An Activity Theory Framework For Anticipating The Needs of Learning Communities

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Currie, S. & Campos, M. (1999). An Activity Theory Framework For Anticipating The Needs of Learning Communities. In B. Collis & R. Oliver (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 1999 (pp. 1605-1606). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/6866.

Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 1999
1999
  Betty Collis & Ron Oliver
AACE

More Information on EDMEDIA
Table of Contents

Authors

Sylvia Currie, Milton Campos, Simon Fraser University, Canada

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.

Keywords

• Change
• Curriculum
• Instructional Design
• Computers
• Human Computer Interaction

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