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Design in Educational Technology pp 89–106Cite as

Understanding and Examining Design Activities with Cultural Historical Activity Theory

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Abstract

In this chapter, I discuss the need in instructional technology to understand design within the context of complex real-world human activities. I propose cultural historical activity theory (CHAT) as a theoretical framework that can provide a method for uncovering the complexities involved in real-world design. In this discussion I share my personal design experience at a Global Communications Company and provide a sample case and its analysis about one family’s experience building a Passive Home in the United States.

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Acknowledgements

I would like to thank the editors of this volume and reviewers assigned to comment on my work. There were several reviewers, but I would like to particularly thank Dr. Craig Howard who poured attention to this chapter when it was not one of the chapters he was assigned to review. His comments challenged my thinking and had influence on its final development. I would also like to thank my colleague Dr. Trena Paulus who volunteered and took time reviewing this work.

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Authors and Affiliations

  1. Educational Psychology and Counseling, University of Tennessee, A532 Bailey Education Complex, Knoxville, TN, 37996, USA

    Lisa C. Yamagata-Lynch Ph.D.

Authors
  1. Lisa C. Yamagata-Lynch Ph.D.
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Correspondence to Lisa C. Yamagata-Lynch Ph.D. .

Editor information

Editors and Affiliations

  1. College of Design, University of Minnesota, St. Paul, Minnesota, USA

    Brad Hokanson

  2. Provo, Utah, USA

    Andrew Gibbons

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Yamagata-Lynch, L.C. (2014). Understanding and Examining Design Activities with Cultural Historical Activity Theory. In: Hokanson, B., Gibbons, A. (eds) Design in Educational Technology. Educational Communications and Technology: Issues and Innovations. Springer, Cham. https://doi.org/10.1007/978-3-319-00927-8_6

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