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 At Ed-Media 2007: World Conference on Educational Multimedia, Hypermedia & Telecommunications. 23 - 27 Jun 2007. 7 pp, pp. 4601-4608.

Download

Full text not available from this repository.

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)
Venue - Dates: Ed-Media 2007: World Conference on Educational Multimedia, Hypermedia & Telecommunications, 2007-06-23 - 2007-06-27
Related URLs:
Keywords: e-learning, accessibility, activity theory
Subjects:
ePrint ID: 48577
Date :
Date Event
June 2007Published
Date Deposited: 04 Oct 2007
Last Modified: 16 Apr 2017 18:22
Further Information:Google Scholar
URI: http://eprints.soton.ac.uk/id/eprint/48577

Actions (login required)

View Item View Item