Activity theory (AT) is a powerful tool for investigating 'artefacts in use', ie, the ways technologies interrelate with their local context. AT reveals the interfaces between e-learning at the macro-(strategy, policy, 'campus-wide' solutions) and the micro-organisational levels (everyday working practice, iterative change, individual adaptation). In AT, contexts are conceived of as activity systems in which human, technological and organisational elements are interrelated and largely inseparable. Both the subjects of the activity system (internal) and the wider community (external) mediate their activities through tools, rules and roles. This paper shows how a course management system (CMS) exerts an influence over all three of these mediators, though the exact nature of this influence depends on the particular configuration of each activity system. This is illustrated with reference to two case study programmes, both of which used Moodle as their CMS, but which had activity systems structured in quite different ways; the programmes also had different relationships with their external organisational environment.
This article reports on a qualitative content analysis of a sample of national information literacy policies, whether endorsed by states or professional bodies. It develops a framework for analysis which is attuned to the idea that information literacy can and should be viewed from multiple perspectives; this being the "six frames of information literacy" model developed by Bruce, Edwards, and Lupton. One addition is made to this framework, that being to seek specific reference to collaboration and teamwork in the national policies, whether this means collaboration between learners or between different agencies, who are expected to work together to manifest the benefits of information literacy. This framework is then applied to the sample policies. Half are found to be generally holistic in form, the other half less so. These latter policies risk being what Robins and Webster call "instrumentally progressivist": oriented toward producing learners who can act as information processors but not promoting approaches that lead to a more creative, empowered, socially conscious, and reflective relationship with information.
In this chapter the authors present the concept of Learner-Generated Contexts as a potential framework through which the more effective use of technology to support learning might be supported and engendered. In particular, they concentrate on the theoretical grounding for consideration of Learner-Generated Contexts as a context-based model and organizing principle for designing learning and as a means of elucidating what institutional practices might support or retard their development. In so doing, the authors offer a model for the learning–teaching process based upon the Russian concept of “obuchenie” and a reconsideration of pedagogic design based upon a combinatory model termed the “PAH continuum.”
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