An Activity Theory Framework For Anticipating The Needs of Learning Communities
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Authors
EdMedia + Innovate Learning, 1999 in Seattle, WA USA ISBN 978-1-880094-35-8
Abstract
In the last decade the use of activity theory has been applied to the design of computer human interaction (Bannon & Bodker, 91), computer mediated learning environments (Barkardjieva, 98), and educational reform (Bellamy, 96). This emphasis on interrelated roles of the individuals and environment suggests that attempting to capture traditional task structures is not necessarily fruitful for predicting changing needs and responding to emergent features of collaborative practices. This short paper highlights activity theory as a useful framework for situating instructional support patterns and needs in the context of professional growth and pedagogical advancement. A matrix of the instructor's changing role is used to analyze the curriculum design processes, support systems, and the teaching strategies to identify possible points of leverage for advancing educational practice. While there are several directions this research could take, this particular work-in-progress focuses on course design in an integrative sense: participation of instructors, researchers and students in adapting, refining, and advancing online curriculum, and Virtual-U as a mediational means to supporting this process.
Citation
Currie, S. & Campos, M. (1999). An Activity Theory Framework For Anticipating The Needs of Learning Communities. In B. Collis & R. Oliver (Eds.), Proceedings of ED-MEDIA 1999--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1605-1606). Seattle, WA USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/p/6866.
© 1999 AACE