Kenneth Burke’s Screen Theory

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Kenneth Burke’s Screen Theory

Kenneth Burke’s Screen Theory, also known as “Terministic Screens,” is a concept developed by Burke in his work “Language as Symbolic Action” (1966). In this theory, Burke argues that language acts as a filter or screen through which we perceive and understand the world. This concept is central to Burke’s broader theory of dramatism, which posits that human behavior is shaped by dramatic structures and symbolic action.

Key Principles of Screen Theory:

  1. Language as a Filter:

Burke’s concept of language as a filter is a fundamental aspect of his Screen Theory. According to Burke, language is not a neutral or transparent medium, but rather a filter that shapes our perceptions and understanding of reality. Our words, concepts, and categories act as a screen, selecting and organizing the information we receive from the world. This means that language is not simply a reflection of reality, but rather a creative force that shapes our understanding of the world and ourselves. As Burke (1966) notes, “even if any given terminology is a reflection of reality, by its very nature as a terminology it must be a selection of reality; and to this extent it must function also as a deflection of reality” (p. 45).

The idea that language is a filter has significant implications for our understanding of perception and reality. It suggests that our understanding of the world is always mediated by language, and that we can never directly access reality. This is because language is a system of signs and symbols that can never fully capture the complexity of the world. As a result, our perceptions and understanding of reality are always filtered through the linguistic and conceptual frameworks that we use to make sense of the world. This highlights the importance of critically evaluating the language and concepts that we use to describe reality, as they can shape our perceptions and understanding in profound ways.

  1. Terministic Screens:

Burke introduces the term “terministic screens” to describe the way language influences our perception. Terministic screens refer to the linguistic and conceptual frameworks that we use to make sense of the world. These screens are composed of terms, concepts, and categories that filter and shape our experience. Terministic screens are not just passive reflections of reality, but rather active forces that shape our understanding of the world and ourselves. As Burke (1945) notes, “the terms we use to describe the world are not just labels, but also instruments for shaping our understanding of the world” (p. 123).

The concept of terministic screens is closely tied to the idea of language as a filter. Terministic screens are the specific linguistic and conceptual frameworks that we use to filter and shape our experience of the world. They are the tools that we use to make sense of reality, and they play a crucial role in shaping our perceptions and understanding. By examining the terministic screens that we use, we can gain a deeper understanding of how language influences our perception and understanding of the world.

  1. Selection and Deflection:

Burke argues that language selects certain aspects of reality to focus on, while deflecting or ignoring others. This selective process is inherent in the nature of language, which can never fully capture the complexity of the world. Language is a system of signs and symbols that can only represent a limited aspect of reality. As a result, language must always select certain aspects of reality to focus on, while ignoring or deflecting others. This selective process is not just a limitation of language, but also a fundamental aspect of how language works.

The concept of selection and deflection is closely tied to the idea of terministic screens. Terministic screens are the specific linguistic and conceptual frameworks that we use to filter and shape our experience of the world. They select certain aspects of reality to focus on, while deflecting or ignoring others. By examining the terministic screens that we use, we can gain a deeper understanding of how language selects and deflects certain aspects of reality. This can help us to critically evaluate the language and concepts that we use to describe reality, and to develop a more nuanced understanding of the world.

  1. Reflection and Refraction:

Burke uses the metaphor of reflection and refraction to describe how language affects our understanding. Language reflects certain aspects of reality, but also refracts or distorts others, creating a unique and subjective interpretation of the world. This metaphor highlights the complex and multifaceted nature of language, which can both reflect and distort reality. As Burke (1966) notes, “language is not just a reflection of reality, but also a refraction of reality” (p. 56).

The concept of reflection and refraction is closely tied to the idea of terministic screens. Terministic screens are the specific linguistic and conceptual frameworks that we use to filter and shape our experience of the world. They reflect certain aspects of reality, but also refract or distort others, creating a unique and subjective interpretation of the world. By examining the terministic screens that we use, we can gain a deeper understanding of how language reflects and refracts reality. This can help us to develop a more nuanced understanding of the world, and to critically evaluate the language and concepts that we use to describe reality.

Implications of Screen Theory:

  1. Subjectivity of Perception:

Burke’s Screen Theory highlights the subjective nature of perception, emphasizing that our understanding of the world is always filtered through language and conceptual frameworks. This means that our perceptions and understanding of reality are always shaped by the linguistic and conceptual frameworks that we use to make sense of the world.

  1. Limitations of Language:

The theory underscores the limitations of language in capturing the full complexity of reality, revealing the provisional and context-dependent nature of our knowledge. Language is a system of signs and symbols that can never fully capture the complexity of the world. As a result, our understanding of reality is always limited by the language and concepts that we use to describe it.

  1. Power Dynamics:

Screen Theory also implies that language can be used to shape and manipulate perceptions, highlighting the role of power and ideology in shaping our understanding of the world. Language is not just a neutral or transparent medium, but rather a tool that can be used to shape and manipulate perceptions. This highlights the importance of critically evaluating the language and concepts that we use to describe reality, as they can shape our perceptions and understanding in profound ways.

  1. Rhetorical Implications:

Burke’s theory has significant implications for rhetoric, as it emphasizes the importance of considering the terministic screens that shape our audience’s perceptions and understanding. By examining the terministic screens that our audience uses, we can develop a more effective and persuasive rhetoric that takes into account the subjective nature of perception.

Applications and Critiques:

  1. Communication Studies: Screen Theory has been applied in communication studies to analyze how language and media shape public opinion and influence attitudes. By examining the terministic screens that are used in public discourse, researchers can gain a deeper understanding of how language shapes our perceptions and understanding of the world.
  2. Literary Theory: The theory has been used in literary analysis to examine how authors use language to create specific effects and shape reader perceptions. By examining the terministic screens that authors use, researchers can gain a deeper understanding of how language shapes our understanding of the world and ourselves.
  3. Philosophy: Burke’s ideas have been influential in philosophical debates about the nature of language, reality, and knowledge. By examining the terministic screens that we use to describe reality, philosophers can gain a deeper understanding of the complex relationships between language, perception, and reality.
  4. Critiques: Some critics have argued that Burke’s theory is too broad or vague, while others have challenged the idea that language is the primary filter through which we perceive reality. However, these critiques overlook the complexity and nuance of Burke’s theory, which highlights the multifaceted nature of language and its role in shaping our perceptions and understanding of the world.

Conclusion:

Kenneth Burke’s Screen Theory offers a nuanced understanding of the complex relationship between language, perception, and reality. By highlighting the role of terministic screens in shaping our understanding, Burke’s theory encourages us to consider the provisional and context-dependent nature of our knowledge. The implications of Screen Theory are far-reaching, influencing fields such as communication studies, literary theory, and philosophy, and continuing to inspire new areas of research and inquiry.

 

Beauvoir’s Concept of Situation

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Beauvoir’s Concept of Situation

Simone de Beauvoir, a French philosopher, introduced the concept of “situation” in her work, particularly in her book “The Ethics of Ambiguity” (1947). In Beauvoir’s philosophy, a situation refers to the unique and complex set of circumstances that an individual finds themselves in, which shapes their experiences, choices, and freedom.

Beauvoir’s concept of situation is influenced by existentialism and phenomenology. She argues that human beings are not abstract entities, but rather, we are situated beings, embedded in a specific context that influences our existence. This context includes our physical environment, social and cultural norms, personal relationships, and historical moment.

A situation is not just a passive backdrop for human action; rather, it is an active and dynamic framework that both enables and constrains our choices. Beauvoir emphasizes that our situation is not something we can simply escape or overcome; instead, it is an integral part of who we are and how we experience the world.

Key Aspects of a Situation

  • Facticity: This refers to the given, objective aspects of our situation, such as our physical body, social status, and cultural background. Facticity is the raw material that we must work with, and it sets limits on our possibilities.
  • Transcendence: This refers to our capacity to go beyond our facticity, to imagine and create new possibilities, and to make choices that shape our situation. Transcendence is the human ability to project ourselves into the future, to create our own meaning, and to take responsibility for our choices.

Beauvoir’s concept of situation highlights the tension between facticity and transcendence. On one hand, our situation is shaped by factors beyond our control (facticity). On the other hand, we have the capacity to make choices and create our own meaning (transcendence). This tension is at the heart of human existence, and it is what makes our situation both enabling and constraining.

In summary, Beauvoir’s idea of a situation emphasizes the complex interplay between our objective circumstances (facticity) and our capacity for subjective choice and creativity (transcendence). By acknowledging and embracing our situation, we can take responsibility for our choices and create our own meaning in life, despite the limitations and constraints that we face.

Simone de Beauvoir’s Concept of Situation: Unpacking the Interplay between Freedom and Context

Imagine being an artist, eager to bring your creative vision to life. Your passion is undeniable, but your circumstances are far from ideal. You’re a single parent with limited financial resources, forcing you to juggle multiple part-time jobs just to make ends meet. Your friend, also an artist, comes from a wealthy family, enjoying the luxury of pursuing unconventional projects without worrying about the financial implications. You both share the same city, the same artistic aspirations, yet your situations are uniquely yours.

This is where Simone de Beauvoir’s concept of situation comes into play. Introduced in her seminal works, “The Ethics of Ambiguity” (1947) and “The Second Sex” (1949), this concept is central to her existentialist and phenomenological framework. So, what does it entail?

Key Aspects of a Situation:

  • Embeddedness: You’re always already part of a world that precedes you, with its social, cultural, historical, and economic contexts shaping your existence.
  • Concreteness: Your situation is uniquely yours, influenced by your specific experiences, perspectives, and circumstances.
  • Ambiguity: Situations embody the paradox of human existence, balancing freedom (your capacity for choice and self-expression) with constraint (the pre-existing structures and circumstances that limit and influence your freedom).
  • Interconnectedness of Freedom and Constraint: Constraints don’t just restrict your freedom; they also shape and direct it. Conversely, exercising your freedom can transform or overcome constraints.
  • Temporality: Situations evolve over time, influenced by your past choices, present actions, and future possibilities.
  • Responsibility: Acknowledging your situation implies accepting responsibility for your choices, actions, and their consequences.

Illustrating the Concept: Alice and Bob’s Situations

  • Shared Aspect: Both Alice (the single parent) and Bob (from the wealthy family) face the challenge of making a living from their art in a competitive market.
  • Unique Aspects:
    • Alice’s situation is influenced by her limited financial resources, affecting her art projects, work hours, and childcare arrangements.
    • Bob’s situation is shaped by his family’s wealth, providing him with the financial freedom to pursue risky or unconventional art projects.

Implications of Beauvoir’s Concept of Situation:

  • Existential Responsibility: You must acknowledge and accept responsibility for your choices and actions within your unique situation.
  • Contextual Understanding of Identity: Your identity is deeply intertwined with your situation, emphasizing the importance of considering social, cultural, and historical contexts when understanding yourself and others.
  • Feminist and Social Commentary: Beauvoir’s concept of situation, as applied in “The Second Sex,” highlights the systemic constraints faced by women, arguing that their situations are shaped by patriarchal societies, limiting their freedom and opportunities.

Embracing Your Situation

Beauvoir’s concept of situation is not about being a passive victim of your circumstances. It’s about acknowledging the complex interplay between your freedom and the context in which you live. By understanding and embracing your situation, you can exercise your existential responsibility, making choices that not only navigate your current circumstances but also have the potential to transform them. So, take a step back, reflect on your situation, and ask yourself: What choices will you make today to shape your tomorrow?

The ADDIE Model

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The ADDIE Model is a cornerstone in the world of instructional design, providing a structured framework to create effective and engaging learning experiences. The acronym stands for Analysis, Design, Development, Implementation, and Evaluation – each phase representing a critical step in the process. By systematically addressing these stages, educators and instructional designers can ensure that their materials meet learners’ needs and achieve desired outcomes. Whether you’re crafting a corporate training program or an online course, the ADDIE Model offers a reliable blueprint for success.

Analysis

This is your detective phase. You’re gathering all the clues about your learners, their current knowledge levels, and what they need to achieve by the end of the course. Tools like surveys, interviews, and focus groups can be super helpful here. Imagine you’re building a house – you wouldn’t start without knowing the size of the lot or the needs of its future residents. In this phase, it is crucial to identify the learning objectives and the gap between the learners’ existing knowledge and the desired outcomes. A thorough needs assessment can also identify the constraints and resources available for the project. During the analysis phase, the audience’s characteristics are closely scrutinized. This involves understanding their demographics, such as age, educational background, and professional experiences. Behavioral aspects, like learning styles and motivation levels, are also assessed. By getting a comprehensive picture of the learners, instructional designers can tailor content and delivery methods to suit specific needs. Additionally, situational factors, such as cultural contexts and technological constraints, are evaluated to ensure that the instructional materials are accessible and relevant.

Design

Think of this as your architectural phase. You’re drafting blueprints and making decisions about how everything will look and feel. During this phase, you’ll create storyboards, draft lesson plans, and decide on assessment methods. It’s all about planning meticulously so there are no surprises later on. The design phase also involves specifying the learning objectives in detail, often articulated through Bloom’s Taxonomy to ensure they are measurable and achievable. Choosing appropriate instructional strategies forms another critical aspect of this phase. Whether employing a blended learning approach, flipped classroom, or purely online methodologies, the chosen strategies should align with the learning objectives and learners’ preferences identified during the analysis phase. This phase also considers the sequencing of instructional materials to facilitate logical progression and scaffolding of content. Furthermore, the design phase includes the formulation of instructional media and resources. Selecting the appropriate types of media—whether it’s text, images, videos, or interactive simulations—is crucial for engaging learners and enhancing content retention. The incorporation of aesthetic design principles ensures that the layout is visually appealing and user-friendly, which can significantly impact learner engagement and comprehension.

Development

Now you’re in construction mode. All those plans you made? It’s time to turn them into tangible materials. Whether you’re developing interactive e-learning modules or creating engaging video content, this is where your creative and technical skills come into play. Testing prototypes with a small group before full-scale development can save you headaches down the line. The development phase is often iterative, involving frequent reviews and refinements. This is to ensure that the content is not only accurate but also pedagogically sound. Here, technological tools such as authoring software (e.g., Articulate, Adobe Captivate) and learning management systems (LMS) play a pivotal role. Moreover, developing assessments—both formative and summative—is integral to this phase. Formative assessments, like quizzes and interactive activities, provide real-time feedback to learners and can be used to modify instructional content dynamically. Summative assessments, such as final exams or projects, are designed to measure learners’ mastery of the objectives established in the design phase.

Implementation

This is the grand opening! Your course goes live, and learners start engaging with it. Effective implementation often requires training facilitators or instructors, setting up learning management systems (LMS), and ensuring technical support is available. Think of it as launching a product – you want everything to go off without a hitch. During this phase, the logistical aspects of delivering the instructional materials are meticulously planned and executed. This may involve scheduling, enrolling learners, and making sure all technological infrastructure is in place and functioning correctly. In a corporate setting, this phase might also require coordination with human resources or department heads to ensure alignment with broader organizational goals. For academic environments, it involves harmonizing with institutional protocols and schedules. Effective implementation also considers the importance of instructor or facilitator training. Familiarizing educators with not only the content but also the intended instructional strategies and technological tools ensures they can deliver the material as designed.

Evaluation

The final phase is like your quality assurance check. But it’s not just at the end – ongoing evaluation throughout all stages can be incredibly beneficial (think Formative Evaluation). Summative Evaluation happens after implementation and measures overall effectiveness against learning objectives. Collecting feedback using surveys, tests, and observations helps refine and improve future iterations. In this phase, both the product and the process are evaluated comprehensively. Evaluation is divided into two primary types: formative and summative. Formative evaluation is ongoing and occurs at multiple points throughout the ADDIE process. It provides opportunities for continuous feedback and adjustments, thus optimizing the learning design even before its full-scale implementation. Methods such as pilot testing, usability testing, and peer reviews are invaluable for gathering actionable insights during this stage. Summative evaluation, conducted post-implementation, focuses on the overall efficacy of the learning experience in achieving its intended outcomes. This often involves a detailed analysis using metrics like pre-and post-assessment scores, learner satisfaction surveys, and behavioral changes observed in the workplace or academic environment. To truly close the loop, the evaluation phase also informs the revision cycle, feeding back into the analysis phase for continuous improvement. This creates a dynamic and responsive instructional design process that evolves with changing learner needs and new insights.

The Iterative Nature of ADDIE

The beauty of ADDIE lies in its flexibility and iterative nature; it’s not strictly linear. The phases are interconnected, and often, findings in later stages prompt revisiting earlier phases. For instance, feedback gathered during the evaluation phase may highlight the need to reassess certain learner characteristics or redesign specific instructional strategies. This iterative nature enables a responsive and adaptable approach to instructional design. By embedding continuous review loops and fostering an environment of ongoing improvement, ADDIE ensures that the instructional experience remains relevant and effective in the face of evolving educational and organizational landscapes.

Practical Examples of ADDIE in Action

Implementing the ADDIE Model can be illustrated through various practical examples. Take, for instance, a corporate training program aimed at upskilling employees in new software.

Analysis:

The process begins with understanding the employees’ current proficiency levels, organizational goals, and specific tasks requiring training. Surveys, interviews, and performance data help define these parameters.

Design:

Next, instructional designers create detailed lesson plans, outline modules, and decide on the use of interactive tutorials, video lessons, and hands-on exercises. They specify learning objectives, like mastering specific software functions, and determine the best instructional strategies to meet these goals.

Development:

During this phase, interactive e-learning modules and video tutorials are created, incorporating multimedia elements to enhance engagement. Pilot testing with a small group of employees helps identify any issues, allowing for adjustments before the full rollout.

Implementation:

The training is then launched across the organization, with trainers or facilitators receiving thorough preparation. The LMS is set up to track progress, and technical support is on standby to address any issues.

Evaluation:

Finally, the program’s success is measured through post-training assessments, employee feedback, and performance metrics collected over time. Data from these sources is analyzed to gauge the effectiveness of the training in achieving its objectives, such as improved software proficiency and increased productivity. In an academic setting, consider the example of an online course for university students.

Analysis:

The instructor begins by assessing the students’ existing knowledge, the course prerequisites, and the curricular goals. Surveys, diagnostic tests, and course requirement documents serve as primary tools for this phase.

Design:

In this phase, detailed course objectives are established, lesson plans are drafted, and decisions are made regarding the structure and delivery methods of the online content. The instructional strategy might include a combination of live video lectures, recorded sessions, discussion forums, and interactive assessments.

Development:

The course materials are developed, including lecture videos, assignments, reading materials, and interactive quizzes. A beta version of the course may be released to a small group of students to gather feedback, allowing for iterative improvements.

Implementation:

The course is rolled out on the university’s LMS, and students are enrolled. Instructors and support staff are trained on how to navigate and utilize the LMS effectively. Real-time support mechanisms are also put in place to handle any technical difficulties students might face.

Evaluation:

Throughout the course, formative assessments help gauge student understanding with periodic surveys and quizzes providing immediate feedback. At the end of the course, summative assessments measure the extent to which students have met the learning objectives. Data collected from these assessments, along with student feedback, are analyzed to identify areas for improvement.

Benefits and Challenges of ADDIE

Benefits:

  1. Structured Approach: Each phase of the ADDIE model is clearly delineated, providing a comprehensive roadmap for instructional designers.
  2. Flexibility: The iterative nature of the model allows for ongoing refinement and adaptation, ensuring the instructional materials remain effective and relevant.
  3. Focus on Learner Needs: By prioritizing thorough analysis and continuous evaluation, the ADDIE model ensures that the final product is tailored to meet the specific needs of the learners.
  4. Scalability: Whether for small scale educational modules or extensive corporate training programs, ADDIE’s principles can be applied across diverse contexts, ensuring consistency and quality.

    Challenges:

  5. Time-Consuming: The thoroughness required in each phase can result in extended timelines for project completion.
  6. Resource-Intensive: Comprehensive needs assessments, rigorous design, and continuous evaluation can demand significant resources, both in terms of manpower and technology.
  7. Complexity: Managing the iterative nature of ADDIE can be challenging, especially in larger projects where multiple stakeholders are involved. Balancing the need for ongoing feedback and adjustments without causing project delays requires careful project management.

    Conclusion

    The ADDIE Model remains a fundamental framework for instructional design due to its structured, yet flexible, approach to creating effective learning experiences. By meticulously following the phases of Analysis, Design, Development, Implementation, and Evaluation, educators and instructional designers can develop materials that are tailored to meet the learners’ needs and achieve meaningful outcomes. Its iterative nature ensures continuous improvement, making it adaptable to various educational and organizational contexts. Whether you’re working on small-scale educational modules or comprehensive corporate training programs, the foundational principles of ADDIE provide a reliable scaffold for success, ensuring that learning experiences are engaging, effective, and aligned with desired goals. Through committed adherence to these principles, instructional designers can significantly enhance the impact and efficacy of their educational endeavors.

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Dr. Kieran Glass

How to Apply Activity Theory in Instructional Design

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In the evolving landscape of educational design, activity theory emerges as a seminal framework, offering a rich tapestry for understanding human actions and interactions within learning environments. This theory, rooted in socio-cultural psychology, emphasizes the importance of tools, technology, and community in shaping consciousness and human experience. Its application in instructional design transcends traditional behavioral and cognitive approaches, advocating for a more holistic view of learner experience that is critical in the digital age. As instructional systems design increasingly intersects with human-computer interaction (HCI) and user-centered design, integrating activity theory can enhance both performance and user experience (UX), promoting environments that are not only informative but transformative.

The ensuing discussion delves into the underpinnings of activity theory, outlining its key components including tools, personas, and the zone of proximal development, and how these elements interplay to foster learning. Following this foundation, the article presents practical guidelines for applying activity theory in instructional design, emphasizing the creation of scenarios that support learner engagement and success. Through case studies and practical applications, this text illustrates how activity theory can be employed to design instructional systems that are human-centered, leveraging technology and socio-cultural dynamics to improve learner performance and satisfaction. In doing so, it offers a comprehensive roadmap for instructional designers seeking to incorporate human-centered and constructivist approaches in their work, thereby enhancing the learner experience in diverse educational contexts.

Understanding Activity Theory

Activity Theory, deeply rooted in Socio-Cultural Theory, provides a comprehensive lens through which learning and knowledge are viewed within the context of activity systems. These systems consider the individual’s cognition intertwined with their social reality, factoring in the person’s history, motivations, mediating artifacts such as language and tools, community, situation, and culture 1.

Definition & History

Originating from the work of Sergei Rubinstein in the 1930s, the concept of an Activity System, also known as a Behavior System, serves as the unit of analysis in Activity Theory and its subsequent evolution into Cultural-Historical Activity Theory 1. This framework was among the first systems-based theories of learning, significantly influencing educational paradigms. However, its focus on culturally embedded activity systems has been critiqued for potentially overlooking broader ecological issues 1.

Key Concepts

Activity Theory is characterized by its systemic-structural approach, integrating insights from Complex Systems Research, Design Thinking, and recent psychological developments. This modern synthesis, known as Systemic-Structural Activity Theory (SSAT), emphasizes the analysis and design of skills, tasks, tools, and strategies within work activities 1. It describes learning as a dynamic interrelation between activity and consciousness, where actions are purposeful, social, mediated, multilevel, and developed through interactions between subjects and their objective world 2.

Importance in Educational Environments

In educational settings, Activity Theory has been applied to analyze both students’ and teachers’ experiences across various learning contexts, including face-to-face and online environments 3. The theory provides valuable insights for identifying systemic tensions and understanding pedagogical content knowledge and curriculum development through its application in educational research 3. By adopting an activity theory perspective, designers of learning environments can foster a holistic view of learning as a goal-oriented, meaning-making activity. This approach not only focuses on content transmission but also on the broader cultural context in which knowledge construction occurs, mediated by technological tools and governed by the learning community’s rules and labor division 2.

This theoretical framework supports the creation of learning environments that are not just informative but transformative, promoting deeper engagement and understanding within educational settings.

Key Components of Activity Theory

Subjects and Objects

Activity Theory posits that every activity system revolves around the interactions between subjects and objects. The subject, typically an individual or group, engages in activities directed towards an object, which represents the goal or outcome of the activity. The object, whether tangible or intangible, provides the motive for the activity, shaping the actions of the subject and giving purpose to the interaction. This relationship is fundamental to understanding how activities are structured and differentiated by their specific objectives 456.

Mediating Artifacts and Tools

Central to Activity Theory is the concept of mediating artifacts or tools. These include both physical tools, such as machinery or technology, and psychological tools, like language and symbols, which facilitate interaction between the subject and the object. Tools serve a dual role; they empower the subject by providing the means to act upon the object, yet they also impose limitations by defining the scope and nature of this interaction. This duality reflects the historical and cultural accumulation of knowledge, which influences how tools are used and the activities they support 456.

Community and Division of Labor

The community aspect of Activity Theory highlights the collective nature of activities. It involves a group of people who share a common object and engage in collaborative efforts to achieve it. The division of labor within this community defines roles and distributes tasks among its members, which mediates the relationship between the community and the object. This division is influenced by sociohistorical conditions and the community’s structure, affecting both the process and the outcomes of the activity 456.

Rules and Regulations

Rules in an activity system are the norms and conventions that govern interactions within the community and the use of tools. These rules can be explicit, such as laws and guidelines, or implicit, such as social norms and cultural practices. They regulate how subjects relate to the object and to each other, shaping the activity’s structure and dynamics. Understanding these rules is crucial for analyzing how activities are conducted and how they evolve over time 456.

Applying Activity Theory in Instructional Design

Steps to Conceptualize Instructional Design

When applying Activity Theory to instructional design, one must first understand the learner’s context and the technological tools available. This involves developing personas and scenarios informed by Activity Theory, which provides a holistic view of the technology usage context and the learner’s role within it 7. Designers should aim to create learning environments that are not merely content-driven but are enriched by the cultural and social dynamics of the learner’s context 2.

Aligning with Instructional Objectives

Alignment of assessments, learning objectives, and instructional strategies is crucial in instructional design. Misalignment can undermine student motivation and learning outcomes 8. Using Activity Theory, instructional designers can ensure that their strategies are not only aligned with the assessments but also with the broader educational goals. This alignment should be evident in the instructional design models chosen, which should facilitate a seamless integration of theory and practice, adaptable to future changes in eLearning content 9.

Using Activity Theory to Solve Design Challenges

Activity Theory can be instrumental in addressing specific design challenges in instructional systems. For instance, the theory aids in structuring learning activities that are directly aligned with the competencies required by the curriculum 10. This strategic alignment helps in creating effective eLearning modules that are concise and focused on key learning objectives, thereby preventing cognitive overload and enhancing learner engagement 9. Furthermore, by incorporating Activity Theory, designers can create assessments that truly reflect the competencies being taught, thus ensuring a coherent educational experience that aligns instructional strategies with assessment methods 11.

Case Studies and Practical Applications

Case Study 1: Online Learning Environments

In exploring the application of Activity Theory within online learning environments, a study adapted Activity Theory to enhance cognitive, teaching, and social presences in the Community of Inquiry (CoI) model. This adaptation was aimed at innovating the planning, implementation, and evaluation phases of online courses to foster a more engaging and effective learning experience 12. By considering objects as online learning experiences, the study emphasized the necessity of enhancing these presences to achieve the desired learning outcomes and meet higher education qualifications 12.

The study also highlighted the complexity of human interactions in open and distance learning, underscoring the need for comprehensive frameworks like Activity Theory to address these complexities 13. It defined the seven elements of interaction within an online course framework, including subjects (learners), tools (learning materials and environments), and community (instructors and technical staff), which collectively contribute to the learning process 13.

An interesting aspect of this study was the observation of rules created by learners to regulate their own learning environments, emphasizing the emergence of collectivist cultural characteristics in an otherwise individual-focused learning approach 13.

Case Study 2: Classroom-Based Learning

Another practical application of Activity Theory was investigated in a case study involving a sixth-grade classroom in a Greek elementary school, where Activity Theory was implemented within the framework of Differentiated Teaching. This approach considered each student’s unique experiences and learning styles, aiming to activate and substantially engage students in the learning process 14.

The study utilized experimental methods and structured questionnaires to assess cognitive levels, participation, and cooperation among students during instructional scenarios designed using Activity Theory 14. Results indicated that the practical implementation of Activity Theory not only maximized students’ academic achievements but also significantly enhanced their engagement and participation in the learning process 14.

This case study effectively demonstrated how Activity Theory can be utilized to transform the basic meanings of learning environments, providing a robust tool for fostering meaningful educational experiences and catering to diverse learning needs 14.

Activity Theory

Conclusion

Throughout this exploration of activity theory in instructional design, we’ve navigated its foundational theories, practical applications, and the transformative potential it holds for educational environments. By delving into the interplay between subjects, objects, and the mediating tools within activity systems, the article illuminates the pathway for designing learner-centered educational experiences. These concepts underscore the importance of a holistic approach to instructional design, one that harmonizes with the dynamic intricacies of human learning and interaction, grounded in socio-cultural contexts. The practical guidelines and case studies presented offer a testament to the theory’s versatility in addressing contemporary challenges in education, providing a blueprint for instructional designers to create more engaging, effective, and meaningful learning environments.

As we consider the broader implications of integrating activity theory into instructional design, it becomes evident that this approach facilitates not only improved learner engagement and performance but also contributes to the evolution of educational paradices. By fostering environments that are not merely informational but transformative, we open new avenues for learners to critically engage with content, apply knowledge in real-world contexts, and navigate the complexities of digital learning landscapes with greater autonomy and purpose. In doing so, the application of activity theory in instructional design sets the stage for future research and innovation, inviting educators, designers, and learners alike to continually reimagine the possibilities of education in the digital age.

FAQs

  1. Can you give an example of activity theory in practice?
    Activity theory can be illustrated through various social activities such as book clubs, sports teams, barbeques, volunteer activities, fitness classes, brunch gatherings, holiday festivities, and protests. These activities exemplify how maintaining an active social life, as suggested by the activity theory of aging, contributes to overall health in later years.
  2. How is activity theory applied?
    Activity theory aims to explore the integration of consciousness and activity. Often referred to as “Cultural-Historical Activity Theory,” it is especially effective for analyzing groups that operate primarily through virtual environments, with interactions largely facilitated by electronic and printed communications.
  3. What does activity theory mean in the context of design?
    In design, activity theory focuses on recognizing and addressing the inherent contradictions within activities. This theory is crucial in developing user interfaces that support these activities by enabling the natural human processes of internalizing activities and externalizing them to expand consciousness.
  4. How is activity in theory utilized in educational settings?
    Within educational environments, activity theory examines the collaborative efforts of teachers, students, researchers, administrators, and staff. They work together using various tools towards achieving educational outcomes, emphasizing the cooperative nature of learning and administrative processes in educational institutions.

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Dr. Parvati Gala

References

[1] – https://learningdiscourses.com/discourse/activity-theory/
[2] – https://edtechbooks.org/jaid_11_1/activity_theory_as_a
[3] – https://link.springer.com/content/pdf/10.1007/978-94-6300-387-2.pdf
[4] – https://www.simplypsychology.org/cultural-historical-activity-theory.html
[5] – https://en.wikipedia.org/wiki/Activity_theory
[6] – https://faculty.washington.edu/kfoot/Publications/Foot-CHAT-explored-dist-tf.pdf
[7] – https://www.researchgate.net/publication/358480208_Activity_Theory_as_a_Lens_for_Developing_and_Applying_Personas_and_Scenarios_in_Learning_Experience_Design
[8] – https://www.cmu.edu/teaching/assessment/basics/alignment.html
[9] – https://elearningindustry.com/top-10-instructional-design-challenges-in-elearning
[10] – https://wids.org/Resources/Resource-Library/instructional-alignment-theory
[11] – https://educationaltechnology.net/how-can-we-align-learning-objectives-instructional-strategies-and-assessments/
[12] – https://olj.onlinelearningconsortium.org/index.php/olj/article/view/3073
[13] – https://files.eric.ed.gov/fulltext/ED616449.pdf
[14] – https://www.eurrec.org/ijote-article-1575?download=4

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Action Mapping by Cathy Moore

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Introduction to Action Mapping by Cathy Moore

Action Mapping by Cathy Moore is a revolutionary approach in instructional design that emphasizes practical application over theoretical knowledge. Rooted in the principles of adult learning theory, it advocates for a learner-centric model, focusing on real-world tasks and challenges.

This method starts with identifying the desired outcomes and then designs learning experiences that directly support achieving these goals. It’s a stark contrast to traditional instructional models that often prioritize content delivery over practical application.

By adopting Action Mapping, educators and trainers can create more engaging and effective learning experiences. This approach is especially beneficial in corporate training and adult education, where practical skill application is key. Discover more about this approach on Cathy Moore’s Action Mapping blog.

The Philosophy Behind Action Mapping

Action Mapping by Cathy Moore
Action Mapping by Cathy Moore

The philosophy behind Action Mapping is deeply rooted in the idea that learning should be action-oriented and directly tied to real-world performance. It challenges the conventional wisdom of content-heavy instructional methods, advocating for a more streamlined, targeted approach.

This philosophy aligns closely with the principles of performance improvement, focusing on what learners need to do rather than what they need to know. The ultimate goal is to facilitate immediate application of skills and knowledge in real-world scenarios.

Cathy Moore’s model fosters critical thinking and problem-solving skills, preparing learners for practical challenges in their professional lives. It emphasizes the importance of relevance and context in learning, ensuring that educational content is not just absorbed but effectively applied. For further insights into instructional design philosophies, explore this comprehensive guide.

Step-by-Step Guide to Implementing Action Mapping

Implementing Action Mapping involves a structured, step-by-step approach that begins with identifying business or performance goals. This is followed by analyzing what learners need to do differently to achieve these goals, rather than what they need to know.

The next steps involve designing activities that help learners practice the required behaviors and then choosing content that supports these activities. This process ensures that every element of the training is focused on achieving practical, real-world outcomes.

This methodical approach is key to the success of Action Mapping, making it a preferred choice for many instructional designers. By following these steps, designers can create learning experiences that are both efficient and effective. Learn more about implementing Action Mapping with this step-by-step guide.

https://www.pinterest.com/pin/merrill-on-instructional-design–785315253774221159/

The Role of Learner Engagement in Action Mapping

Learner engagement is a central component of Cathy Moore’s Action Mapping, where the focus is on creating an interactive and immersive learning experience. Engaging learners in this way increases their motivation and enhances retention of information.

By involving learners in practical exercises and real-life scenarios, Action Mapping ensures that the learning process is not just passive but actively involves the learner. This leads to a deeper understanding and a greater ability to apply skills and knowledge in real-world situations.

The emphasis on engagement aligns with empathic instructional design, where understanding the learner’s perspective is key. By prioritizing learner engagement, Action Mapping creates a more personalized and effective learning experience. Discover more about empathic instructional design here.

Customizing Action Mapping for Different Learning Environments

Customizing Action Mapping for different learning environments is crucial for its effectiveness. Whether it’s online education, corporate training, or traditional classroom settings, Action Mapping can be adapted to suit various educational contexts.

This flexibility allows educators to create tailored learning experiences that meet the specific needs of their audience. By adjusting the approach to fit the environment, Action Mapping remains relevant and effective across diverse educational settings.

Such customization ensures that the learning experiences are not only practical but also resonate with the specific challenges and opportunities of each environment. This adaptability is a significant strength of Action Mapping, making it a versatile tool in instructional design. Explore more about customizing learning environments here.

Overcoming Common Challenges in Action Mapping

While Action Mapping is a powerful instructional design tool, practitioners often face challenges in its implementation. Common issues include resistance to change from traditional content-heavy approaches and difficulties in aligning learning activities with specific performance goals.

To overcome these challenges, it is essential to communicate the benefits of Action Mapping clearly and involve all stakeholders in the design process. This includes aligning the training with business objectives and ensuring that learning activities are closely related to real-world tasks.

By addressing these challenges head-on, educators and trainers can fully leverage the potential of Action Mapping to create impactful learning experiences. Understanding and navigating these obstacles is key to the successful application of Action Mapping. For a deeper dive into overcoming these challenges, check out this resource.

Integrating Technology in Action Mapping Strategies

Integrating technology in Action Mapping strategies enhances the effectiveness and reach of the learning experience. Digital tools and platforms can be used to create interactive, engaging content that resonates with modern learners.

This integration allows for the use of simulations, gamified elements, and virtual environments, providing learners with a hands-on, immersive experience. Technology also enables scalability and accessibility, allowing learners to access training anywhere and anytime.

The use of technology in Action Mapping aligns with the trends in e-learning and digital education, making learning more flexible and learner-centric. Incorporating these technological aspects ensures that Action Mapping remains relevant in the rapidly evolving educational landscape. To understand more about integrating technology in instructional design, visit this guide.

Assessing and Measuring the Impact of Action Mapping

Assessing and measuring the impact of Action Mapping is crucial to understand its effectiveness. This involves evaluating whether the learning experiences are successfully translating into improved performance and achieving desired outcomes.

Metrics and analytics play a key role in this process, providing tangible evidence of the training’s impact. This evaluation is not limited to traditional methods like tests and quizzes but extends to observing changes in behavior and performance in real-world scenarios.

Effective assessment ensures that Action Mapping is not just an educational exercise but a tool that delivers measurable results. This focus on impact assessment is fundamental to the success of any Action Mapping initiative. For more on assessment in instructional design, explore this resource.

Case Studies: Real-World Applications of Action Mapping

Real-world applications of Action Mapping are best illustrated through case studies. These examples showcase how different organizations have successfully implemented Action Mapping to address specific learning and performance challenges.

From corporate training programs to higher education courses, these case studies demonstrate the versatility and effectiveness of the Action Mapping approach. They provide insights into how the method can be adapted to various contexts and learning objectives.

These real-world examples serve as powerful testimonials to the impact of Action Mapping in improving learning outcomes and organizational performance. For an in-depth look at real-world applications of Action Mapping, check out this article.

Comparing Action Mapping with Traditional Instructional Design Models

Comparing Action Mapping with traditional instructional design models highlights its unique approach and benefits. Unlike traditional models, which often focus on content delivery, Action Mapping prioritizes actionable skills and real-world application.

This comparison sheds light on the evolution of instructional design and the shift towards more learner-centric, performance-oriented approaches. Action Mapping stands out for its practicality, engagement, and alignment with real-world tasks.

Understanding these differences is crucial for educators and trainers to choose the most effective approach for their specific context. For a detailed comparison of instructional design models, including the Gerlach-Ely model, visit this link.

Advanced Action Mapping Techniques for Experienced Practitioners

For experienced practitioners, advanced Action Mapping techniques offer opportunities to further enhance the learning experience. These techniques involve integrating complex scenarios, employing sophisticated assessment methods, and leveraging cutting-edge technology.

These advanced strategies allow for the creation of highly engaging, challenging, and customized learning experiences. They cater to a variety of learning styles and needs, making the training more effective and impactful.

Experienced designers can use these techniques to push the boundaries of traditional instructional design and create innovative, learner-centered solutions. For more on advanced instructional design techniques, explore this comprehensive guide.

Future Trends and Developments in Action Mapping

The future of Action Mapping is likely to be shaped by ongoing developments in technology and educational theory. Emerging trends such as artificial intelligence, augmented reality, and adaptive learning systems are set to further enhance the capabilities of this approach.

These advancements promise to make learning experiences even more immersive, personalized, and effective. The integration of these technologies will allow for more nuanced and sophisticated applications of Action Mapping.

Staying abreast of these trends is crucial for instructional designers to continue delivering high-impact, innovative learning experiences. To stay updated on the latest developments in instructional design and Action Mapping, keep an eye on resources like Cathy Moore’s blog.

Action Mapping by Cathy Moore, is a pragmatic approach designed to enhance the efficiency and effectiveness of training within the corporate landscape. At its core, it’s about forging a direct pathway from business objectives to the requisite activities that foster real-world competency, rather than merely being a vessel of informational delivery. Here’s a precise delineation of its tenets and applications based on the gleaned articles:

1. Streamlined Training Design:

  • Action Mapping is delineated as a streamlined method to concoct training in the corporate milieu. It directs designers towards a commitment to measurably ameliorate business performance, pinpoint the optimal solution to a performance issue, and, where training is imperative, construct realistic practice activities as opposed to mere information presentations[9].

2. Educational Applications:

  • In a scholastic setting, Action Mapping was deployed to fulfill the objectives of a Neuroeconomics course designed for non-major students. The essence was to impart collegiate skills that are transferable to any academic or professional trajectory, whilst also delivering content worthy of both social and natural science credits[7].

3. Motivational Framework:

  • Crafted in 2008, Action Mapping serves as a scaffold for the Instructional Design across various training modalities including eLearning. It’s perceived as a refreshing deviation from many traditional Instructional Design frameworks as it inherently motivates learners through realistic activities which enable the practice of acquired skills, in lieu of merely hurling information at them[8][9].

4. Activity-Centric Training:

  • Moore elucidates that Action Mapping aids in eschewing the common pitfall of information dumps, and instead, propels towards a more activity-centered training paradigm. This orientation not only enhances engagement but also fortifies the practical applicability and retention of the learned material[10].

Glossary:

  • Action Mapping: A method aimed at designing training that aligns with business goals, emphasizes practical engagement over informational overload.
  • Instructional Design: The practice of creating educational or training materials and experiences in a systematic and efficient manner.
  • Information Dump: A colloquial term denoting the overloading of information, often seen as counterproductive in learning environments as it may hinder retention and application of knowledge.

These elucidations collectively embody the crux of Cathy Moore’s Action Mapping, underlining its potential to foster a more engaged, practical, and ultimately, a more effective learning milieu.

  1. Cathy Moore’s blog post, “Action Mapping: A Visual Approach to Training Design,” on blog.cathy-moore.com

    [9
  2. Article titled “Using Action-Mapping to Design a Non-Majors Neuroeconomics Course to Foster the Development of Collegiate Skills in First-Year Students,” on www.ncbi.nlm.nih.gov

    [7]
  3. “Using Action Mapping To Motivate Your Learners,” featured on elearningindustry.com
    [8]
  4. “Cathy Moore’s Action Mapping: How Does It Motivate Learners?” also on elearningindustry.com

    [9]
  5. “Action Mapping and Activity Design with Cathy Moore,” found on www.leadinglearning.com

    [10]

References

  1. [9] Cathy Moore’s blog post: blog.cathy-moore.com
  2. [7] NCBI Article: www.ncbi.nlm.nih.gov
  3. [8] eLearning Industry Article: elearningindustry.com
  4. [9] eLearning Industry Article: elearningindustry.com
  5. [10] Leading Learning Article: www.leadinglearning.com

Power Apps and SharePoint 365: an Introduction

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Introduction

The integration of Power Apps and SharePoint 365 brings a transformative change in how businesses manage data and automate processes. This article aims to give you an end-to-end understanding of how to effectively use Power Apps in a SharePoint 365 environment. Gone are the days when InfoPath was the go-to solution for custom forms; Power Apps offers a more dynamic and mobile-friendly alternative. The integration offers not just flexibility but also a rich set of functionalities to create apps that solve business challenges.

Whether you’re a seasoned SharePoint administrator or a beginner stepping into the world of Power Apps, this guide will provide you with valuable insights. We’ll explore everything from permissions and roles to advanced functionalities like offline capabilities and version control. By the end of this article, you’ll be equipped to start your own Power Apps project in SharePoint 365.

Why Use Power Apps and SharePoint 365?

Power Apps provides a seamless, user-friendly experience that complements SharePoint 365’s robust data management capabilities. The integration allows for more flexible form designs, enabling organizations to customize data collection according to specific needs. Moreover, Power Apps helps streamline business processes by automating workflows, leveraging SharePoint lists, and libraries as data sources. The added mobility means that users can access these custom forms and apps on any device, anywhere, thereby improving productivity.

Also, Power Apps’ real-time collaboration features allow multiple users to work together effortlessly. When you couple Power Apps’ scalability and customization with SharePoint’s enterprise-grade data management, you’ve got a winning combination.

Understanding Permissions and Roles

SharePoint Level

SharePoint offers several permission levels to cater to different user needs, including Full Control, Contribute, and Read permissions. Full Control gives users the ability to manage settings, lists, and even permissions themselves. Contribute allows users to add, edit, and delete list items and documents. Read permission, as the name suggests, allows users to view pages, list items, and download documents. Understanding these permissions is crucial for effective integration with Power Apps, as they dictate what users can and can’t do within the app.

Power Apps Level

In Power Apps, permissions play a pivotal role in managing and using apps. Owners have full control over the app, including its design and whom it’s shared with. Contributors can edit the app but can’t share it with others. Users can only use the app and don’t have permissions to alter its design or functionality. Each role offers different capabilities, and understanding these can help you allocate resources more effectively during app development.

Setting Up Your SharePoint Environment

Before diving into Power Apps, ensuring your SharePoint environment is well-configured is crucial. Start by setting the appropriate permission levels for users who will interact with your SharePoint lists or libraries. Enabling versioning in your lists allows you to keep track of changes, which can be invaluable for auditing and data recovery. Also, organize your list columns and views in a way that aligns with how you want them to appear in your Power App. If your organization uses different types of forms, consider setting up SharePoint Content Types to manage this effectively.

Connecting SharePoint with Power Apps

Connecting SharePoint to Power Apps is a straightforward process. Simply select SharePoint from the list of data sources in Power Apps and authenticate your account. It’s crucial to understand the read and write permissions you’ll need; they directly impact what your app can or can’t do. After establishing the connection, Power Apps will initialize a set of default forms and controls based on your SharePoint list. Once connected, you can begin manipulating SharePoint data right from within your Power App.

Building Your First SharePoint-Powered App

Creating an app in Power Apps that’s driven by a SharePoint list is incredibly intuitive. You can start by clicking the ‘Create an App’ button in your SharePoint list, or go to the Power Apps portal and select a SharePoint list template. Power Apps provides a host of customization options, allowing you to add or remove screens, modify data cards, or even incorporate additional controls like sliders and galleries. Whether you’re building a simple task tracker or a complex business workflow, the design interface offers the flexibility to make the app truly your own.

Data Operations in Power Apps

Data manipulation is at the core of any app built on SharePoint 365 via Power Apps. You can Create new records (Add), Read existing data (Retrieve), Update records (Edit), and Delete records (Remove) using Power Apps functions like Patch, Collect, UpdateIf, and Remove. The ability to perform these CRUD (Create, Read, Update, Delete) operations gives you the flexibility to manage your SharePoint data dynamically. Understanding how to efficiently utilize these functions enables you to create apps that not only display data but also manipulate it in a way that suits your business needs.Power Apps and SharePoint 365: an Introduction

Advanced Functionality

Offline Capabilities

For those who require accessibility to apps even without an internet connection, Power Apps offers offline capabilities. You can use collections to temporarily store data locally, and the SaveData and LoadData functions enable you to persist this data between app sessions. These features make sure that your app remains functional even when you’re offline.

Throttling and Delegation

When working with large SharePoint lists, being aware of throttling limits and delegation is essential. Power Apps has certain limitations when querying large lists, and understanding these can help you design more efficient apps. Delegation allows the app to offload data processing to the SharePoint server, making it possible to work with large datasets without running into performance issues.

Error Handling and Notifications

Error handling in Power Apps is vital for providing a smooth user experience. Functions like OnError and OnSuccess allow you to define actions when an operation fails or succeeds. Using the Notify function, you can provide users with real-time feedback, which helps in guiding them through the required actions or informing them of any issues.

Sharing and Deploying Apps

Once you’ve built your Power App, sharing it is as simple as clicking the ‘Share’ button and specifying who can use or edit the app. You can set permissions at different levels, allowing you to control who has access to your app. It’s advisable to share the app with SharePoint Groups or Office 365 Groups instead of individual users, as this simplifies management. When you’re confident about the app’s stability and functionality, you can deploy it across teams or entire departments.

Best Practices

Version control in Power Apps is essential for tracking changes and makes it easier to revert to previous versions if needed. Always document your app’s functionalities and any custom code you’ve added; this will be invaluable for future maintenance or updates. Before full-scale deployment, testing the app with a smaller group of end-users can provide critical insights. It’s also beneficial to establish a feedback loop for continuous improvement.

Conclusion

Integrating Power Apps with SharePoint 365 offers a robust solution for creating dynamic, mobile-responsive apps that can transform business processes. This article has covered everything from setting up your SharePoint environment to building and deploying apps using Power Apps. Whether you are a business owner looking to streamline operations or a developer interested in building powerful applications, the synergy between Power Apps and SharePoint 365 provides an array of possibilities. So, what are you waiting for? Dive in and start building your Power Apps today.

Additional Resources

For those looking to explore further, there are plenty of tutorials, documentation, and community forums available online. Websites like the Power Apps Community and Microsoft’s own documentation are excellent starting points.

Power Apps and SharePoint 365 - Contact . Dr. Kieran Glass - Instructional Design expert
Dr. Kieran Glass

SharePoint and Power Apps Permissions to Replace InfoPath Forms

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When you’re a SharePoint content developer tasked with replacing obsolete InfoPath forms with Power Apps, there are some optimal settings and configurations to consider for both SharePoint and Power Apps. These help ensure you have the right permissions, functionality, and data connectivity.

SharePoint Settings:

  1. Permission Levels: Make sure you have at least “Contribute” permissions on the SharePoint list or library where the form will reside. Ideally, you would have “Full Control” or “Design” permissions during the development stage.
  2. Versioning: Enable versioning in the SharePoint list. This is useful for tracking changes and is essential if your Power App will modify list data.
  3. Columns and Views: Set up your SharePoint list columns and views precisely as you’ll need them in Power Apps. The types of columns (Choice, Lookup, etc.) can impact how you’ll design the app.
  4. Content Types: If you’re using multiple forms or have various types of entries, consider using SharePoint Content Types.

Power Apps Settings:

  1. Environment: Use a Development environment distinct from the Production environment. This way, you can test changes without affecting end-users.
  2. Connection: Make sure you connect to SharePoint as a data source and double-check the connections to ensure you have read and write permissions.
  3. App Permission: Set the app permission level to “Can Use” for normal users and “Can Edit” or “Is Owner” for developers or admins.
  4. Sharing and Groups: Share the app with relevant SharePoint Groups or Office 365 Groups instead of individual users for easier management.
  5. Error Handling and Notifications: Implement robust error handling, and use Power Apps’ notification function to guide or inform users about actions they need to perform or avoid.
  6. Offline Capability: If needed, configure the app for offline use by utilizing collections and the SaveData/LoadData functions.
  7. Version Control: Power Apps allows you to restore to previous versions, but having an additional version control mechanism like exporting the apps is a good practice.
  8. Throttling and Delegation: Be mindful of data limitations and delegation while querying SharePoint lists, especially if your lists have a large number of records. Know the delegation limits and plan your data queries accordingly.
  9. Testing: Test the app with a smaller group of end-users first, collect feedback, and make necessary changes before rolling it out organization-wide.

By carefully configuring your settings at both the SharePoint and Power Apps levels, you’ll be better positioned to successfully replace your outdated InfoPath forms.

Power Apps Roles and Permissions – Microsoft 365

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Power Apps Roles and Permissions

In the context of Power Apps, permissions and roles are typically managed at different levels, each serving its own purpose. Here’s a breakdown:

Environment Level

An environment is a container for apps, flows, and data. It’s a boundary that separates one collection of apps, flows, and resources from another. At this level, roles include:

  • Environment Admin
  • Environment Maker
  • Environment User

App Level

These are specific to individual Power Apps you build.

  • Owner
  • Contributor
  • User

Data Source Level

This pertains to the underlying data source permissions. If you’re using SharePoint, for example, then SharePoint permissions would apply (Read, Write, Full Control, etc.).

Custom Roles

If you’re using the Common Data Service (now part of Microsoft Dataverse), you can also define custom roles.

Tenant Level

This is more of an overarching administrative role and less specific to Power Apps. Roles like Global Admin or Service Admin would fall under this category.

Power Platform Admin Center

Here you’ll find additional roles like the Power Platform admin role, which gives individuals access to the admin center where they can manage environments and settings across Power Apps and other Power Platform products.

Security Groups

You can use Azure AD security groups to manage a collection of users. You can then assign these groups permissions in Power Apps instead of assigning permissions to individual users.

Shared with Everyone

This isn’t a role per se, but it’s a permission setting you should be aware of. If you publish a Power App and mark it as ‘Shared with Everyone,’ anyone in your organization can access it.

 

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