Abstract
The objective of this work was to analyze how different theoretical frameworks encompass the teachers’ learning design practice. We compared the use of Activity Theory, Distributed Cognition, and Situated Cognition theoretical frameworks to deal with data analysis and interpretations and compared them. The Activity Theory is useful to study technology in activities since the unit of analysis is an activity, and it is always instrumentally mediated. The use of Distributed Cognition framework lies in exploring how mental schemas of the mind can represent structures outside the mind. Finally, Situated Cognition is focused on analyzing the continuous relationship integrating teachers and environmental instruments to act on class planning to understand the flow of the activities involved in this real scenario. The analysis from different theoretical points of view gave the designers a better understanding of the activity structure, how the artifacts support distributed cognitive activities and finally how the artifact is embodied in the planning activities. The present work aims to have contributed to a better understanding of teachers’ planning practices to influence the design of lessons planning software services to be integrated into teaching practice.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Blattmann, U., Da Silva, F.C.C.: COLABORAÇÃO E INTERAÇÃO NA WEB 2.0 E BIBLIOTECA 2.0. 12(2), 191–215 (2007). http://www.repositorio.furg.br/bitstream/handle/1/1005/Colaboraçãoeinteraçãonaweb.pdf?sequence=1. Accessed 15 Nov 2018
Balakrishnan, R., Dahnil, D.P.B., Ben Mubarak, M.A.A.: Mobile learning, effective integration of new technologies into existing models. In: Luaran, J.E., Sardi, J., Aziz, A., Alias, N.A. (eds.) Envisioning the Future of Online Learning, pp. 317–331. Springer, Singapore (2016). https://doi.org/10.1007/978-981-10-0954-9_28
Massaro, G.: Recursos Educacionais Abertos e Aprendizagem Colaborativa: Novas Perspectivas na Construção e Utilização de Materias Educacionais. 8(31), 1519–8529 (2014). http://pead.ucpel.tche.br/revistas/index.php/colabora/article/viewFile/279/193. Accessed 13 Nov 2018
Zhu, X., Chen, M., Du, X., Li, H.: Research on model of collaborative lesson planning for primary teachers based on online environment. In: 2015 International Conference of Educational Innovation through Technology (EITT), pp. 213–215. IEEE (2015). http://ieeexplore.ieee.org/document/7446180/. Accessed 13 Nov 2018
Alquete, T., Campello, S.B.: A Contribuição Da Dimensão Social Na Análise Da Atividade Mediada Por Computador. https://www.academia.edu/32260733/A_Contribuição_da_Dimensão_Social_na_Análise_da_Atividade_Mediada_por_Computador. Accessed 17 Nov 2018
Nardi, B.A.: Action models, and distributed cognition. In: Proceedings East-West Conference on Human-Computer Interaction, pp. 352–359 (1993)
Engeström, Y.: Aprendizagem por expansão na prática: em busca de uma reconceituação a partir da teoria da atividade. Cadernos de Educação Universidade Federal de Pelotas, ano. 11(19), 31–64 (2002)
Roth, W.M., Jornet, A.: Situated cognition. Wiley Interdisc. Rev. Cogn. Sci. 4(5), 463–478 (2013). https://doi.org/10.1002/wcs.1242
Hollan, J., Hutchins, E., Kirsh, D.: Distributed cognition: toward a new foundation for human-computer interaction research. ACM Trans. Comput.-Hum. Interact. 7(2), 174–196 (2000). https://www.lri.fr/~mbl/Stanford/CS477/papers/DistributedCognition-TOCHI.pdf. Accessed 5 Nov 2018
Marconi, M., Lakatos, E.M.: Técnicas de Pesquisa: planejamento e execução de pesquisas, amostragens e técnicas de pesquisas, elaboração, análise e interpretação de dados, 5th edn. Atlas, São Paulo (2002)
Correia-neto, j.S., Albuquerque, C.R., Silva, C.R., Souza, E.P.: Metodologia da Pesquisa em Computação, v. 2, Recife (2010)
Acknowledgment
Leandro Marques Queiros is PhD student and receive a scholarship from CNPq. Carlos José Pereira da Silva is M.D. student and receive scholarship from FACEPE. We are also very grateful to all participants for dedicating their time and attention to our research.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Switzerland AG
About this paper
Cite this paper
Queiros, L.M., Silva, C.J.P., Gomes, A.S., Moreira, F. (2019). Context Analysis of Teachers’ Learning Design Practice Through Activity Theory, Distributed Cognition, and Situated Cognition. In: Uden, L., Liberona, D., Sanchez, G., Rodríguez-González, S. (eds) Learning Technology for Education Challenges. LTEC 2019. Communications in Computer and Information Science, vol 1011. Springer, Cham. https://doi.org/10.1007/978-3-030-20798-4_22
Download citation
DOI: https://doi.org/10.1007/978-3-030-20798-4_22
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-20797-7
Online ISBN: 978-3-030-20798-4
eBook Packages: Computer ScienceComputer Science (R0)