Activity-Centred Analysis and Design (ACAD): Core purposes, distinctive qualities and current developments.
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The Activity-Centred Analysis and Design (ACAD) as discussed by the authors has been developed over the last two decades and has been tested and refined through collaborative analyses of a large number of complex learning situations and through research studies involving experienced and inexperienced designers.Abstract:
This paper provides a summary account of Activity-Centred Analysis and Design (ACAD). ACAD offers a practical approach to analysing complex learning situations, in a way that can generate knowledge that is reusable in subsequent (re)design work. ACAD has been developed over the last two decades. It has been tested and refined through collaborative analyses of a large number of complex learning situations and through research studies involving experienced and inexperienced design teams. The paper offers a definition and high level description of ACAD and goes on to explain the underlying motivation. The paper also provides an overview of two current areas of development in ACAD: the creation of explicit design rationales and the ACAD toolkit for collaborative design meetings. As well as providing some ideas that can help teachers, design teams and others discuss and agree on their working methods, ACAD has implications for some broader issues in educational technology research and development. It questions some deep assumptions about the framing of research and design thinking, in the hope that fresh ideas may be useful to people involved in leadership and advocacy roles in the field.read more
Citations
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Performativity of Materials in Learning: The Learning-Whole in Action
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Designing Synchronous Hybrid Learning Spaces: Challenges and Opportunities
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Exploring Student and Teacher Experiences in Hybrid Learning Environments: Does Presence Matter?
Annelies Raes,Annelies Raes +1 more
TL;DR: In this article, two different hybrid learning designs and practices are explored and analysed through the lens of the activity-centred analysis and design (ACAD) framework, and the authors also present quantitative results on the effect of the level of presence (on-site versus remote, with or without interaction) on conceptual and affective outcomes.
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How can we design for learning in an AI world?
TL;DR: In this article , the authors argue that both educators and learners should be involved not only in learning but also in co-designing for learning in an AI world, and explore the knowledge, goals and actions that could help people shape future AI scenarios, and learn to deal with high degrees of uncertainty.
References
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Situated Learning: Legitimate Peripheral Participation
Jeanne Lave,Etienne Wenger +1 more
TL;DR: This work has shown that legitimate peripheral participation in communities of practice is not confined to midwives, tailors, quartermasters, butchers, non-drinking alcoholics and the like.
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