Tool-mediated authentic learning in an educational technology course: a designed-based innovation

Abstract

This design-based research project is concerned with the design, development and deployment of interactive technological learning environments to support contemporary education. The use of technologies in education often replicates instructivist positions and practices. However, the use of Cultural Historical Activity Theory (C), authentic learning (A), and educational technologies as tools (T) to mediate learning provides an integrated CAT framework to design and use learning experiences that transform not only individuals but also their world view. The work reports on the design, redesign, and evaluation of an honors course on the use of information communication technologies in teaching and learning. Analyses identified a number of design principles useful in conceiving learning tasks to support the theoretical framework. The CAT framework fosters the use of learning mediation through the use of educational tools that support collective knowledge construction of individuals and their communities, rather than replicate the use of technology for instruction.

Keywords:

• design-based research
• design and evaluation of learning environments
• information communication technologies
• activity system
• authentic learning
• CAT framework

Notes on contributor

Alan Amory is currently Director of CenTAL at the University of Johannesburg and is interested in activity theory, the use of ICTs to support cognitive development and the role of computer video games in teaching and learning.