Activity theory and higher education: evaluating learning technologies.
This paper examines current practice in the evaluation of learning technology in the UK and proposes a new approach informed by Activity Theory. It is based on our experiences of using Activity Theory to understand students' and lecturers' experiences of technology-based teaching environments. We di...
| Publicado en: | Journal of Computer Assisted Learning Vol. 21; no. 6; pp. 430 - 440 |
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| Autores principales: | , |
| Formato: | tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Dec2005
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106376572&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106376572 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2005 vid: 21 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 106376572 106376572 2009072522 10.1111/j.1365-2729.2005.00153.x 106376572 ppf: 430 ppct: 10 formats: tig: atl: Activity theory and higher education: evaluating learning technologies. aug: au: Scanlon E Issroff K affil: Institute of Educational Technology, Open University, Milton Keynes, MK7 6AA, UK; E.scanlon@open.ac.uk sug: subj: Computer-Assisted Instruction Evaluation Computer-Assisted Instruction Economics Models, Educational United Kingdom ab: This paper examines current practice in the evaluation of learning technology in the UK and proposes a new approach informed by Activity Theory. It is based on our experiences of using Activity Theory to understand students' and lecturers' experiences of technology-based teaching environments. We discuss the activity of evaluating learning technologies in higher education, and some frameworks currently in use that assume an efficiency criteria for their evaluations. We use the evaluation criteria proposed by Breen et al. (2001) as a starting point for alternative criteria to review a number of examples of technology based teaching in Higher Education. We identify a need for a broader view of the outcomes and value of using learning technologies and relate this activity to a new approach based on an Activity Theory augmented view of evaluation. pubtype: Academic Journal doctype: tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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