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Transforming Tensions in Learning Technology Design: Operationalising Activity Theory
ARTICLE

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CJLT Volume 30, Number 1, ISSN 1499-6677 e-ISSN 1499-6677 Publisher: Canadian Network for Innovation in Education

Abstract

Abstract: A brief review shows several suggested ways in which cultural historical activity theory has proved valuable to technology supported learning environments. Three of our own design cases are then described (evaluating a peer to peer interface for learning objects, designing an on-line school, and rethinking a public science centre). These are discussed to illustrate the approach and finally this is reviewed for potential re-use.

Citation

Dobson, M., LeBlanc, D., Burgoyne, D. & Burgoyne, D. (2004). Transforming Tensions in Learning Technology Design: Operationalising Activity Theory. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 30(1),. Canadian Network for Innovation in Education. Retrieved April 5, 2020 from .

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