Accessibility and activity theory: an exploration of the factors that mediate the practice of developing accessible e-learning in higher education
Seale, J. (2007) Accessibility and activity theory: an exploration of the factors that mediate the practice of developing accessible e-learning in higher education. In, Ed-Media 2007: World Conference on Educational Multimedia, Hypermedia & Telecommunications, Vancouver, Canada, 23 - 27 Jun 2007. Chesapeake, USA, Association for the Advancement of Computing in Education7pp, 4601-4608.
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Description/Abstract
This paper discusses the potential of Activity Theory as a tool for analyzing accessible e-learning practice in higher education and uses Activity Theory to explore the factors that may be mediating accessible e-learning practice. This exploration in underpinned by two central questions: do tools, rules and division of labour mediate accessible e-learning activities? Are there contradictions between central components of an accessible e-learning system and can identification of these contradictions help to develop and progress future practice? In exploring these questions, this paper concludes that accessible e-learning activity will not develop until tools, rules, roles and responsibilities are developed that all the relevant communities can apply comfortably and consistently.
| Item Type: | Conference or Workshop Item (Paper) |
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| Related URLs: | |
| Keywords: | e-learning, accessibility, activity theory |
| Subjects: | L Education > L Education (General) |
| Divisions: | University Structure - Pre August 2011 > School of Education > Lifelong and Work-Related Learning |
| Item ID: | 48577 |
| Date Deposited: | 04 Oct 2007 |
| Last Modified: | 02 Mar 2012 12:50 |
| Contributors: | Seale, J. (Author) |
| Date: | June 2007 |
| Status: | Published |
| Publisher: | Association for the Advancement of Computing in Education |
| URI: | http://eprints.soton.ac.uk/id/eprint/48577 |
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