228
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Constructive activity and expansion of the object: cross-fertilization between activity theories

References

  • Béguin, P., & Pastré, P. (2002). Working, learning and designing through simulation. In S. Bagnara, S. Pozzi, A. Rizzo, & R. Wright (Eds.), 11th European Conference on Cognitive Ergonomics : cognition, culture and design, (pp. 5–13).
  • Béguin, P., & Rabardel, P. (2000). Designing for instrument-mediated activity. ScandinavianJournal of Information Systems, 12(1), 173–190.
  • Blunden, A. (2009). An interdisciplinary concept of activity. Outlines Critical Practice Studies, 11(1), 1–26. https://doi.org/10.7146/ocps.v11i1.2119
  • Blunden, A. (2015a). Vygotsky and activity theory the object in Leontyev, Engeström and Vygotsky. MSCP Summer School at the University of Melbourne. https://www.ethicalpolitics.org/chat/concepts-of-chat.htm
  • Blunden, A. (2015b). The concept of object. In A. Blunden (Ed.), Hegel, Marx and Vygotsky (pp. 156–170). Brill.
  • Boudra, L., Lémonie, Y., Garrigou, A., Bationo-Tillon, A., Cuvelier, L., Grosstephan, V., & Nascimento, A. (2021). Ergonomic intervention and formative intervention for prevention: Two-way dialogue between two systemic interventionist frameworks. Paper presented at the Proceedings of the 21st Congress of the International Ergonomics Association (IEA 2021): Volume IV: Healthcare and Healthy Work, Jun 2021, Vancouver, Canada.
  • Bourgeois, E., & Durand, M. (2012). Apprendre au travail. Presses Universitaires de France. [Learning at work].
  • Clot, Y. (2004). Le travail entre fonctionnement et développement [Work between functioning and development]. Bulletin de psychologie, 469(57–1), 5–12.
  • Clot, Y. (2008). Travail et pouvoir d’agir. PUF. Work and workers’ power to act.
  • Clot, Y. (2009). Clinic of activity: The dialogue as instrument. In A. Sannino, H. Daniels, & K. D. Gutiérrez (Eds.), Learning and expanding with activity theory (pp. 286–302). Cambridge-NY.
  • Clot, Y. (2010). Le travail à cœur. Pour en finir avec les risques psychosociaux. La Découverte, coll. “ Cahiers libres”. [ Taking work to heart : Putting an end to psychosocial risks].
  • Clot, Y., & Fernandez, G. (2005). Analyse psychologique du mouvement: Apport à la compréhension des TMS [Psychological analysis of movement: a contribution to the understanding of MSDs]. Activités, 2(2), 69–78. https://doi.org/10.4000/activites.1818
  • Cuvelier, L. (2013). L’ingénierie de la résilience: un nouveau modèle pour améliorer la sécurité des patients? L’exemple de l’anesthésie [Resilience engineering: anew model for improving patient safety? The example of anaesthesia]. Santé Publique, 25(4), 475–482. https://doi.org/10.3917/spub.134.0475
  • Cuvelier, L. (2014). Les dimensions collectives de l’appropriation: questionnement sur les liens entre développement des collectifs de métiers et développement des instruments [The collective dimensions of appropriation: questioning the links between the development of collectives and the development of instruments]. TransFormations-Recherche En Education Et Formation des Adultes, 12(déc), 137–154.
  • Cuvelier, L. (2018). “Never the first time on a patient”: The stakes of high-fidelity simulation for safety training. Development & Learning in Organizations: An International Journal, 32(5), 23–25. https://doi.org/10.1108/DLO-09-2018-131
  • Cuvelier, L. (2022a). Réglé-géré: éviter de jeter l’activité avec l’eau du bain [Regulated & managed safety: don’t throw activity out with the bathwater]. Tribunes de la sécurité industrielle 01.
  • Cuvelier, L. (2022b). Risk-seeking and the paradox of variability in healthcare: Resonance with R.L. Wears’ chapter. In G. Boy & E. Quillerou (Eds.), Risk-taking, prevention and design: A cross-fertilization approach (pp. 167–179). CRC Taylor & Francis.
  • Cuvelier, L., & Falzon, P. (2010). Coping with uncertainty. Resilient decisions in anaesthesia. In E. Hollnagel, J. Pariès, D. Woods, & J. Wreathall (Eds.), Resilience engineering in practice: A guidebook (pp. 29–43). Studies in Resilience Engineering.
  • Cuvelier, L., & Falzon, P. (2015). The collective construction of safety: A trade-off between “understanding” and “doing” in managing dynamic situations. Applied Ergonomics, 41, 117–126. https://doi.org/10.1016/j.apergo.2014.09.004
  • Cuvelier, L., Falzon, P., Granry, J. C., Moll, M. C., & Orliaguet, G. (2012). Planning safe anesthesia: The role of collective resources management. The International Journal of Risk & Safety in Medicine, 24(3), 125–136. https://doi.org/10.3233/JRS-2012-0564
  • Cuvelier, L., Falzon, P., Granry, J. C., & Orliaguet, G. (2017). Développement des collectifs de travail et développement de la sécurité: une étude sur les décisions à risque en anesthésie [Developing collectives at work and developing safety: astudy of risky decisions in anaesthesia]. Psychologie du Travail et des organisations, 23(3), 255–272. https://doi.org/10.1016/j.pto.2017.05.004
  • Cuvelier, L., & Woods, D. (2019). Sécurité réglée et/ou sécurité gérée: quand l’ingénierie de la résilience réinterroge l’ergonomie de l’activité [Normative safety and/or adaptative safety: how resilience engineering revisits activity ergonomics]. Le Travail humain, 82(1), 41–66. https://doi.org/10.3917/th.821.0041
  • Daniellou, F. (2005). The French-speaking ergonomists’ approach to work activity: Cross influences of field intervention and conceptual models. Theoretical Issues in Ergonomics Science, 6(5), 409–427. https://doi.org/10.1080/14639220500078252
  • Daniellou, F., & Rabardel, P. (2005). Activity-oriented approaches to ergonomics: Some traditions and communities. Theoretical Issues in Ergonomics Science, 6(5), 353–357. https://doi.org/10.1080/14639220500078351
  • Decortis, F., Bationo-Tillon, A., & Cuvelier, L. (2016). Penser et concevoir pour le développement du sujet tout au long de la vie: de l’enfant dans sa vie quotidienne à l’adulte en situation de travail [Developmental design considerations throughout asubject’s lifetime: From the child’s daily life to the adult’s professional activity]. Activités, 13(2). https://doi.org/10.4000/activites.2909
  • de Gouveia Vilela, R. A., Querol, M. A. P., Hurtado, S. L. B., de Oliveira Cerveny, G. C., & Lopes, M. G. R. (2020). Collaborative development for the prevention of occupational accidents and diseases.
  • Delgoulet, C., & Vidal-Gomel, C. (2014). The development of skills: A condition for the construction of health and performance at work. In P. Falzon (Ed.), Constructive Ergonomics (pp. 3–17). CRC Press, Francis & Taylor.
  • Dieumegard, G., Nogry, M., Ollagnier-Beldame, S., & Perrin, N. (2019). Lived experience as a unit of analysis for the study of learning. Learning, Culture & Social Interaction, 31, 100345. https://doi.org/10.1016/j.lcsi.2019.100345
  • Dionne, P., & Jornet, A. (2019). Conceiving work as (an) activity: Epistemological underpinnings from a cultural-historical perspective (Chapter 3). In P. B. Bendassolli (Ed.), Culture, work, and psychology: Invitations to dialogue (pp. 37–57). Information Age Publishing.
  • Edwards, A. (2009). From the systemic to the relational: Relational agency and activity theory. In A. Sannino, H. Daniels, & K. Gutiérrez (Eds.), Learning and expanding with activity theory (pp. 197–211). Cambridge University Press.
  • Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Orienta-Konsultit. Retrieved November 30, 2009.
  • Engeström, Y. (1999). Activity theory and individual and social transformation. In Y. Engestrom, R. Miettinen, & R.-L. Punamaki-Gitai (Eds.), Perspectives on activity theory (Vol. 19, pp. 19–30). Cambridge University Press.
  • Engeström, Y. (2000). Activity theory as a framework for analyzing and redesigning work. Ergonomics, 43(7), 960–974. https://doi.org/10.1080/001401300409143
  • Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education & Work, 14(1), 133–156. https://doi.org/10.1080/13639080020028747
  • Engeström, Y., Engeström, R., & Kerosuo, H. (2003). The discursive construction of collaborative care. Applied Linguistics, 24(3), 286–315. https://doi.org/10.1093/applin/24.3.286
  • Engeström, Y., & Sannino, A. (2021). From mediated actions to heterogenous coalitions: Four generations of activity-theoretical studies of work and learning. Mind, Culture, and Activity, 28(1), 4–23. https://doi.org/10.1080/10749039.2020.1806328
  • Falzon, P. (1994). Les activités méta-fonctionnelles et leur assistance. Le Travail humain, 57(1), 1–23.
  • Falzon, P. (2014). Constructive Ergonomics. Taylor & Francis, CRC Press.
  • Gaudart, C. (2016). Activity, time and itineraries: For the integration of multiple times in the ergonomic analysis of work. Le Travail humain, 79(3), 209–232. https://doi.org/10.3917/th.793.0209
  • Hardman, J. (2007). Making sense of the meaning maker: Tracking the object of activity in a computer-based mathematics lesson using activity theory. International Journal of Education and Development Using ICT, 3(4), 110–130.
  • Hollnagel, E. (2009). The ETTO principle : Efficiency - thoroughness trade - off. Why things that go right sometimes go wrong ?. Ashgate.
  • Kaptelinin, V. (2005). The object of activity: Making sense of the sense-maker. Mind, Culture, and Activity, 12(1), 4–18. https://doi.org/10.1207/s15327884mca1201_2
  • Kaptelinin, V. (2012). Activity theory. In M. Soegaard & R. F. Dam (Eds.), The encyclopedia of human-computer interaction. Interaction design Foundation. Chap 16.
  • Kaptelinin, V., & Nardi, B. (2006). Acting with technology: Activity theory and interaction design. MIT Press.
  • Kaptelinin, V., & Nardi, B. (2018). Activity theory as a framework for human-technology interaction research. Mind, Culture, and Activity, 25(1), 3–5. https://doi.org/10.1080/10749039.2017.1393089
  • Laville, A. (1997). Introduction: Anthropotechnologie [Introduction: Anthropotechnology]. Le Travail Humain, 60(3), 225–228.
  • Leontiev, A. (1972). Le développement du psychisme [The Development of Mind] (3e éd.) Editions sociales.
  • Leontiev, A. (1977). Activity and consciousness. Philosophy in the USSR, Problems of Dialectical Materialism, 180–202. https://www.marxists.org/archive/leontev/index.html
  • Leontyev, A. (1981). The development of mind. Selected works of Aleksei Nikolaevich Leontyev ( M. Cole, Trans. 2009, Vol. 94044). Marxists Internet Archive.
  • Leplat, J. (2008). Nosulenko, V. & Rabardel, P.(2007). Analyse d’ouvrage : Nosulenko, V., & Rabardel, P. Rubinstein aujourd’hui. [Book analysis: Rubinstein today]. Nouvelles figures de l’activité humaine Activités [New figures of human activity], 5(5–1). https://doi.org/10.4000/activites.1973
  • McAuliffe, A., & McGann, M. (2016). Sampling participants’ experience in laboratory experiments: Complementary challenges for more complete data collection. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.00674
  • Nosulenko, V., & Rabardel, P. (2007). Rubinstein aujourd'hui: Nouvelles figures de l'activité humaine: Anthologie de textes choisis (pp. 309).
  • Nosulenko, V., & Rabardel, P. (2007). Rubinstein aujourd’hui. Nouvelles figures de l’activité humaine. Anthologie de textes choisis [Rubinstein today. New figures of human activity]. Octarès. Editions Maison des sciences de l’homme.
  • Pastré, P. (2005). Genèse et identité [Genesis and identity]. In P. Rabardel & P. Pastré (Eds.), Modèles du sujet pour la conception. Dialectiques activités développement [Models of the subject for design. Activity development dialectics] (pp. 231–260). Octarès.
  • Pastré, P. (2007). Analyse du travail et formation [Analysis of work and training]. Cahier du CREN - Recherche en Education, 4, 23–26. https://doi.org/10.4000/ree.3899
  • Pastré, P. (2011). La didactique professionnelle : Approche anthropologique du développement chez les adultes [Vocational didactics: An anthropological approach to adult development]. PUF.
  • Pastré, P., Mayen, P., & Vergnaud, G. (2006). La didáctica profesional [Vocational didactics]. Revue Française de Pédagogie, 154(154), 145–198. https://doi.org/10.4000/rfp.157 .
  • Petitmengin, C. (2006). Describing one’s subjective experience in the second person: An interview method for the science of consciousness. Phenomenology and the Cognitive Sciences, 5(3), 229–269. https://doi.org/10.1007/s11097-006-9022-2
  • Petitmengin, C., Bitbol, M., & Ollagnier-Beldame, M. (2015). Vers une science de l’expérience vécue. Intellectica-La revue de l’Association pour la Recherche sur les sciences de la Cognition (ARCo), 64(2), 53–76. https://doi.org/10.3406/intel.2015.1012 Towards a science of lived experience. Intellectica-The Journal of the Association for Research in Cognitive Science.
  • Piaget, J. (1947/2012). La Psychologie de l’intelligence: Armand Colin. [The Psychology of Intelligence].
  • Querol, M. A. P., & Seppänen, L. (2020). Chap. 2 the theoretical and methodological basis of the change laboratory. In M. G. R. Lopes (Ed.), Collaborative development for the prevention of occupational accidents and diseases (pp. 13–28). Springer.
  • Rabardel, P. (1995). Les hommes et les technologies. Approche cognitive des instruments contemporains [People and technology. Acognitive approach to contemporary instruments]. Armand Colin.
  • Rabardel, P. (2005). Instrument subjectif et développement du pouvoir d’agir [Subjective instruments and the development of power to act]. In P. Rabardel & P. Pastré (Eds.), Modèles du sujet pour la conception. Dialectiques activités développement [Models of the subject for design. Activity development dialectics] (pp. 11–29). Octarès.
  • Rabardel, P., & Beguin, P. (2005). Instrument mediated activity: From subject development to anthropocentric design. Theoretical Issues in Ergonomics Science, 6(5), 429–461. https://doi.org/10.1080/14639220500078179
  • Rabardel, P., & Pastré, P. (2005). Modèles du sujet pour la conception. Dialectiques activités développement [Models of the subject for design. Activity-development dialectics]. Octarès.
  • Rabardel, P., & Samurçay, R. (2006). De l’apprentissage par les artefacts à l’apprentissage médiatisé par les instruments. [From artefact based learning to instrument learning to instrumentmediated learning]. In Sujets, activités, environnements [Subjects, activities, environments] (pp. 31–60). Presses Universitaires de France.
  • Rubinstein, S. L. (2007 (1940)). L’homme en tant que sujet de la vie [Man as a subject of life]. In V. Nosulenko & P. Rabardel (Eds.), Rubinstein aujourd’hui. Nouvelles figures de l’activité humaine. Anthologie de textes choisis [Rubinstein today. New figures of human activity. Anthology of selected text] (pp. 263–285pp. 263–285). Editions Maison des sciences de l’homme.
  • Samurçay, R. (2005). Concevoir des situations simulées pour la formation professionnelle: une approche didactique [Designing simulated situations for vocational training: a didactic approach]. In P. Pastré (Ed.), Apprendre par la simulation : de l’analyse du travail aux apprentissages professionnels [Learning through simulation: from work analysis to professional learning] (pp. 221–240). Octarès.
  • Samurçay, R., & Pastré, P. (Eds.). (2004). Recherches en didactique professionnelle [Research in vocational didactics]. Octarès.
  • Samurçay, R., & Rabardel, P. (2004). Modèles pour l’analyse de l’activité et des compétences, propositions [Models for the analysis of activity and skills In Research in vocational didactics]. In R. Samurçay, & P. Pastré (Eds.), Recherches en didactique professionnelle (pp. 163–180). Octarès.
  • Sannino, A. (2011). Activity theory as an activist and interventionist theory. Theory & Psychology, 21(5), 571–597. https://doi.org/10.1177/0959354311417485
  • Sannino, A., Daniels, H., & Gutiérrez, K. (2009). Learning and expanding with activity theory. Cambridge University Press.
  • Theureau, J. (2012, 6-8 Juin). Méditation sur les possibles de l’étude de l’activité humaine - Pouvoir heuristique & capacité de croissance du Programme de Recherche ‘Cours d’action’ [Meditation on the possibilities of the study of human activity - Heuristic power & growth capacity of the ’Course of Action’ Research Programme]. Paper presented at the Conférence in Journées Act’Ing 2012.
  • Thuilliez, H., Anceaux, F., & Hoc, J. M. (2005). Rôle de l’opérateur et du statut fonctionnel des informations lors de la prise d’informations en anesthésie [The role of the operator and the functional status of information during information taking in anaesthesia]. Le Travail humain, 68(3), 225–252. https://doi.org/10.3917/th.683.0225
  • Vergnaud, G. (2007). Analyse d’ouvrage : Rubinstein aujourd’hui. Nouvelles figures de l’activité humaine. Revue Française de Pédagogie, 161(161), 132–135. https://doi.org/10.4000/rfp.883 Book analysis : Rubinstein today. New figures of human activity.
  • Verillon, P., & Rabardel, P. (1995). Cognition and artifacts: A contribution to the study of though in relation to instrumented activity. European Journal of Psychology of Education, 10(1), 77–101. https://doi.org/10.1007/BF03172796
  • Vermersch, P. (1994). L’entretien d’explicitation. ESF. 7ème édition 2011 [The explanatory interview].
  • Vermersch, P. (2012). Explicitation et phénoménologie: vers une psychophénoménologie [Explicitation and phenomenology: towards a psychophenomenology] (pp. 472). Presses universitaires de France.
  • Vilela, R. A. G., Querol, M. A. P., Seppänen, L., Lima, F. P. A., Mendes, R. W. B., Jackson Filho, J. M., & Gomes, M. (2014, 19-23 July). Work ergonomic analysis and change laboratory: Similarities and complementarities between interventionist methods. Paper presented at the Proceedings of the 5th International Conference on Applied Human Factors and Ergonomics AHFE 2014, Kraków, Poland.
  • Vinatier, I. (2011). Comment penser la possibilité d’«apprendre des situations» pour des enseignants en formation: une co-élaboration entre chercheur et praticiens? [How to think about the possibility of “learning from situations” for teachers in training: a co-elaboration between researchers and practitioners?]. Education Sciences & Society, 2(1), 97–133.
  • Virkkunen, J., Ahonen, H., & Eikeland, O. (2011). Supporting expansive learning through theoretical‐genetic reflection in the change laboratory. Journal of Organizational Change Management, 24(2), 229–243. https://doi.org/10.1108/09534811111119780
  • Vygotski, L. S. (1935/1994). The problem of environment. In R. van der Veer & J. Valsiner (Eds.), The Vygotsky reader (pp. 338–355). Blackwel.
  • Vygotski, L. S. (2014). Histoire du développement des fonctions psychiques supérieures (trad. F. Sève). La Dispute. [ The history of the development of higher mental functions].
  • Walker, G. (2005). Verbal protocol analysis. In N. Stanton, A. Hedge, K. Brookhuis, E. Salas, & H. Hendrick (Eds.), Handbook of human factors and ergonomics methods (pp. pp. 30.31- 30.39). CRC Press.
  • Wisner, A. (1997). Aspects psychologiques de l’anthropotechnologie. Le Travail humain, 60(3), 229–254. Psychological aspects of anthropotechnology.
  • Woods, D. (2006). Essential characteristics of resilience. In E. Hollnagel, D. D. Woods, & N. Leveson (Eds.), Resilience engineering: Concepts and precepts (pp. 21–33). Ashgate.
  • Xiao, Y., Milgram, P., & Doyle, D. J. (1997). Planning behavior and its functional role in interactions with complex systems. IEEE Transactions on Systems, Man and Cybernetics, Part A, 27(3), 313–324. https://doi.org/10.1109/3468.568740

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.