Abstract
In this paper we argue that the notion of design is conducive to analyzing and developing learning and teaching in technology rich environments. Our argument is inspired by Cultural Historical Activity Theory (CHAT). From a CHAT perspective we briefly discuss the term design, especially in connection with the advent of digital networks, increased complexity of learning environments, and Web 2.0 applications. We also draw on the German/Nordic concept of didactics as well as the Russian/Vygotskyan concept of obuchenie, often understood to possess the dialectical relationship between learning and teaching, in order to refine our notion of design. Finally, we discuss two empirical cases from our design perspective.
Highlights
In this paper we argue that the notion of design is conducive to analyzing and developing learning and teaching and can enrich our understanding of didactics
In order to develop designs that are sensitive to obuchenie – learning and teaching – we draw on Cultural Historical Activity Theory (CHAT) (e.g. Engeström, 1987; Engeström, Miettinen, & Punamäki, 1999)
Uncertainty becomes a natural educational state (Edwards, et al, 2002). This is why we propose designs that materialize at the juxtaposition of teaching and learning, that is, take obuchenie as a point of departure, and which require teachers to participate with a persistent presence in learners’ trajectories
Summary
In this paper we argue that the notion of design is conducive to analyzing and developing learning and teaching and can enrich our understanding of didactics. When we still turn to the Russian/Vygotskyan term it is because we here see a potential for developing designs for learning and teaching, and especially so in technology-rich environments. This potential is addressed in the discussion section of the present paper. In order to develop designs that are sensitive to obuchenie – learning and teaching – we draw on Cultural Historical Activity Theory (CHAT) There seem to be few empirical studies of using CHAT as a guide for educational designs (Luckin, 2010) This should not be understood as if we consider theories of learning to be used as simple recipes for teaching. We discuss two empirical cases from our design perspective
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