The epistemic assumptions of constructive learning are different from those
of traditional instruction, so classical methods of needs and task analysi
s are inappropriate for designing constructivist learning environments (CLE
s). This paper argues that activity theory provides an appropriate framewor
k for analyzing needs, tasks, and outcomes for designing CLEs. Activity the
ory is a socio-cultural, socio-historical lens through which designers can
analyze human activity systems. It focuses on the interaction of human acti
vity and consciousness within its relevant environmental context. Since con
scious learning emerges from activity (performance), not as a precursor to
it, CLEs should attempt to replicate the activity structures, tools and sig
n systems, socio-cultural rules, and community expectations that performers
must accommodate while acting on some object of learning. After explicatin
g assumptions of activity theory and briefly describing the components of C
LEs, this paper describes a process for using activity theory as a framewor
k for describing the components of an activity system that can be modeled i
n CLEs.