Activity theory as a framework for designing constructivist learning environments

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.