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Volumn , Issue , 2013, Pages 64-82

Looking beyond the interface: Activity theory and distributed learning

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EID: 85069947617     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter
Times cited : (64)

References (28)
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  • 2
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  • 3
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    • The Fifth Dimension: application of cultural-historical activity theory, inquiry-based learning, computers, and telecommunications to change prospective teachers' preconceptions
    • Blanton, W. E., Warner, M. and Simmons, E. (1999) The Fifth Dimension: application of cultural-historical activity theory, inquiry-based learning, computers, and telecommunications to change prospective teachers' preconceptions. Online at: http:// 129.171.53.1/blantonw/5dClhse/publications/tech/effects/ undergraduates.html
    • (1999)
    • Blanton, W.E.1    Warner, M.2    Simmons, E.3
  • 5
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    • In B. Collis and G. Davies (eds) IFIP Transactions A-61. Amsterdam: Elsevier
    • Dirckinck-Holmfeld, L. (1995) Project pedagogy as a foundation for computersupported collaborative learning, in B. Collis and G. Davies (eds) Innovative Adult Learning with Innovative Technologies. IFIP Transactions A-61. Amsterdam: Elsevier
    • (1995) Innovative Adult Learning with Innovative Technologies
    • Dirckinck-Holmfeld, L.1
  • 8
    • 84898760509 scopus 로고    scopus 로고
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    • (2000) Design and use of collaborative telelearning artifacts
  • 11
    • 85069919976 scopus 로고    scopus 로고
    • Evaluating collaborative telelearning scenarios: a sociocultural perspective
    • in B. Collins and R. Oliver (eds). Charlottesville, VA: Association for the Advancement of Computing in Education
    • Guribye, F. and Wasson, B. (1999) Evaluating collaborative telelearning scenarios: a sociocultural perspective, in B. Collins and R. Oliver (eds) Proceedings of Educational Multimedia, Hypermedia & Telecommunications 1999 (EdMedia '99). Charlottesville, VA: Association for the Advancement of Computing in Education
    • (1999) Proceedings of Educational Multimedia, Hypermedia & Telecommunications 1999 (EdMedia '99)
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  • 15
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    • Paradigm shifts and instructional technology
    • In T. Koschmann (ed.) Mahwah, NJ: Lawrence Erlbaum
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    • (1996) CSCL: Theory and Practice of an Emerging Paradigm
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  • 16
    • 0003111536 scopus 로고
    • Activity theory as a potential framework for human-computer interaction research
    • In B. Nardi (ed.) Cambridge, M A: M I T Press
    • Kuuti, K. (1994) Activity theory as a potential framework for human-computer interaction research, in B. Nardi (ed.) Context and Consciousness: Activity Theory and Human-Computer Interaction. Cambridge, M A: M I T Press
    • (1994) Context and Consciousness: Activity Theory and Human-Computer Interaction
    • Kuuti, K.1
  • 18
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    • A n activity theory framework to explore distributed communities
    • Lewis, R. (1997) A n activity theory framework to explore distributed communities, Journal of Computer Assisted Learning, 13(4): 210-18
    • (1997) Journal of Computer Assisted Learning , vol.13 , Issue.4 , pp. 210-218
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  • 19
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    • (1995) Innovative Adult Learning with Innovative Technologies
    • Lewis, R.1    Collins, B.2
  • 21
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    • Nardi, B. (1998) Activity theory and its use within human-computer interaction (response to Rochelle), Journal of the Learning Science, 7(2): 257-61
    • (1998) Journal of the Learning Science , vol.7 , Issue.2 , pp. 257-261
    • Nardi, B.1
  • 23
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    • Activity theory: a foundation for design (review of Nardi)
    • Roschelle, J. (1998) Activity theory: a foundation for design (review of Nardi), Journal of the Learning Science, 7(2): 241-55
    • (1998) Journal of the Learning Science , vol.7 , Issue.2 , pp. 241-255
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  • 24
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    • W h a t does the design of effective CSCL require and how do we study its effects?
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    • (1992) SIGCUE Outlook (Special Issue on CSCL) , vol.21 , Issue.3 , pp. 62-68
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  • 26
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* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.