Activity Theory and Context: An Understanding of the Development of Constructivist Instructional Design Models

Activity Theory and Context: An Understanding of the Development of Constructivist Instructional Design Models

Laura G. Farres (Douglas College, Canada) and Colla J. MacDonald (University of Ottawa, Canada)
Copyright: © 2006 |Pages: 18
DOI: 10.4018/978-1-59140-488-0.ch009
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Abstract

Constructivist instructional design (ID) models have emerged with more frequencywithin e-learning. These models offer guiding principles congruent with construc-tivist approaches to teaching and learning. Although constructivist ID modelsshare common principles, each model also offers a unique approach to e-learningbased on its context of development. Consequently, certain models will also bemore authentic and meaningful for a particular situation depending on their com-patibility to that particular context. If that context can be understood, then direc-tion can be given as to the best application for the model. This chapter introducesactivity theory (AT) as a lens from which to understand the context of constructivistID model development in e-learning. It argues that ATprovides a suitable frame-work for naturalistic inquiry within complex settings and establishes a languagefrom which a better comparison of context can occur.

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