Activity Theory and Online Community Education for Sustainability

Aguayo, Claudio

doi:10.1007/978-94-6300-387-2_9

Cited by 16 publications

(24 citation statements)

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“…This stage employed Activity Theory (Engeström, 1987) as a meta-analytical framework to account for the socio-cultural factors and complexities within non-formal settings (Aguayo, 2016;Leadbetter, 2005). In this article we principally focus on this second stage, as a way to provide a critical account of the use of ICT for community learning for sustainability in non-formal environments.…”

Section: The Case Study: Online Community-based Esd At Lanalhue Lake mentioning

confidence: 99%

“…This involves the identification and description of the overarching elements constituting the activity system defined by the framework and the resultant ESD website. These elements include the sociocultural and historical background of the target community, the affordances provided by the ESD website, the division of labor of the activity system, and the rules determining the activity system (Aguayo, 2016;Engeström, 1987Engeström, , 2001. Within this framework, data was analysed for its deductive coherence with the theoretical positions described above, and inductive emergent properties.…”

Section: Theory-testing Research Designmentioning

confidence: 99%

“…This involves achieving a deep understanding of the local, social, cultural, technological, and educational characteristics and needs of the target community. Learning technologies can be shaped to meet and fulfill people's characteristics and needs, therefore becoming locally relevant and culturally responsive (Aguayo, 2016). In this study such deep understanding of the local community was achieved through community-based ethnographic research.…”

Section: Pre-design Phase: Characteristics and Needs Of The Target Comentioning

confidence: 99%

“…These concerns dictate that systems thinking, socio-cultural theories (e.g. cultural-historical activity theory), and qualitative perspectives are useful approaches for the investigation of the effects of the design, implementation and use of ICT in learning contexts (Aguayo, 2016;Kompf, 2005;McNair, 2006;Selwyn, 2006;Somekh, 2007;Webb, 2002).…”

Section: Introductionmentioning

confidence: 99%

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Promoting community socio-ecological sustainability through technology: A case study from Chile

Aguayo

Eames

2017

Int Rev Educ

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Abstract:The importance of community learning in effecting social change towards ecological sustainability has been recognised for some time. More recently, the use of Information and Communication Technology (ICT) tools to promote socio-ecological sustainability has been shown to have potential in community education for sustainable development (ESD). The effective design and use of technology for community learning implies an understanding of a range of cross-dimensional factors including: socio-cultural characteristics and needs of the target audience; considerations of available and culturally responsive types of technology; and non-formal pedagogical ESD strategies for community empowerment. In addition, both technology itself and social communities are dynamically evolving and complex entities. This article presents a case study which evaluated the potential of ICT for promoting ecological literacy and action competence amongst community members in southern Chile. The case study addressed the ecological deterioration of a lake, which is having deep social, economic, recreational and cultural implications locally. The authors' research involved developing a theoretical framework for the design, implementation and use of ICT for community learning for sustainability. The framework was based on key ideas from ESD, ICT and community education, and was underpinned by a systems thinking approach to account for the dynamism and complexity of such settings. Activity theory provided a frame to address overarching sociocultural elements when using technology as a mediating tool for community learning. The authors' findings suggest that the use of an ICT tool, such as a website, can enhance ecological literacy in relation to a local socio-ecological issue.

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Section: The Case Study: Online Community-based Esd At Lanalhue Lake mentioning

confidence: 99%

Section: Theory-testing Research Designmentioning

confidence: 99%

Section: Pre-design Phase: Characteristics and Needs Of The Target Comentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Promoting community socio-ecological sustainability through technology: A case study from Chile

Aguayo

Eames

2017

Int Rev Educ

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“…Por lo mismo, en el ámbito de la educación y emancipación de individuos y comunidades en las cuestiones ambientales es vital entender, comprender y adaptarse a las necesidades y particularidades socioculturales de cada contexto. Sobre todo en lo que corresponde a entender los problemas y conflictos socioecológicos que puedan allí existir, y cómo a través de la educación de las ciencias, y la tecnología, se puede contribuir al desarrollo de una cultura socioecológica y de empoderamiento social local y global (Aguayo, 2015).…”

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La cuestión ambiental: de la razón a las cosas del corazón

Aguayo¹

2015

TED

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Quisiera invitarlos a reflexionar sobre tres puntos que considero claves al abordar el tema de las perspectivas y desafíos de la educación en ciencias experimentales, naturales, matemática y tecnología, en la integración de las cuestiones ambientales. Estos son: el foco de atención cuando nos referimos a las cuestiones ambientales; la identidad valórica de las ciencias en distintos contextos socioculturales; y la dimensión emocional y afectiva asociada a la temática ambiental. Estos puntos son claves por su potencial en la integración de la educación de las ciencias con el tipo de empoderamiento que permita a la ciudadanía responder y resolver sus conflictos ambientales, basado en las competencias y conocimientos requeridos para las transformaciones locales hacia la sustentabilidad socioecológica.Para comenzar, me parece que podemos apuntar a la presencia de una mala costumbre, o más bien un problema terminológico y de enfoque que puede llegar a tener implicancias profundas, cuando nos referimos a las cuestiones ambientales. La temática ambiental a la que nos referimos hoy en día surge hacia fines de la década de 1960 y principios de la de 1970, como una inquietud transversal y global basada en el evidente deterioro del medio ambiente natural. Muchos son los que identifican el libro de Rachel Carson Silent spring (1962) como el primer gran llamado de atención a las posibles calamidades medioambientales que vemos en la actualidad -aunque Aldo Leopold (1949) hablaba de la ética de la Tierra y la conciencia ecológica antes que Carson-.El foco de atención inicial era, en ese entonces, el medioambiente natural. Esto se hace evidente en la dinámica de la época en torno a la problemática ambiental, como queda establecido, por ejemplo, en la Carta de Belgrado de 1975 y en la Declaración de Tbilisi de 1977, ambas instituidas por la Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura, en conjunto con el Programa de Naciones Unidas para el Medio Ambiente (Unesco-unep, 1976(Unesco-unep, , 1978.Sin embargo, a partir de los años 1980 podemos ver un cambio en el discurso global, reconociendo como sociedad contemporánea que la temática ambiental no solo concierne estrictamente al medio ambiente natural, sino que también se relaciona con otras dimensiones, sobre todo la económica y social.

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