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W. Chu et al.
referred to as internalization and externalization) can reveal the learning and performance that is embedded in people’s activities (Kaptelinin and Nardi 2006). Specifically, it enables designers to understand questions such as what users need to learn to
carry out target activities, and how do artefacts undergo an internalization and externalization transition process in different contexts. Table 6.1 shows how the above
six AT theoretical concepts were translated into practical sustainable design-oriented
questions.
6.3.2 Requirements of AT-Informed Design Tools
The main purpose behind the existing AT and ACD -informed design tools is to
guide empirical analysis and design processes (Clemmensen et al. 2016). These
tools were developed into different formats such as design models (Döweling et al.
2012), checklists (Duignan et al. 2006; Irestig et al. 2004; Berlin et al. 2017), and
frameworks (Desai 2007; Fjeld et al. 2002). We identified three key requirements
from the review of these tools:
1. Need for descriptive design vocabulary and examples
Although activity theory has a descriptive nature, some of its concepts such as
tensions and contradictions, mediating tools, internalization and externalization are
perceived as too abstract for design practitioners to understand (Kaptelinin et al.
1999). Therefore, the jargon of academic terms should be avoided. Concrete descriptions and design-related vocabulary are needed so that design practitioners with no
prior knowledge of AT can directly use the theoretical concepts in their sustainable
design practices. In addition to that, according to (Bødker and Klokmose 2011), in
terms of AT, design examples are proved to be helpful to bridge the gap between
theoretical concepts and design practices.
2. Need for flexibility
Design practitioners’ work scenarios differ from each other. In some cases, designers
may work individually while in other cases collaboratively with other design team
members or co-design with potential users. To support design activities in these
real practices, design tools, especially ideation tools, need to be able to adapt to
different scenarios and take users with or without professional design background
into account.
3. Increase interactivity
To facilitate designers’ adoption of tools in their ideation process, one way is to
increase interactivity, so that users of the tool can be more engaged in the design
process. For example, an AT interview question checklist was proposed by (Duignan
et al. 2006) to help interviewers to interact with interviewees on the same theoretical
basis. Similar to that, a program called ActivityDesigner (Li and Landay 2008) was
W. Chu et al.
referred to as internalization and externalization) can reveal the learning and performance that is embedded in people’s activities (Kaptelinin and Nardi 2006). Specifically, it enables designers to understand questions such as what users need to learn to
carry out target activities, and how do artefacts undergo an internalization and externalization transition process in different contexts. Table 6.1 shows how the above
six AT theoretical concepts were translated into practical sustainable design-oriented
questions.
6.3.2 Requirements of AT-Informed Design Tools
The main purpose behind the existing AT and ACD -informed design tools is to
guide empirical analysis and design processes (Clemmensen et al. 2016). These
tools were developed into different formats such as design models (Döweling et al.
2012), checklists (Duignan et al. 2006; Irestig et al. 2004; Berlin et al. 2017), and
frameworks (Desai 2007; Fjeld et al. 2002). We identified three key requirements
from the review of these tools:
1. Need for descriptive design vocabulary and examples
Although activity theory has a descriptive nature, some of its concepts such as
tensions and contradictions, mediating tools, internalization and externalization are
perceived as too abstract for design practitioners to understand (Kaptelinin et al.
1999). Therefore, the jargon of academic terms should be avoided. Concrete descriptions and design-related vocabulary are needed so that design practitioners with no
prior knowledge of AT can directly use the theoretical concepts in their sustainable
design practices. In addition to that, according to (Bødker and Klokmose 2011), in
terms of AT, design examples are proved to be helpful to bridge the gap between
theoretical concepts and design practices.
2. Need for flexibility
Design practitioners’ work scenarios differ from each other. In some cases, designers
may work individually while in other cases collaboratively with other design team
members or co-design with potential users. To support design activities in these
real practices, design tools, especially ideation tools, need to be able to adapt to
different scenarios and take users with or without professional design background
into account.
3. Increase interactivity
To facilitate designers’ adoption of tools in their ideation process, one way is to
increase interactivity, so that users of the tool can be more engaged in the design
process. For example, an AT interview question checklist was proposed by (Duignan
et al. 2006) to help interviewers to interact with interviewees on the same theoretical
basis. Similar to that, a program called ActivityDesigner (Li and Landay 2008) was