For a study being undertaken to investigate if and how educator practices change through MOOC development and engagement with open education,
Activity Theory provides a heuristic to observe contradictions and changing educator practices after the addition of new tools to a learning environment.
Ours is a longitudinal study with cross case analysis of lead educators in 3-4 MOOCs, examining themes and contradictions emerging from the
semi-structured data analysis to observe change in practices. In this poster we explore the question: how and why has activity theory been used to
examine the introduction of new tools/mediating artefacts into the learning environment. A fuller version of our literature review is available at
http://bit.ly/1jwyit3; our study’s design amalgamates the three approaches below. Our study is conducted by Laura Czerniewicz and the MOOC team at
the Centre for Innovation in Learning and Teaching
Reference:
Glover, M., Czerniewicz, L., Walji, S. Deacon, A. Small, J. (2015, October). Approaches from
the literature: Activity Theory, new tools and changing educators’ practices. Poster presented at the HELTASA
Conference 2015, North-West University, South Africa
2016. Approaches from the literature: Activity Theory, new tools and changing educators' practices. http://hdl.handle.net/11427/16706
. 2016. Approaches from the literature: Activity Theory, new tools and changing educators' practices. http://hdl.handle.net/11427/16706
. 2016. Approaches from the literature: Activity Theory, new tools and changing educators' practices. http://hdl.handle.net/11427/16706