USING ACTIVITY THEORY FOR MODELLING TRANSFORMATIVE DIGITAL LEARNING
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
In support of ongoing educational transformation in post-Soviet nations, this article positions activity theory (in the tradition of Engeström) as a framework for modelling changes towards innovative forms of collabo-rative, fully online digital learning. A strength of activi-ty theory is that it adopts a holistic socio-technical per-spective in which teachers, learners, technologies, peda-gogical values, roles/identities and rules/cultures are considered together as interdependent elements of col-lective activity. An illustrative example is offered to model a current and envisioned (target) activity system. In addition, a few considerations to guide research are offered. These include an emphasis on measuring the general readiness of students and teachers, and the need to explore gender divides. The goal is to help envision program transformations towards online learning at two partner universities as part of Ukrainian and Lat-vian, government-funded projects.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it