOR]

Purpose: The tutors or consultants working in university writing centers help students with their general assignments and academic writing. Very little attention has been paid to ethnographic-based research in this domain. This quasi-ethnographic paper aimed to fill this research gap by exploring: (a) the culture within which the writing consultants working for the writing services of an Eastern Ontario university provided their services to students, and (b) the discourse produced within that culture. Method: An ethnographic research design was adopted for this study. The sample comprised a diverse group of 11 consultants (four females and seven males). The data were collected through participant observations and semi-structured interviews. Findings: Employing social constructionism, activity, and social theory of genre, this research found that (a) collaboration, commitment, friendship, respect, and patience characterized the culture within which the writing consultants working for the university examined provided their services to students, and (b) academic and non-academic discourses were produced within that culture. Implications: The study is expected to benefit those who teach academic writing as it (a) illustrates the knowledge, ideas, customs, patterns of behavior, and beliefs that distinguish the group examined, and (b) identifies the nature of the discourse produced by that group. [ABSTRACT FROM AUTHOR]

Making investment decisions is usually considered a challenging task for investors because it is a process based on risky, complex, and consequential choices (Shanmuganathan, 2020). When it comes to Investments in human capital (IHC), such as startups fundings, the aspect of decision-making (DM) becomes even more critical since the outcome of the DM process is not completely predictable. Indeed, it has to take into consideration the will, goals, and motivations of each human actor involved: those who invest as well as those who seek investments. We define this specific DM process as multiactor DM (MADM) since not a group is making decisions but different actors, or groups of different actors, who - starting from non-coinciding objectives - need to reach a mutual agreement and converge toward a common goal for the success of the investment. This review aims to give insights on psychological contributions to the study of complex DM processes that deal with IHC to provide scholars and practitioners with a theoretical framework and a tool for describing the complex socio-ecological systems involved in the DM processes. For this purpose, we discuss in the paper how the third generation of activity theory (Leont'ev, 1974, 1978; Engeström, 1987, 2001) could be used as an appropriate model to explain the specificities of MADM construct, focusing on the particular case of startup funding. Design thinking techniques will be proposed as a methodology to create a bridge between different activity systems. [ABSTRACT FROM AUTHOR]