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  • ESREA16-Calvo Slacter Smith

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Cultural-Historical Activity Theory and Informal Learning as a key component of co-design practice in a community initiative

Research output: Contribution to conference - Without ISBN/ISSN › Conference paper › peer-review

Published

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Cultural-Historical Activity Theory and Informal Learning as a key component of co-design practice in a community initiative. / Calvo, Mirian; Sclater, Madeleine; Smith, Paul.
2016. Paper presented at European Society for Research on the Education of Adults (ESREA): 8th Triennial European Research Conference, Dublin, Ireland.

Research output: Contribution to conference - Without ISBN/ISSN › Conference paper › peer-review

Harvard

Calvo, M, Sclater, M & Smith, P 2016, 'Cultural-Historical Activity Theory and Informal Learning as a key component of co-design practice in a community initiative', Paper presented at European Society for Research on the Education of Adults (ESREA): 8th Triennial European Research Conference, Dublin, Ireland, 8/09/16 - 11/09/16.

APA

Calvo, M., Sclater, M., & Smith, P. (2016). Cultural-Historical Activity Theory and Informal Learning as a key component of co-design practice in a community initiative. Paper presented at European Society for Research on the Education of Adults (ESREA): 8th Triennial European Research Conference, Dublin, Ireland.

Vancouver

Calvo M, Sclater M, Smith P. Cultural-Historical Activity Theory and Informal Learning as a key component of co-design practice in a community initiative. 2016. Paper presented at European Society for Research on the Education of Adults (ESREA): 8th Triennial European Research Conference, Dublin, Ireland.

Author

Calvo, Mirian ; Sclater, Madeleine ; Smith, Paul. / Cultural-Historical Activity Theory and Informal Learning as a key component of co-design practice in a community initiative. Paper presented at European Society for Research on the Education of Adults (ESREA): 8th Triennial European Research Conference, Dublin, Ireland.

Bibtex

@conference{13a8b5130d9e4d0ca322d457e4b3ccb7,
title = "Cultural-Historical Activity Theory and Informal Learning as a key component of co-design practice in a community initiative",
abstract = "This paper outlines PhD research associated with Leapfrog, a three-year funded AHRC project, which aims to analyse the impact of co-design practices in developing {\textquoteleft}engagement tools{\textquoteright} within community development. One challenge in co-design is identifying ways to understand holistically the context. Understanding individual and collective contextual factors simultaneously requires bridging the gap between theory and practice. Cultural-Historical Activity Theory (CHAT) interconnects all the components simultaneously illuminating a holistic approach for understanding such context. The paper focuses on the distribution of power in co-design aiming to illustrate how designers balance power and reflects on the experience of applying CHAT into practice, identifying informal learning as a key component. It elucidates how ethnographic methods can provide a deeper understanding about the context. About this, it can be concluded that a greater awareness of context, understood through the lenses of CHAT, helps designers to reveal the interconnection between individual and collective factors.",
author = "Mirian Calvo and Madeleine Sclater and Paul Smith",
year = "2016",
month = sep,
day = "11",
language = "English",
note = "European Society for Research on the Education of Adults (ESREA): 8th Triennial European Research Conference ; Conference date: 08-09-2016 Through 11-09-2016",
url = "https://www.maynoothuniversity.ie/esrea",

}

RIS

TY - CONF

T1 - Cultural-Historical Activity Theory and Informal Learning as a key component of co-design practice in a community initiative

AU - Calvo, Mirian

AU - Sclater, Madeleine

AU - Smith, Paul

PY - 2016/9/11

Y1 - 2016/9/11

N2 - This paper outlines PhD research associated with Leapfrog, a three-year funded AHRC project, which aims to analyse the impact of co-design practices in developing ‘engagement tools’ within community development. One challenge in co-design is identifying ways to understand holistically the context. Understanding individual and collective contextual factors simultaneously requires bridging the gap between theory and practice. Cultural-Historical Activity Theory (CHAT) interconnects all the components simultaneously illuminating a holistic approach for understanding such context. The paper focuses on the distribution of power in co-design aiming to illustrate how designers balance power and reflects on the experience of applying CHAT into practice, identifying informal learning as a key component. It elucidates how ethnographic methods can provide a deeper understanding about the context. About this, it can be concluded that a greater awareness of context, understood through the lenses of CHAT, helps designers to reveal the interconnection between individual and collective factors.

AB - This paper outlines PhD research associated with Leapfrog, a three-year funded AHRC project, which aims to analyse the impact of co-design practices in developing ‘engagement tools’ within community development. One challenge in co-design is identifying ways to understand holistically the context. Understanding individual and collective contextual factors simultaneously requires bridging the gap between theory and practice. Cultural-Historical Activity Theory (CHAT) interconnects all the components simultaneously illuminating a holistic approach for understanding such context. The paper focuses on the distribution of power in co-design aiming to illustrate how designers balance power and reflects on the experience of applying CHAT into practice, identifying informal learning as a key component. It elucidates how ethnographic methods can provide a deeper understanding about the context. About this, it can be concluded that a greater awareness of context, understood through the lenses of CHAT, helps designers to reveal the interconnection between individual and collective factors.

M3 - Conference paper

T2 - European Society for Research on the Education of Adults (ESREA): 8th Triennial European Research Conference

Y2 - 8 September 2016 through 11 September 2016

ER -