Activity theory and critical incident recall as a pedagogical approach for using online knowledge-building communities in schools
Activity theory and critical incident recall as a pedagogical approach for using online knowledge-building communities in schools
Networked computers provide an important opportunity for schools to extend learning by engaging students in online interactions which supplement their offline learning. These communities of learners can be understood using activity theory as a unifying framework. This leads to a novel pedagogy in which records of online interactions provide the stimulus for subsequent offline discussions.
online communities, knowledge-building, activity theory, pedagogy, critical incidents
511-515
Fullick, Patrick
976075fe-0726-460b-89c9-726bd55adae8
December 2005
Fullick, Patrick
976075fe-0726-460b-89c9-726bd55adae8
Fullick, Patrick
(2005)
Activity theory and critical incident recall as a pedagogical approach for using online knowledge-building communities in schools.
Elektrotechnik & Informationstechnik, December 2005, .
Abstract
Networked computers provide an important opportunity for schools to extend learning by engaging students in online interactions which supplement their offline learning. These communities of learners can be understood using activity theory as a unifying framework. This leads to a novel pedagogy in which records of online interactions provide the stimulus for subsequent offline discussions.
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figure01.pdf
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figure02.pdf
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Published date: December 2005
Keywords:
online communities, knowledge-building, activity theory, pedagogy, critical incidents
Identifiers
Local EPrints ID: 26171
URI: http://eprints.soton.ac.uk/id/eprint/26171
ISSN: 0932-383X
PURE UUID: 09248e05-27e0-4a4a-ac26-bf816e86328c
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Date deposited: 19 Apr 2006
Last modified: 15 Mar 2024 07:08
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Author:
Patrick Fullick
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