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Activity Theory as a Lens to Structure the Analysis of Instructional Design Experience with Course Management Systems in Higher Education
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, , , Concordia University, Canada

EdMedia + Innovate Learning, in Orlando, FL USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

There is a need for a proper methodology to understand user experience with CMSs to improve the innovation. Activity Theory provides a framework for studying human practices as development process, with a focus on the interaction of human activity and consciousness within relevant environments. In this paper, the authors summarizes the limitations of current CMSs, and Activity theory to structure the analysis of the instructional design activities mediated by a CMS in the context of higher education. Through identifying the activity components, exploring their dynamic relationships and their influence on the whole design process, we provide a methodology to reveal the way that the intelligence of instructional design is distributed among people and tools (including a CMS) for given instructional goals. The authors hope the methodology provides constructive suggestions either on improving the CMS or developing effective support strategies for implementing the technology in higher education.

Citation

Zhang, D., Strobel, J. & Shaw, S. (2006). Activity Theory as a Lens to Structure the Analysis of Instructional Design Experience with Course Management Systems in Higher Education. In E. Pearson & P. Bohman (Eds.), Proceedings of ED-MEDIA 2006--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 963-966). Orlando, FL USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 21, 2019 from .

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