Abstract
This paper comments on research undertaken as part of a Doctoral programme, recounting the experience of using activity theory and the Activity Systems Model (ASM) to frame and direct a study into the development and delivery of blended learning courses in three higher education institutes in Ireland. It discusses the initial attraction of activity theory as a mechanism to frame what was a study into the impact of digital technology on an aspect of organisational behaviour in higher education. The paper also discusses how some of the contested areas of activity theory and its complexity affected the study. The value of the pursuit of contradictions through the ASM is specifically highlighted in identifying areas of potential problems in the activity of incorporating digital technology into blended learning course development.Keywords: blended learning; Ireland; managerialism; collegialityPart of the special issue Activity theory in technology enhanced learning research <https://doi.org/10.21428/8c225f6e.cbaae672>
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