Activity-Centred Analysis and Design (ACAD): Core purposes, distinctive qualities and current developments

Goodyear, Peter; Carvalho, Lucila; Yeoman, Pippa

doi:10.1007/s11423-020-09926-7

Cited by 82 publications

(57 citation statements)

References 45 publications

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“…This involves identifying areas of language and ideas that may be particularly helpful, and steering away from areas of language and sets of ideas that can prove problematic. It also turns out to be useful to have shared, sharp ways of dividing up the problem space of educational design — to think and talk about different areas of design and different kinds of design objects, such as tasks, activities, roles, divisions of labour, tools and spaces (Goodyear et al 2021 ). Equally important are the ‘connecting constructs’ that allow discussion to develop and pursue logical inferences (design propositions) about how designable objects, educational activities and desirable outcomes relate to one another.…”

Section: The Real Work Of Realisationmentioning

confidence: 99%

“…Within universities, infrastructures develop over time — indeed some people are given professional responsibility for overseeing their maintenance and enhancement — and infrastructures are also subject to diurnal and hourly changes, as when classroom furniture is rearranged, or laboratory workbenches are restocked with materials. Crucially, infrastructure needs to be considered from at least two perspectives, or within dual ontologies: as (i) a set of objects to be designed, planned and managed and (ii) as entangled and experienced in real activities (Goodyear et al 2021 ). So in thinking about postdigital infrastructure, we need to be sure to include: the social, digital, material and hybrids; the planned and the experienced.…”

Section: Valued Practices and Their Infrastructuresmentioning

confidence: 99%

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Realising the Good University: Social Innovation, Care, Design Justice and Educational Infrastructure

Goodyear

2021

Postdigit Sci Educ

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This paper is a contribution to the collective work of imagining better universities. It starts from Raewyn Connell’s account of the good university, and develops four main ideas. Connell’s insistence on thinking about universities as real workplaces, with real workforces doing real work that has real consequences, provides a disciplining foundation. On this basis, we must acknowledge that although changes are often set in motion outside a university, their realisation always depends on the work of university staff and students. Secondly, research on learning and teaching and the spaces in which they unfold can contribute to real change by providing stronger concepts and clearer language in which to imagine, discuss and plan. Thirdly, course and curriculum redesign, oriented to the great challenges that our students will be tackling in the next few decades, would benefit from an infusion of practices and values from the fields of social innovation and participatory design, and that design for social innovation needs a grounding in design justice. Finally, I outline some of the implications that we can infer for better learning spaces — understood from both a postdigital and a postcritical perspective. A connecting theme within this exploration is the realisation of care as thoughtful work.

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Section: The Real Work Of Realisationmentioning

confidence: 99%

Section: Valued Practices and Their Infrastructuresmentioning

confidence: 99%

Realising the Good University: Social Innovation, Care, Design Justice and Educational Infrastructure

Goodyear

2021

Postdigit Sci Educ

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“…As the emergent activities take place, designable elements are co-configured. Activities respond to an ecosystem of factors that exist in a learning space, at a particular time, location, and with a specific group of learners and teachers (Goodyear et al 2021 ; Goodyear and Dimitriadis 2013 ). This research reports on the experiences and perceptions of teacher-designers transitioning to hybrid environments in courses that catered to diverse student demographics (e.g.…”

Section: Framing Educational Design In Health Educationmentioning

confidence: 99%

Designing Hybrid Spaces for Learning in Higher Education Health Contexts

Green

2021

Postdigit Sci Educ

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In Aotearoa New Zealand, undergraduate, professional health courses include social work, nursing, and biosciences courses that focus on learning how to support people with physical, mental, spiritual, and psychosocial/relational health and well-being concerns. Recently, the need for a nuanced understanding of how technologies might extend students’ experiences across and beyond physical classrooms has emerged. Drawing on contemporary ecological perspectives in education, this paper emphasises that design for learning involves a complex web of elements. Anchored in practice theory, the paper uses the analytical lens of the Activity-Centred Analysis and Design (ACAD) framework to explore how tools, tasks, and various social arrangements influence student learning activity. A multiple case study investigated the experiences and insights of five higher education teacher-designers, discussing the relationship between features of course design and their perceived impact on emergent learning activity. Design elements are also discussed in relation to the experience of teacher-designers adapting and transitioning to hybrid environments during Covid-19, whilst working with diverse learners in different contexts and disciplines. Interviews with teacher-designers revealed what they believe contributes to productive learning activity, such as the importance of creating safe learning environments, an overall appreciation for the opportunity to use technology for teaching and learning, and their use of a heutagogical approach, which emphasizes the development of knowledge and skills for teaching in hybrid learning environments. The paper argues for practical and targeted support to acknowledge, encourage, and enhance teacher-designers’ capabilities for transformational use of hybrid learning environments in health education.

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“…Such a stance allows us to account for a multilayered assemblage of artefacts, tools, places, ideas and people, which together influence the overall quality of a learning environment and the ensuing experiences of learners. In our research, these ideas have been expressed through the Activity-Centred Analysis and Design (ACAD) framework (Goodyear & Carvalho, 2014;Goodyear, Carvalho, & Yeoman, 2021) and ACAD wireframe (Yeoman, 2015) as analytical tools to support educational designers and researchers in conceptualizing connections between people, tools, and tasks at the micro, meso and macro levels of design.…”

Section: Multi-layered Assemblages Of Artefacts Tools Ideas and Peoplementioning

confidence: 99%

Performativity of Materials in Learning: The Learning-Whole in Action

Carvalho

2021

J. New Approaches Educ. Res.

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Contemporary educational practices have been calling for pedagogical models that foreground flexibility, agency, ubiquity, and connectedness in learning. These models have, in turn, been stimulating redevelopments of educational infrastructure –with physical contours reconfigured into novel complex learning spaces at universities, schools, museums, and libraries. Understanding the complexity of these innovative learning spaces requires an acknowledgement of the material and digital as interconnected. A ‘physical’ learning space is likely to involve a range of technologies and in addition to paying attention to these ‘technologies’ one must understand and account for their physical sites of use as well. This paper discusses the influence of materiality in learning, using an analytical approach that situates learning activity as an emergent process. Drawing on theories that foreground socio-materiality in learning and on the relational perspective offered by networked learning, we call for a deeper understanding of the interplay between the physical (material and digital), conceptual, and social aspects of learning, and their combined influence on emergent activity. The paper argues that in order to successfully design for innovative learning, educators need to develop their capacity to trace the intricate connections between people, ideas, digital and material tools, and tasks –to see the learning-whole in action.

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Activity-Centred Analysis and Design (ACAD): Core purposes, distinctive qualities and current developments

Cited by 82 publications

References 45 publications

Realising the Good University: Social Innovation, Care, Design Justice and Educational Infrastructure

Realising the Good University: Social Innovation, Care, Design Justice and Educational Infrastructure

Designing Hybrid Spaces for Learning in Higher Education Health Contexts

Performativity of Materials in Learning: The Learning-Whole in Action

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