Activity Theory as a Framework to Analyze e-Portfolios as Mediators in a Communication Design Program

Abstract

This paper describes Activity Theory (AT) and its use as an analytical lens for examining the integration of electronic Portfolios (e-Portfolios) in a Communication Design program at a Higher Education Institution (HEI). The study draws on first generation AT, which originates from the Vygotskian philosophical tradition. The analysis is based on a pilot study that introduced students to a structured process for developing e-Portfolios for learning and assessment. Students used non-linguistic tools such as Google Sites to create their e-Portfolios and shared them through Edmodo, a virtual classroom platform. The study focuses on mediation as a key phenomenon within the activity system. In this context, e-Portfolios were examined as mediating artefacts through the core principles of AT that relate to human practice and interaction. Activity Theory provided a framework for understanding how students used e-Portfolios as mediators to achieve the intended learning objectives and outcomes within the course. The findings indicate that e-Portfolios have significant potential for supporting student learning within an educational activity system. The study also suggests that AT offers a useful theoretical framework for analyzing the integration and use of e-Portfolios in educational environments.