Design and Orchestration in the Age of GenAI: An Activity Theory Perspective

The introduction of GenAI in teaching and learning presents both challenges and opportunities and research shows initial evidence of student and teacher perspectives. However, limited work employs theoretical frameworks to understand the use of GenAI for common educational tasks such as the design and orchestration of student learning experiences. In this article, we use the third-generation of cultural-historical activity theory to explain how these educational tasks (design and orchestration) are embedded in activity systems that include common outcomes but also contradictions. The study provides cases of ten pre-service teachers who designed chatbot-based learning activities and potential dialogues of students with chatbots in different teaching subjects in high schools. Activity theory provided a comprehensive theoretical lens to elaborate elements that require attention when designing and orchestrating learning tasks that involve GenAI.