The DOI matches its Crossref record.
Transforming Tensions in Learning Technology Design: Operationalising Activity Theory
Open accessAbstract
A brief review shows several suggested ways in which cultural historical activity theory has proved valuable to technology supported learning environments. Three of our own design cases are then described (evaluating a peer to peer interface for learning objects, designing an on-line school, and rethinking a public science centre). These are discussed to illustrate the approach and finally this is reviewed for potential re-use.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“In addition, as Dobson, LeBlanc and Burgoyne (2004) argued in relation to use of tools, AT considers 'the roles of those involved in the system not just the most obvious user' (Discussion and Conclusion section, ¶ 5).”
From Using activity theory and its principle of contradictions to guide research in educational technology (2008) · cites this paper as Dobson, LeBlanc and Burgoyne, 2004
Citations
Cites
Still being checked.
Cited by
Sorted by citations
Murphy, E., & Rodriguez-Manzanares, M. A. (2008) · Australasian Journal of Educational Technology · doi:10.14742/ajet.1203 · Cited by 213
“Activity theory (AT) has been described as “the best kept secret in academia” (Engeström, 1993, p. 64). It is a framework or descriptive tool (Nardi, 1996a) that provides “a unified account of Vygotsky’s proposals on the nature and development of human behaviour” (Lantolf, 2006, p. 8). In the context of technology use…”
Cravens, A. E. (2015) · Environmental Management · doi:10.1007/s00267-015-0615-9 · Cited by 34
Peim, N. (2009) · Educational Review · doi:10.1080/00131910902846874 · Cited by 30
Underlying factors which cause task deviation leading to dangerous situations at sea
Rajapakse, A., & Emad, G. R. (2021) · Marine Policy · doi:10.1016/j.marpol.2021.104548 · Cited by 13
CULTURAL ISSUES IN THE SHARING AND REUSE OF RESOURCES FOR LEARNING
Littlejohn, A. H., & Margaryan, A. (2006) · Research and Practice in Technology Enhanced Learning · doi:10.1142/s1793206806000184 · Cited by 13
Metadata
- Authors
- Dobson, M., LeBlanc, D., & Burgoyne, D.
- Venue
- Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie
- Publisher
- University of Alberta Libraries
- Published
- 2004-02-15
- Volume
- 30
- Issue
- 1
- ISSN
- 1499-6677 (ISSN-L)
- 1499-6685
- OpenAlex
- W1598448858
- Cited by
- 22
- References
- 0
- Citations by year
- 2025: 1 · 2021: 2 · 2016: 1 · 2015: 2 · 2013: 1 · 2012: 2
- FWCI
- 4.31
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- Canadian Journal of Learning and Technology (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- ERA: Education and Research Archive (University of Alberta)
- Topics
- Social Sciences › Education › Innovative Education and Learning Practices
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Digital Education and Society
- Keywords
- cultural-historical activity theory, educational technology design, technology-enhanced learning environments, learning objects
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Transforming Tensions in Learning Technology Design: Operationalising Activity Theory. https://app.cochat.ai/papers/10.21432/t2b605
- The paper
- Dobson, M., LeBlanc, D., & Burgoyne, D. (2004). Transforming Tensions in Learning Technology Design: Operationalising Activity Theory. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie. https://doi.org/10.21432/t2b605
