Chip Flemmer
Ed Tech 504
Activity-based learning is the richest framework of context. One must examine and elaborate the activity structures engaged by work. Experience is needed for validation.
Design must make sure the Student-Centered Learning Environment is based on activity theory support and not impeding the goals of the educational activity system. The focus of any SCLE is the question, issue, case, problem or project that is being solved or resolved. The problem should drive the learning in an SCLE.
There is a desire to simulate environments and immerse students in the learning process. Knowledge and learning are situated and contextually bound.
It is important to present learners with interesting, relevant, and engaging problems to solve and their will then take ownership.
Cognitive (knowledge construction) tools will help scaffold learners abilities to perform tasks.
Activity Theory: philosophy, cross-disciplinary framework for studying different forms of human activity. Socio-cultural analysis, socio-historical analysis, theory mediated action.
Conscious learning and activity are on-going, object-directed, and historically-conditioned. There is a focus on interaction of minds in the world, and socially constructing and sharing meaning.
The goal is to transform the object of the activity into an outcome. The subject is those engaged in the activity. The object is the artifacts that are produced by the system. The tools, signs, and mediators are the means the subjects use for acting on the object.
Consumption subsystem
Community
Distributed subsystems
Assumptions of Activity Theory