An Activity Theory Approach to Exercises in Video Production in a University Class

Abstract

In this paper, I used activity theory as a framework to analyze a group of students working on the production of a video in a university class. I reported the students’ learning of video production as a case study. I proved that expansive learning was generated by students’ collaborative engagement in problem solving in situations where they were challenged by the use of tools in production. At first, students reconstructed their division of labor and rules for breakthroughs in problem situations. Then, they reconstructed their methods of tool use by expanding the use of an existing tool, the digital video camera, and discovering the use of tools in their environment. I revealed that students, through the reorganization of their activity of video production, realized the importance of human relations and confirmed the utility of tools for video production,