NDLI: Using activity-oriented design methods to study collaborative knowledge-building in e-learning courses within higher education

Content Provider	Springer Nature Link
Author	Greenhow, Christine Belbas, Brad
Copyright Year	2007
Abstract	Trends in higher education have contributed to the need for more coordination and collaboration among different constituencies involved in instructional design and delivery. As researchers and educational technologists working in a large public research university, our research focuses on understanding the interactions among various stakeholder groups involved in e-Learning courses. In this paper we provide an interpretation of how Activity-Oriented Design Methods (AODM) based on Activity Theory can be used to develop a more comprehensive understanding of collaborative knowledge building practices among course design teams and their students. We also discuss how these methods can inform instructional design and development within distance education programs. In the absence of universally accepted methods for applying activity theoretical perspectives, these methods provide an analytic scheme for identifying the essential elements of an activity and for examining their interrelationships or contradictions, which are essential to improving the activity overall. The procedures described here have been used in a series of e-Learning case studies at our institution. We draw from one case to illustrate our interpretation of Activity-Oriented Design Methods. The themes discussed in this paper have implications for a broad audience of educational researchers, technologists, instructional systems designers, faculty, course assistants, and administrators concerned with examining and advancing collaboration among different groups in developing e-Learning.
Starting Page	363
Ending Page	391
Page Count	29
File Format	PDF
ISSN	15561607
Journal	International Journal of Computer-Supported Collaborative Learning
Volume Number	2
Issue Number	4
e-ISSN	15561615
Language	English
Publisher	Springer US
Publisher Date	2007-10-23
Publisher Institution	International Society of the Learning Sciences
Publisher Place	Boston
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Activity theory Collaboration Course development E-learning Higher education Qualitative methods Cognitive Psychology Computers and Education User Interfaces and Human Computer Interaction Learning & Instruction Educational Technology
Content Type	Text
Resource Type	Article
Subject	Education Human-Computer Interaction

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

A systemic and cognitive view on collaborative knowledge building with wikis

Fostering collective and individual learning through knowledge building

Role taking and knowledge building in a blended university course

Collaborative knowledge building using the Design Principles Database

The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration

The new information literate: Open collaboration and information production in schools

Advancing knowledge‐building discourse through judgments of promising ideas

Building knowledge in the classroom, building knowledge in the CSCL community

Knowledge-building activity structures in Japanese elementary science pedagogy

Using activity-oriented design methods to study collaborative knowledge-building in e-learning courses within higher education

Similar Documents

A systemic and cognitive view on collaborative knowledge building with wikis

Fostering collective and individual learning through knowledge building

Role taking and knowledge building in a blended university course

Collaborative knowledge building using the Design Principles Database

The multi-layered nature of small-group learning: Productive interactions in object-oriented collaboration

The new information literate: Open collaboration and information production in schools

Advancing knowledge‐building discourse through judgments of promising ideas

Building knowledge in the classroom, building knowledge in the CSCL community

Knowledge-building activity structures in Japanese elementary science pedagogy

Using activity-oriented design methods to study collaborative knowledge-building in e-learning courses within higher education