Search results

This theory development paper argues that activity theory, as a theory of practice, can help overcome long-standing challenges in the field of information systems (IS) by better accounting for the material in work and social activity. It also suggests ways in which IS research can inform the development of activity theory. The purpose of this paper is to be forward looking as much as reflective to advance an enlarged understanding of activity theory, and argue for its development in IS studies.

The paper is conceptual and draws upon existing literature and research to propose and cultivate an updated understanding of activity theory as a theoretical lens capable of accounting for social and technical aspects in IS.

The paper has three aims. First, to cultivate the use of activity theory in IS. It elaborates on the use and contribution of activity theory in IS, charts it’s use over the last 20 years and discusses how it brings together a range of ideas that have been neglected in other social theories. Second, to explore the challenges surrounding the use of activity theory in understanding interaction between actors and technology. Third, to set an agenda for its advancement in IS, to ruminate upon future research concerning the extension of activity theory and develop a “fourth-generation” activity theory.

The paper presents the first attempt to juxtapose activity theory with other theoretical philosophical perspectives; to chart the use of activity theory in IS over the last 20 years; and, to discuss how activity theory brings together a range of ideas that have hitherto been excluded from – or inadequately formulated in – other contemporary social theories.

This paper presents some simulation‐oriented techniques, particularly the resource allocation point (RAP) heuristic rule, for an activity‐based construction (ABC) simulation that requires only one kind of element to model construction operations. RAP heuristic rule provides the simulation with the decision‐making ability for allocating limited resources during simulation. Predefined entity management strategies control the movements of simulation entities so as to model some complex features of construction operations. An activity object‐oriented (AOO) simulation strategy based on object‐oriented approach for the implementation of the ABC simulation by regarding activities as objects controls the mechanism of the ABC simulation by checking only relevant activities at certain time, other than checking all activities for each simulation time unit. An easy‐to‐use animation aims at enhancing understanding of simulation and assisting modellers in verifying and validating model.

The study refers to a health-care organization engaged in adopting “home health care” as a new object of activity. This study aims to explore how the reconfiguration of the object influences the transformative perspective, affecting not just a service but a broader approach and meaning behind patient care. It also investigates the main contradictions at play and the levers to support inter-organizational learning while facing the new challenges and change processes.

The work is based on a qualitative and ethnographic methodology directed to examine cultural, practical and socio-material aspects. The activity theory is assumed as a powerful approach to understand collective learning and distributed agency processes.

The renewal of the new object of work is analyzed as a trigger for shifts in representations, cultural processes and collective support implemented by the organization. Three agentic trajectories – technical, dialogical and collaborative agency – were cultivated by the management to deliver home health care through joint exercises of coordination and control, dialogical spaces and collaborative process.

The data collection was disrupted by the pandemic. A follow-up study would be beneficial to inquire how the learning processes shifted or were influenced by the contextual changes.

This contribution provides a practical framework for health-care organizations aiming to navigate and explore the physiological tensions and contradictions emerging when the object of work is changed.

The paper develops the field of intra- and inter-organizational learning by presenting an intertwined and structural connection between these processes and the renewing of the object of work. It advises that processes of transformation must be handled with attention to the critical and collective dynamics that accompany sustainable and situated changes.

The purpose of this paper is to contribute to the research methodology of analyzing learning in inter‐organizational networks based on an object‐oriented approach.

The paper draws from the cultural‐historical activity theory (CHAT), specifically from the concepts of the object of activity, developmental contradiction, and expansive learning. An intermediate concept, the “learning event,” is elaborated to study in a longitudinal way collaboration in a small‐firm network.

Learning in inter‐organizational networks is best captured by analyzing historically the expansive object‐creation at multiple levels of activity. Learning takes place in a dialectical movement across the levels of collaboration and across the objects and outcomes created. Transitions across the levels are critical for learning apparently enhanced by a network's innovative capacity to create intermediate levels. This vertical dimension of collaboration alongside the horizontal dimension may enrich the CHAT approach.

The model of learning across levels is a generalization to be applied to analyses of learning in networks. The levels are historically emergent and are to be contextually explored case by case.

Network partners are encouraged to analyze and utilize the learning potential of network activity where models are needed as pedagogic and developmental tools.

The paper introduces a novel way of conceiving the levels of learning, and strengthens the focus on the object of activity accompanied by contradictions and tensions energizing collaboration and learning, which are often omitted in inter‐organizational studies.

This paper aims to implement and extend the You Only Live Once (YOLO) algorithm for detection of objects and activities. The advantage of YOLO is that it only runs a neural network once to detect the objects in an image, which is why it is powerful and fast. Cameras are found at many different crossroads and locations, but video processing of the feed through an object detection algorithm allows determining and tracking what is captured. Video Surveillance has many applications such as Car Tracking and tracking of people related to crime prevention. This paper provides exhaustive comparison between the existing methods and proposed method. Proposed method is found to have highest object detection accuracy.

The goal of this research is to develop a deep learning framework to automate the task of analyzing video footage through object detection in images. This framework processes video feed or image frames from CCTV, webcam or a DroidCam, which allows the camera in a mobile phone to be used as a webcam for a laptop. The object detection algorithm, with its model trained on a large data set of images, is able to load in each image given as an input, process the image and determine the categories of the matching objects that it finds. As a proof of concept, this research demonstrates the algorithm on images of several different objects. This research implements and extends the YOLO algorithm for detection of objects and activities. The advantage of YOLO is that it only runs a neural network once to detect the objects in an image, which is why it is powerful and fast. Cameras are found at many different crossroads and locations, but video processing of the feed through an object detection algorithm allows determining and tracking what is captured. For video surveillance of traffic cameras, this has many applications, such as car tracking and person tracking for crime prevention. In this research, the implemented algorithm with the proposed methodology is compared against several different prior existing methods in literature. The proposed method was found to have the highest object detection accuracy for object detection and activity recognition, better than other existing methods.

The results indicate that the proposed deep learning–based model can be implemented in real-time for object detection and activity recognition. The added features of car crash detection, fall detection and social distancing detection can be used to implement a real-time video surveillance system that can help save lives and protect people. Such a real-time video surveillance system could be installed at street and traffic cameras and in CCTV systems. When this system would detect a car crash or a fatal human or pedestrian fall with injury, it can be programmed to send automatic messages to the nearest local police, emergency and fire stations. When this system would detect a social distancing violation, it can be programmed to inform the local authorities or sound an alarm with a warning message to alert the public to maintain their distance and avoid spreading their aerosol particles that may cause the spread of viruses, including the COVID-19 virus.

This paper proposes an improved and augmented version of the YOLOv3 model that has been extended to perform activity recognition, such as car crash detection, human fall detection and social distancing detection. The proposed model is based on a deep learning convolutional neural network model used to detect objects in images. The model is trained using the widely used and publicly available Common Objects in Context data set. The proposed model, being an extension of YOLO, can be implemented for real-time object and activity recognition. The proposed model had higher accuracies for both large-scale and all-scale object detection. This proposed model also exceeded all the other previous methods that were compared in extending and augmenting the object detection to activity recognition. The proposed model resulted in the highest accuracy for car crash detection, fall detection and social distancing detection.

This paper aims to address workplace learning in terms of investigating school leadership development in an inter-professional team (the team) in which principals, administrators and researchers work together on a local school improvement project. The purpose is to provide an enriched understanding of how school leadership development evolves in a team during two years as the team works on different problem-spaces and the implications for leadership in schools.

The paper is based on a larger study with a qualitative research design with longitudinal, interventional, interactional and multiple-time level approaches. Empirically, the paper draws on tools, video and audio data from the teams’ work. By using cultural–historical activity theory (CHAT), school leadership development is examined as an object-oriented and tool-mediated activity. CHAT allows analyses of activities across timescales and workplaces. It examines leadership development by tracing objects in tool-mediated work and the ways in which they evolved. The object refers to what motivates and directs activity.

The findings suggest that the objects evolved both within and across episodes and the two-year trajectory of the team. Longitudinal trajectories of tools, schools and universities seem to intersect with episodes of leadership development. Some episodes seem to be conducive for changes in the principals’ schools during the collaboration.

There is a need for a broader study that includes more cases in other contexts, thus expanding the existing knowledge.

By switching lenses of zooming, it has been possible to examine leadership development in a way that is not possible through surveys and interviews.

Presents a framework for the development of process measurement systems. The purpose can be described as reflecting a strong need for increased knowledge of the development of process‐oriented measurement systems for analysing the order process, as well as knowledge concerning the prerequisites for this development and the potential effects it can have. The research subordinated a systems approach together with elements of the actor‐based approach. The research area’s boundary spanning character required an interdisciplinary integration of knowledge. The research process encompassed an extensive study of the literature, as well as a field study and a major case study carried out in the form of action research. The author’s present occupation as a management consultant has also been important for the verification of the results presented. Presents an eight‐step model for developing a measurement system for a specific process. Special attention is given to the step of deriving and selecting the actual measures. The framework also includes a suggestion for measurement system, a process measure classification model and a discussion of the measurement needs of the process‐oriented organisation.

An ensemble is an intermediate unit of work between action and activity in the hierarchical framework proposed by classical activity theory. Ensembles are the mid‐level of activity, offering more flexibility than objects, but more purposeful structure than actions. The paper aims to introduce the notion of ensembles to understand the way object‐related activities are instantiated in practice.

The paper presents an analysis of the practices of professional information workers in two different companies using direct and systematic observation of human behavior. It also provides an analysis and discussion of the activity theory literature and how it has been applied in areas such as human‐computer interaction and computer‐supported collaborative work.

The authors illustrate the relevance of the notion of ensembles for activity theory and suggest some benefits of this conceptualization for analyzing human work in areas such as human‐computer interaction and computer‐supported collaborative work.

The notion of ensembles can be useful for the development of a computing infrastructure oriented to more effectively supporting work activities.

The paper shows that the value of the notion of ensembles is to close a conceptual gulf not adequately addressed in activity theory, and to understand the practical aspects of the instantiation of objects over time.

The paper aims to provide an overview of the vocabulary for materiality which is used by practice‐based approaches to organizational knowing.

The overview is theoretically generated and is based on the anthology Knowing in Organizations: A Practice‐based Approach edited by Nicolini, Gherardi and Yanow. The overview is built by cross‐reading the analyses in this book. The intellectual traditions which are scrutinized all agree that action is materially embedded – objects and artifacts are central to both knowing and learning. But what is their understanding of materiality? The paper explores which concepts are used, how the interaction between social and material realities is presented, and the role materiality is perceived to have in relation to action.

Findings are that, within the practice‐based approach, common terms for materiality are “artifact” and “object”. The interaction between social and material realities is grasped as several processes: object‐oriented activity, symbolization, embodiment, performance, alignment and mediation. Material artifacts both stabilize and destabilize organizational action. They may ensure coordination, communication, and control, but they may also create disturbance and conflict.

The paper lists a range of options for conceptualizing how organizational action may be materially mediated. It points out that material entities may both stabilize and destabilize organizational action. It contributes to the further understanding of the tangible, artifactual and object‐related side of organizational knowing.

This paper focuses on how shared objects created by support departments in a software development firm facilitate the advancement of learning and knowledge sharing. Objects can be both facilitative and restrictive in certain ways, and the study seeks to enhance our understanding of how they can be made more facilitative.

This study can best be described as a single location exploratory case study in which data were predominantly gathered through unstructured interviews. The theoretical perspective of practice‐oriented studies is adopted, specifically utilizing activity theory to understand and analyze objects.

It is pointed out that, striving to understand objects with a focus on their often unanticipated usage can be useful in making them more facilitative. While emphasizing that objects are not used coherently in the field, the study explores how they could be made more facilitative by focusing on situated ways in which they act in the field. It was observed that they could become more facilitative by being shells with higher degrees of configurability, by being legitimate facades that create interesting contexts of multi‐project interactions and by being anchors of stability in an organizational setting of constant flux.

The research is exploratory in nature and has focused on the introduction of new ways of looking at objects in project‐based organizations. An enhanced understanding of the dynamics of objects in project settings can enable project personnel and support service personnel to make them more facilitative. For researchers, this study contributes to the discussions on understanding objects by proposing new ways of looking at the role of objects in project‐based organizations.