Transforming Tensions in Learning Technology Design: Operationalising Activity Theory
CJLT Volume 30, Number 1, ISSN 1499-6677 e-ISSN 1499-6677 Publisher: Canadian Network for Innovation in Education
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.
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.
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Anoush Margaryan & Allison LIttlejohn, Glasgow Caledonian University, United Kingdom
EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 4335–4343
Alice Ireland & David Kaufman, Simon Fraser University, Canada; Louise Sauvé, University of Quebec at Montreal (Teleuniversite), Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 2028–2036
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