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Activity Theory and Higher Education: Evaluating Learning Technologies
ARTICLE

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Journal of Computer Assisted Learning Volume 21, Number 6, ISSN 1365-2729 Publisher: Wiley

Abstract

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.

Citation

Scanlon, E. & Issroff, K. (2005). Activity Theory and Higher Education: Evaluating Learning Technologies. Journal of Computer Assisted Learning, 21(6), 430-439. Wiley. Retrieved July 23, 2019 from .

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