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)
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
ePrint ID: 48577
Date Deposited: 04 Oct 2007
Last Modified: 27 Mar 2014 18:32
Publisher: Association for the Advancement of Computing in Education
URI: http://eprints.soton.ac.uk/id/eprint/48577

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