Transforming Tensions in Learning Technology Design: Operationalising Activity Theory
Mike Dobson, David LeBlanc, Diana Burgoyne
Canadian Journal of Learning and Technology · 2004
doi:10.21432/t2b605 (opens in a new tab)
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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.
Abstract licence: CC BY-NC
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