Toward a Grammar of Collaboration

Engeström, Yrjö; Kajamaa, Anu; Lahtinen, Päivikki; Sannino, Annalisa

doi:10.1080/10749039.2015.1024326

Cited by 27 publications

(39 citation statements)

References 22 publications

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“…Its interdependencies are ultimately a societal and political question. Finally, concepts like 'transformative agency' and 'double stimulation' as presented in the work of Yrjö Engeström et al (Engeström, Kajamaa, Lahtinen & Sannino, 2015;Engeström & Sannino, 2010Engeström, Sannino & Virkkunen, 2014) are discussed critically. The question is raised whether this work could help to discern the essential relations of intellectual cooperation under particular societal conditions.…”

Section: Knowing As An Integral Part Of Work Activitiesmentioning

confidence: 99%

Methodological challenges of investigating in-tellectual cooperation, relational expertise, and transformative agency

Langemeyer

2017

NJVET

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Methodological issues arise with the research of societal practices of 'knowing'. This object of study is understood as concrete human activity that always integrates mental, communicative and practical behaviour in interaction and cooperation with others. Especially with regard to contemporary forms of labour in the high-tech-world, this issue has become a salient task. As it is explained, it implies investigation of people communicating and reasoning while developing concrete forms of activity. In particular, the methodological issues concern the social and psychodynamic quality of this practice. Within the tradition of cultural-historical research and activity theory, milestones of this matter have already been reached. Cultural-historical concepts like the 'motive' of an activity as well as the 'emotions' that bias the 'experience' of 'transformative engagements' with the world show that their theoretical and methodological understanding are adept to approach the dialectics between the social and the individual quality of practice and agency in general, but also with regard to contemporary challenges of intellectualized cooperation in particular. 'Double stimulation', a concept coined by Vygotsky, is relevant in this context as well. However, the paper discusses critically whether it fits with the system theoretical understanding of activities and transformative agency as it can be found in Engeström's writings. Finally, the core requirements for a VET-research methodology for intellectualized collaboration are resumed.

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Section: Knowing As An Integral Part Of Work Activitiesmentioning

confidence: 99%

Methodological challenges of investigating in-tellectual cooperation, relational expertise, and transformative agency

Langemeyer

2017

NJVET

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“…The activity in itself stimulated independent dialogue around the theme and begin to raise the issue into public awareness. The assemblage of the people, the tool and the activity itself in its various different configurations allows us to frame interaction within a wider activity system (Engeström, Kajamaa, and Lahtinen 2015) that could be usefully deployed in cities, the challenge remains to develop shared experiences that are more than fleeting moments and become and integral part of the shaping of urban interaction. As such, ongoing, shared ways to contribute to civic planning and contextualizing appropriate Urban HCI would mean establishing and sustaining boundary objects in use (Barrett and Oborn 2010).…”

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confidence: 99%

Shared Ethnography of Shared Cities

Potts

Sharma

Lindley³

2015

Ethnographic Praxis

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MOTIVATIONS & METHODSFraming the development of Smart Cities in terms of inclusion acts as a potent stimulus to re-think Urban HCI. Through this paper, we identify gaps and harness opportunities to make meaningful interactions and warn against the grave implications of inaction. By beginning to fuse ethnographic practice's rich history of engagement with cities, with burgeoning developments in smart technological infrastructure, the research aims to provoke and inure the urban development, human computer interaction and ethnographic communities to think carefully about the Smart City, and then look beyond it.In this paper, we argue that a crucial maneuver is necessary; by adapting heuristic methods developed to evaluate digital environments to diagnose physical sites. This affords thinking of an urban site as a user interface and prepares the ground for the appropriate application of digital infrastructure that can enhance and include, becoming a sustainable part of the urban fabric. The resultant general method can be used as an adaptable system for evaluating a city along with its users, drawing on their innate expertise; lived experience. Rather than attempting to erase the difference between physical and digital user environments, it suggests acknowledging their co-presence and interdependence with respect to enabling the utility of a city for users/inhabitants.Inspired by Kevin Lynch's seminal approach to urban studies (1960a) and borrowing from Jacob Neilson's (1992) heuristic user evaluation for this purpose, the researchers devised ways of rapidly capturing insights about a place by tapping into the perceptual images of users. Lynch privileged the meanings that inhabitants ascribed to their Shared Ethnography for Shared Cities - Potts, Sharma, Lindley 2 environment and his work attempted to make user perceptions a central stimulus for planning spaces, he aimed to capture perceptual images of a city and identify their common patterns. These two perspectives are a surprising fit and form an incredibly productive way of thinking about information layers of a city, its smartness. Coincidentally, these principles are sympathetic to third paradigm HCI thinking (Harrison, Tatar, and Sengers 2007).Rather than suggest guidelines, too inflexible for designers and too general for broad application, this paper suggests first shifting our stance on how we regard cities. It finds that such reframing can reveal novel ways of harnessing innate expertise dormant in inhabitants. This strategy is also effective in engaging those that sit outside the present gamut of users. Seemingly, the savvy core that, ironically, are the creative technical class that design systems will find it inherently difficult to design for inclusion, our research suggests alternative strategies. This indicates an issue of epistemic injustice, where either prejudice de-privileges the credibility of a person's insights or there is a gap in collective interpretive resources that puts someone at an unfair disadvantage when it comes to making sense of ...

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“…My initial understanding of collaboration was as a uniform phenomenon as described by Engeström et al (2015). In seeking to find out how teacher-teacher aide team members collaborate I thought to find procedures, set activities of collaboration, such as those identified in the definition of collaboration revealed in Chapter 1, being employed across the teams.…”

Section: Different Perspectives and The Need For A Different Framewormentioning

confidence: 99%

“…Carnivalisation moves beyond the three types of collaboration (coordination, cooperation and reflective communication) usually identified in activity-theoretical studies of collaboration (Engeström et al, 2015). It is in relation to carnivalisation that the idea of culture, as it influenced cogen sessions, can be explored to expand understanding around collaboration in teacher-teacher aide teams.…”

Section: A Different Framework To Understand Collaborationmentioning

confidence: 99%

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Teacher-teacher aide teaming: investigating collaboration using cogenerative dialoguing and CHAT

Tatum¹

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Globally, collaboration in teacher-teacher aide teams is under-researched. In Australia, there is a dearth of research into teacher-teacher aide team collaboration. This is despite school reform initiatives requiring staff to work together with the understanding that collaboration has the potential to improve teaching and student learning outcomes (Conley & Cooper, 2013). This emphasises the urgency and importance for research into the collaborative teams, as well as working relationships, of teachers and teacher aides in Australian schools. The aim of this research is to contribute to understandings around collaborative practices in school settings. This study explored teacher-teacher aide team collaborative practices using cogenerative dialoguing (cogen), seeking to bring to light factors that may influence the effectiveness of collaborative practices utilising an analytical framework of Cultural-Historical Activity Theory (CHAT). Guiding this investigative study was the research question: How is collaboration practised in teacher-teacher aide teams? Supporting this question are the subquestions: In what ways do the teachers and teacher aides collaborate in their teacher-teacher aide teams? What happened to the quality and the nature of communication between teachers and teacher aides when teacher-teacher aide teams used cogenerative dialoguing? and How can CHAT be used to conceptualise the affordances and challenges of cogenerative dialoguing for understanding and explaining collaborative teacher-teacher aide teaming? A collective case study approach was chosen for this qualitative study. Supporting this approach, the research took the form of observations, semi-structured interviews that included concept drawings and team cogen sessions. Data were obtained from ten teacher-teacher aide teams. However, due to changes in work commitments and the break-up of teams at the end of the year, only four teams completed the study. This is consistent with teacher-teacher aide teamworking where the purpose and need for these teams often depend on student needs and staff availability with teams sometimes reforming during the year and often splitting up at the end of the school year to reform as different teams in the new school year. This study found that collaboration between teachers and teacher aides is not a linear process, rather, it is fluid and dynamic, cyclic in nature, occurring on an as needed basis depending on the task or activity team members needed to perform. There were no steps to true collaboration. Instead, participants' experiences of collaboration involved face-to-face encounters that moved through different elements of collaboration, such as coordination , cooperation, reflective communication and carnivalisation. Collaboration was found to begin with team members Publications during candidature No publications Publications included in the thesis No publications included Contribution by others to the thesis No contribution by others Statement of parts of the thesis submitted to qualify for the award o...

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Toward a Grammar of Collaboration

Cited by 27 publications

References 22 publications

Methodological challenges of investigating in-tellectual cooperation, relational expertise, and transformative agency

Methodological challenges of investigating in-tellectual cooperation, relational expertise, and transformative agency

Shared Ethnography of Shared Cities

Teacher-teacher aide teaming: investigating collaboration using cogenerative dialoguing and CHAT

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