`tt @@@ @@@@0{+ Scst EN DB t0P     &T' / D< zq ic18ceich had the less complex task. we found that the availability of DSS improved task performance. In this scenario, suggestive guidance was found to enable subjects to perform significantly better than those subjects using informative guidance. However, in the second experiment which had the more complex task, subjects using informative guidance outperformed those who were either supported with a suggestive guidance or who received no-DSS support at all (ie. only pencil and paper was used). No significant difference was demonstrated to exist between those who were supported with suggestive guidance and those who were not supported with DSS. The results are analysed with respect to current findings in decision research. Empirical 0 sand2001 Bichsel2002 Burge2003 Chang2002 Clases2002 Collins2002 Decortis Decortis Diaz-Kommonen2002 Fijeld2002Halloran2002  Halverson2001 Helle2000 Hyland2001  Iivari1999  Kaptelinin1997 Kaptelinin1999  Kipp1996 Korpela2001 Korpela2003 Krueger2002 Lauche2002 Linger1999Macaulay19999 Mrch2001 Mursu2003 Muru20010 Mwanza2000Nardi Nardi1997 Nardi1999 Noirfalise Noirfalise Omdahl20011 Rauterberg2002Redmiles2002 Rogers20020 Saudellie Saudellie Scaife20020 Shukla20022 Soriyan2001 Tolman1988 Voorhorst2002 Wehner2002  Wells1999Williams2001 Worthen  Authors*Journals Keywords                                0q *sand, Hege-Ren Bichsel, M. Burge, J. D. Chang, J. Clases, C. Collins, P. Decortis, F.Diaz-Kommonen, L. Fijeld, M. Halloran, J.Halverson, C. A. Helle, M. Hyland, Ane Iivari, J.Kaptelinin, V. Kipp, N. A. Korpela, M. Krueger, H. Lauche, K. Linger, H. Macaulay, C. Mrch, Anders Mursu, A. Muru, A. Mwanza, D. Nardi, B.Noirfalise, S.Omdahl, Karianne Ratto, M.Rauterberg, M. Redmiles, D. Rogers, Y. Saudelli, B. Scaife, M.Shukla, ShilpaSoriyan, H. A. Tolman, C. W. Voorhorst, F. Wehner, T. Wells, G. Williams, B. Worthen, H.       PJAccepted to the CSCW Journal, Special issue on Activity Theory and Design.Activity Theory(#Computer Supported Cooperative WorkComputer Supported Cooperative Work: The Journal of Collaborative Computing. Special Issue of CSCW on activity theory and design Interactions0+Scandinavian Journal of Information SystemsXRSpecial Issue of Journal of Computer Supported Cooperative Work on Activity Theory @     ]$PJFijeld, M. Lauche, K. Bichsel, M. Voorhorst, F. Krueger, H. Rauterberg, M. 2002TNPhysical and virtual tools: Activity theory applied to the design of groupware*#Computer Supported Cooperative Work11153-180"Activity theory folder; URL Full Text~Activity theory is based on the concept of tools mediating between subjects and objects. In this theory, an individuals creative interaction with his or her surroundings can result in the production of tools. When an individuals mental processes are exteriorized in the form of tools - termed objectification - they become more accessible to other people and are therefore useful for social interaction. This paper shows how our understanding of activity theory has shaped our design philosophy for groupware and how we have applied it. Our design philosophy and practice is exemplified by a description of the BUILD-IT system. This is an Augmented Reality system we developed to enhance group work; it is a kind of graspable groupware which supports cooperative planning. The system allows a group of people, co-located around a table, to interact, by means of physical bricks, with models in a virtual three-dimensional (3D) setting. Guided by task analysis, a set of specific tools for different 3D planning and configuration tasks was implemented as part of this system. We investigate both physical and virtual tools. These tools allow users to adjust model height, viewpoint, and scale of the virtual setting. Finally, our design practice is summarized in a set of design guidelines. Based on these guidelines, we reflect on our own design practice and the usefulness of activity theory for design.~xhttp://citeseer.nj.nec.com/cache/papers/cs/15250/http:zSzzSzwww.fjeld.chzSzpubzSzcscw.pdf/physical-and-virtual-tools.pdf("Halloran, J. Scaife, M. Rogers, Y. 2002\UTaking The No Out Of Lotus Notes: Activity Theory, Groupware, and Student GroupworkVOCSCL '02, International Conference on Computer-supported Collaborative Learning Boulder, Colorado}169-178r"Activity theory folder ; URL Full Text}hbThis paper describes a study that examined why groupware that was tailored to support collaborative student learning (Lotus Notes) was unsuccessful. In particular, it examines why the tutors aspirations of helping the students to collaborate were not met. It was found that students tended not to use the groupware, preferring other, self-developed support tools. Our study shows that the failure was multidetermined: there was a complex interacting set of factors including software use problems, systems integration issues, conflicting tutor/student perceptions of the value of using the groupware, and conflicts in each groups view of how best to complete the course. There has been interest in using Activity Theory to approach multidimensional analysis in CSCL, but existing Activity Theory-based frameworks can be difficult to apply to instances of collaborative learning marked by conflict. To address this need, we use an Activity Theory-based analytic tool called the Activity Space. The tool is also used to show how multiple changes could be made to improve the potential for groupware to be used as intended.82http://www.cogs.susx.ac.uk/users/johnhall/CSCL.pdfory folder; URLx Full TextwDistributed cognition is a new branch of cognitive sciences. On one part, its goal is to study representations of knowledge internal and external to the individual. On the other part, it is interested in the propagation of knowledge between the individuals, and the artifacts, and the transformations sustained by structures when used by individuals and artifacts. This new approach allows to study cognitive phenomenon non observable at the individual level, such as cooperative work socially distributed task.sjdhttp://www-sv.cict.fr/cotcos/pjs/TheoreticalApproaches/DistributedCog/DistCognitionpaperDecortis.htmDiaz-Kommonen, L.n 2002(!Activity theory and design methodnCIPHER partnersi Helsinki, Finlando June 17the"Activity theory folder; URLeFull presentationjcActivity Theory is a framework of knowledge that seeks to explain the unity and inseparability of doing and thinking. It does so by focusing on the idea of the indivisibility of human organism from the environment, of the individual and society. According to the theory, a basic feature of human activity is the use of mediation. That is, human interaction with the world is mediated either by material tools or by immaterial signs. While concepts such as mediation remain highly abstract, Activity Theory has served as a platform from which to develop models that allow for systemic analysis of human activity.B732nd Hawaii International Conference on System Sciencesn Hawaii"Activity theory folder; URL Full TextThe paper proposes a Situated Activity Theory view of collaborative knowledge work. Activity Theory is argued to be particularly relevant in the context knowledge work since the body of knowledge is a historically accumulated social construction. Situated Activity Theory makes a distinction between activity, tasks and encounters, the first two following the traditional distinction between activity and action in Activity Theory. Encounters are incorporated to model explicitly the temporal organisation of work. Referring to the high variety of knowledge work, Situated Activity Theory suggests an instansiation process in which an activity is instansiated into an action working on a single object of work. The culturally developed activity system is seen to serve as a significant resource and constraint in the process. Influenced by the ideas of situated action the instansiation process is viewed as continuous process that takes place in a close concert with the action as it unfolds. HAhttp://www.computer.org/proceedings/hicss/0001/00011/00011018.PDF Kaptelinin, V. Nardi, B. 199760Activity theory: Basic concepts and applications,%Computer Human Interaction Conference Atlanta, Georgia 22-27 March"Activity theory folder; URL Full TextrThis tutorial introduces participants to Activity Theory, a conceptual approach that provides a broad framework for describing the structure, development, and context of computer-supported activities. The tutorial will consist of lectures, discussion and small group exercises. A Web community will be established so attendees will be able to continue to learn about and use activity theory.B;http://www.acm.org/sigchi/chi97/proceedings/tutorial/bn.htm " Mwanza, D. 2000.(Mind the gap: Activity theory and designCSCW2000  Philadelphia December 2-6"Activity theory folder; URLm Full Text }This paper describes the application of the Activity Theory framework to the analysis of work practices in an organisation, to inform the design of a computer system for supporting collaborative learning in the workplace. A study involving the analysis of an organisation and using Engestrm's expanded triangle model of human activity [5] is described. A methodology developed during the study for breaking down the extended triangle and applying it is given, together with practical examples. The paper concludes by highlighting strengths and weaknesses of the model, and suggests a number of refinements for its practical application.http://citeseer.nj.nec.com/cache/papers/cs/21273/http:zSzzSzkmi.open.ac.ukzSztrzSzpaperszSzkmi-tr-95.pdf/mwanza00mind.pdf http://citeseer.nj.nec.com/mwanza00mind.html then select PDF Nardi, B.l0)Coda and response to Christine Halverstons"Activity theory Folder; URLt Full TextR\VMany thanks to Christine Halverson for an incisive, original discussion of theorizing in CSCW. In reading Halversons discussion of activity theory and distributed cognition, I was struck by the common angst shared by all of us with theoretical inclinations who attempt to interest others in developing perspectives beyond seat of the pants analysis. As a community of designers and researchers, we teeter between wanting to just hunker down and get something donedesignand striving to find satisfying theoretical frames that help us understand more deeply what people and technology are about.RKhttp://www.ics.uci.edu/~redmiles/activity/final-issue/Response/Response.pdf Tolman, C. W. 1988.'The basic vocabulary of activity theorywActivity Theory81F 14-20\"Activity theory folder; URL Full Textr82The articles by Schurig and Enerstvedt in this issue of Activity Theory demonstrate some of the problems that arise from the theory's vocabulary. These appear to stem mainly from the fact that the English equivalents are almost always everyday words that are ordinarily understood differently than intended by the Russian or German originals. Indeed there is a real danger that the full scientific potential of Activity Theory will not be realised among English-speaking users if insufficient attention is given to the peculiar meanings of its fundamental terms.,%http://www.comnet.ca/~pballan/AT2.htmb Wells, G.b 1999PJDialogic inquiry: Towards a sociocultural practice and theory of education New York Cambridge University Press"Activity theory folder; URLe Chapter 10"zone of proximal developmentCHAPTER 10. THE ZONE OF PROXIMAL DEVELOPMENT AND ITS IMPLICATIONS FOR LEARNING AND TEACHING There can be little doubt that, in the English-speaking world at least, it is the "zone of proximal development" that has been Vygotsky's most important legacy to education. Indeed, it is the only aspect of Vygotsky's genetic theory of human development that most teachers have ever heard of and, as a result, it is not infrequently cited to justify forms of teaching that seem quite incompatible with the theory as a whole. This centenary conference therefore seems an appropriate occasion to review Vygotsky's exposition of the zpd and to consider the ways in which this seminal concept has been modified and extended in subsequent work.<6http://www.oise.utoronto.ca/~gwells/resources/ZPD.html Williams, B. 2001F?Activity systems: Activity theory: Cycles of expansive learningo 2003 26th Novembern July 2001n"Activity theory folder; URLf Full TextThis essay has five sections :- 1. What is activity systems theory ? 2. The factors 3. Theory of learning 4. The full activity systems model 5. So how on earth do we use this stuff ?4.http://users.actrix.co.nz/bobwill/activity.pdf  Worthen, H.LEStudying the workplace: Considering the usefulness of activity theoryu Chicagoa University of Illinois Working paperfActivity folder; URL Full TextThe field of industrial relations, to which labor studies and labor education are closely linked both historically and institutionally, is an interdisciplinary field and as such has never securely claimed a single theoretical foundation (see Kaufman 1993). At present contributions to the field arrive framed by the theoretical assumptions of their home disciplines which may be various schools of history, psychology, sociology, neoclassical economics, institutional economics, labor economics, anthropology, etc. Often, the theoretical assumptions of these home disciplines are left unstated and hence never negotiated in an ongoing discussion. This article draws attention to a theoretical framework that may be turn out to be useful as a way of linking the theories that support work in this interdisciplinary field. This framework has been developing in the United States during the last forty years primarily in the discipline of education, where its emergence has supported the study of the role of language in child development, first language acquisition, second language acquisition, concept formation in older learners and, to a certain extent, adult education and literacy.82http://lchc.ucsd.edu/MCA/Paper/Worthen/helena.html  K. Bichsel, M. Voorhorst, F. Krueger, H. Rauterberg, M. 2002TNPhysical and virtual tools: Activity theory applied to the design of groupware*#Computer Supported Cooperative Work11153-180"Activity theory folder; URL Full Text~Activity theory is based on the concept of tools mediating Kipp, N. A.  1996"Overview of activity theoryi 2003 27th NovemberNovember 24th 1996"Activity theory folder; URL Full TextSlide presentation2,http://ei.cs.vt.edu/~cs5724/g5/activity.html*#Korpela, M. Muru, A. Soriyan, H. A.i 20010)Information systems design as an activityPJAccepted to the CSCW Journal, Special issue on Activity Theory and Design."Activity theory folder; URL Full TexttActivity theory has inspired a number of theoretical reflections on what information systems (IS) and information systems development (ISD) are about (e.g., Bertelsen 2000; Bdker 1991; Bdker 1997; Bdker and Petersen 2000; Hasan et al. 1998; Kuutti 1991; Nardi 1996). In this paper we carry on that tradition by applying activity analysis and activity network analysis on ISD as a work activity.$submitted on 18 February 2001.PIhttp://www.ics.uci.edu/~redmiles/activity/final-issue/Korpela/Korpela.docKorpela, M. Mursu, A.f 2003PIMeans for cooperative work and activity networks: An analytical frameworkaTNWorkshop on Applying Activity Theory to CSCW research and practice at ECSCW'03 Helsinki14th September"Activity theory folder; URLt Full Text HAWe present a model that links together individual actions, cooperative activities and activity networks, identifying three categories of means, respectively means of work, means of cooperation and coordination, and means of networking. Finally we discuss the contribution of this framework for CSCW theory and practice.D>http://www.uku.fi/atkk/actad/ecscw2003-at/korpela-et-mursu.pdf>8Anders Mrch Ane Hyland Karianne Omdahl Hege-Ren sand 2001@9Intervention Strategies in Groupware-mediated Interactionr ECSCW 2001 BonnnhWorkshop on Learning Groups: The role of learning processes in evolutionary implementation of groupware.September 16thPosition paper"Activity theory folder; URLC Full TexthbThis paper takes as starting point our experiences with two ongoing projects: DoCTA NSS (Design and use of Collaborative Telelearning Artifacts Natural Science Studios and From Chaos to Knowledge. Both projects are carried out by two multidisciplinary teams at the Universities of Oslo and Bergen in Norway. Through studying secondary school pupils and their use of information and communication technology (ICT) in the classroom, we address the following issues: 1) the teacher as facilitator, 2) software agents as facilitator, and 3) the distribution of collaboration support between computers and pupils.6/https://doc.telin.nl/dscgi/ds.py/Get/File-162158h  Burge, J. D. 20034.Developing a cognitive model for collaboration "Application for SIGCSE 2003tActivity theory; URL Full TextaCooperative work within groups has many implications for communities [3]. The main implication is that we better understand group collaboration and the context(s) in which it occurs. Understanding group collaboration gives us insight into an individual's mental and physical processes employed in accomplishing group tasks. Physical processes are certainly important as they refer to those tools required to carry out a task. Analyzing the mental processes that support work allows us to better design collaborative systems. If we can design models that encourage collaboration and, creativity, we have succeeded in the true sense of human-computer interaction..(http://csgrad.cs.vt.edu/~jaburge/DC.html Chang, J. 2002The role of the teacherv$Teacher Scholars' Reflectionsi San Jos, California San Jos State Universityp"Activity theory folder; URLt Full Text>7As a professor of education at SJSU, I continually play several roles: I am an instructor striving to teach effectively, a researcher advancing knowledge and theory in education, and a contributor to professional communities at the campus, local, state, national, and international levels. At times, balancing such roles proves challenging; nevertheless, my multiple responsibilities provide me with wonderful opportunities to participate in culturally meaningful and productive activities. Moreover, there is a deep unity linking my varied professional roles: my field-based research agenda, my classroom teaching, and my service activities overall reflect one central theme of professional development for responsive teaching and active learning. My experience as an SJSU Teacher Scholar resonated deeply with this theme.o0)http://cfds.sjsu.edu/tsbook/ref_chang.htm Clases, C. Wehner, T. 2002TNSteps across the border - Cooperation, knowledge production and systems designComputer Supported Cooperative Work: The Journal of Collaborative Computing. Special Issue of CSCW on activity theory and design11 1-2 "Activity theory folder; URL} Full TextkThe computer support of cooperation and knowledge production across socially distributed activity systems has become an important topic in the context of the discourse on "knowledge management". The present article will draw on concepts of cultural-historical activity theory to discuss the problem of how the notion of "knowledge" is conceptualized and implicitly implemented in computer systems to support knowledge management, often neglecting the social embeddedness of knowledge production in everyday work practices. From the point of view of cultural-historical activity theory we would propose to look upon the generation of knowledge as a process embedded in socially distributed activities that are constantly being reproduced and transformed in and between specific communities of practice. We will present a model of cooperation that relates processual and structural aspects of joint activity. Methodologically, it draws on the analysis of unexpected events in the course of joint activity. Our model also proposes to use forums for co-construction to make visible different perspectives in the process of software design. The concept of cooperative model production is highlighted as a means to mediate, not to eliminate, differences of perspectives involved in the course of systems design. An empirical example will be given in which the repertory-grid technique is used to visualize similarities and differences of potential users viewpoints and requirements in early stages of systems design.NGhttp://www.ics.uci.edu/~redmiles/activity/final-issue/Clases/Clases.pdfp:.'Collins, P. Shukla, Shilpa Redmiles, D.- 2002B;Activity theory and system design: A view from the trencheslComputer Supported Cooperative Work: The Journal of Collaborative Computing. Special Issue of CSCW on activity theory and design11 1-2 "Activity theory folder; URL} Full TextkNGAn activity theory model and a mediating artifacts hierarchy were employed to help identify the needs for tools for customer support engineers who documented solutions to customer problems, a knowledge authoring activity. This activity also involves customer support engineers who assist Hewlett-Packard software product users. The particular tools to be designed were knowledge-authoring tools embedded in the customer support tracking application suite, SupportTracker.1 The research analyzed the role of tensions between the elements of Engestrms activity theory model. The research also explored the benefits of specific interpretations of Engestrms refinement of Wartofskys mediating artifacts hierarchy. The hierarchy contributed to the identification of desired characteristics of mediating artifacts, particularly tools. The findings included an interpretation of the where-to artifact concept as supporting an understanding of the entire activity system as an evolving entity. Specific interventions were used to achieve a positive impact on the evolution of the activity system.http://citeseer.nj.nec.com/cache/papers/cs/14668/http:zSzzSzwww.ics.uci.eduzSzpubzSzedenzSzpaperszSzjournalszSz2000zSzcscwzSzcscw2000.pdf/collins00activity.pdfe.(Decortis, F. Noirfalise, S. Saudelli, B.81Activity theory as framework for cooperative workrPJCooperative Technologies for Complex Work Settings T.M.R. Research Network "D.G. XII EUROPEAN COMMUNITY 2003 3rd December"Activity theory folder; URL Full Text\VThe origin of this concept can be found in the early writings of Lev Vygotsky (1896-1934), who suggests that socially meaningful activity may serve as an explanatory principle in regard to, and be considered as a generator of, human consciousness. The most important event in the history of the concept of activity occurred in the mid-1930s when a group of Vygotsky's disciples (notably Alexei Leontiev) came up with a "revisionist" version of activity theory that put practical (material) actions at the forefront while simultaneously playing down the role of signs as mediators of human activity.^Xhttp://www-sv.cict.fr/cotcos/pjs/TheoreticalApproaches/Actvity/ActivitypaperDecortis.htm.(Decortis, F. Noirfalise, S. Saudelli, B.>7Distributed cognition as framework for cooperative work PJCooperative Technologies for Complex Work Settings T.M.R. Research Network "D.G. XII EUROPEAN COMMUNITY 2003 3rd December"Activity theory folder; URLx Full TextwDistributed cognition is a new branch of cognitive sciences. On one part, its goal is to study representations of knowledge internal and external to the individual. On the other part, it is interested in the propagation of knowledge between the individuals, and the artifacts, and the transformations sustained by structures when used by individuals and artifacts. This new approach allows to study cognitive phenomenon non observable at the individual level, such as cooperative work socially distributed task.sjdhttp://www-sv.cict.fr/cotcos/pjs/TheoreticalApproaches/DistributedCog/DistCognitionpaperDecortis.htmDiaz-Kommonen, L.n 2002(!Activity theory and design methodnCIPHER partnersi Helsinki, Finlando June 17the"Activity theory folder; URLeFull presentationjcActivity Theory is a framework of knowledge that seeks to explain the unity and inseparability of doing and thinking. It does so by focusing on the idea of the indivisibility of human organism from the environment, of the individual and society. According to the theory, a basic feature of human activity is the use of mediation. That is, human interaction with the world is mediated either by material tools or by immaterial signs. While concepts such as mediation remain highly abstract, Activity Theory has served as a platform from which to develop models that allow for systemic analysis of human activity.Bhttp://www.uku.fi/atkk/actad/ecscw2003-at/korpela-et-mursu.pdf>8Anders Mrch Ane Hyland Karianne Omdahl Hege-Ren sand 2001@9Intervention Strategies in Groupware-mediated Interactionr ECSCW 2001 BonnnhWorkshop on Learning Groups: The role of learning processes in evolutionary implementation of groupware.September 16thPosition paper"Activity theory folder; URLC Full TexthbThis paper takes as starting point our experiences with two ongoing projects: DoCTA NSS (Design and use of Collaborative Telelearning Artifacts Natural Science Studios and From Chaos to Knowledge. Both projects are carried out by two multidisciplinary teams at the Universities of Oslo and Bergen in Norway. Through studying secondary school pupils and their use of information and communication technology (ICT) in the classroom, we address the following issues: 1) the teacher as facilitator, 2) software agents as facilitator, and 3) the distribution of collaboration support between computers and pupils.6/https://doc.telin.nl/dscgi/ds.py/Get/File-16215ory folder; URLx Full TextwDistributed cognition is a new branch of cognitive sciences. On one part, its goal is to study representations of knowledge internal and external to the individual. On the other part, it is interested in the propagation of knowledge between the individuals, and the artifacts, and the transformations sustained by structures when used by individuals and artifacts. This new approach allows to study cognitive phenomenon non observable at the individual level, such as cooperative work socially distributed task.sjdhttp://www-sv.cict.fr/cotcos/pjs/TheoreticalApproaches/DistributedCog/DistCognitionpaperDecortis.htmDiaz-Kommonen, L.n 2002(!Activity theory and design methodnCIPHER partnersi Helsinki, Finlando June 17the"Activity theory folder; URLeFull presentationjcActivity Theory is a framework of knowledge that seeks to explain the unity and inseparability of doing and thinking. It does so by focusing on the idea of the indivisibility of human organism from the environment, of the individual and society. According to the theory, a basic feature of human activity is the use of mediation. That is, human interaction with the world is mediated either by material tools or by immaterial signs. While concepts such as mediation remain highly abstract, Activity Theory has served as a platform from which to develop models that allow for systemic analysis of human activity.B