The elicitation of systemic variables: A developmental study of the effectiveness of Engestrom's Cultural-Historical Activity Theory diagram as a model for problem structuring in the analysis domain of the instructional design process (Y. Engestrom).

摘要

This study employed a Developmental Work Research (DWR) method to answer the question: during the analysis phase of the instructional design process, does the use of the CHAT diagram, following training on its use, elicit actions from novice instructional design students that reflect a systems perspective when framing a design problem?; Five novice designers in a graduate Educational Technology (ET) program at a major university were introduced to Cultural-Historical Activity Theory through a workshop format. Following the workshop, participants, working in small groups, structured an ID case study problem using the CHAT diagram as a framework.; The presence of actions reflecting a systems perspective was assessed according to the number of systemic variables and their interactions considered based on the CHAT diagram elements, and the frequency of specific problem-structuring skills exhibited. The primary findings indicated that all participants successfully employed the CHAT diagram to structure the case study from a systems perspective. Participants used the model to construct the problem space; communicate about the problem with their group members; and conceptualize a solution.; Findings indicated that all students had some degree of difficulty with CHAT terminology and concepts. A recommendation was made to teach the CHAT diagram in the context of its theoretical underpinnings to encourage the appropriation of theoretical concepts at the highest level. Findings emerged from an educational setting, and might differ in a more authentic ID setting.; Before participating in the CHAT Workshop, students completed a questionnaire regarding the difference between a systems and a systematic approach to ID. After participating in the workshop and problem-structuring activity, some students continued to reflect the confusion of terminology between systems and systematic approaches to ID as that found in the literature. A recommendation was made for ET educators to make a concerted effort to help students clarify the meaning and implications of these terms.