4. Activity systems: Designing for/in context

Week 4 (February 20)

Decontextualized designs are a major reason computer-based interventions have failed to substantially shift classroom practice. We use activity theory to scope our designs and to frame the context for which we are designing.

Schedule

• 4:15-5:15: Announcements; discuss activity systems and related theoretical frameworks for learning in context.
• 5:20-6:10: Retool sprint; one-on-one group meetings
• 6:15-6:50: Share Retool findings and questions.

Readings

Gifford, B. R. & Enyedy, N. D. (1999). Activity centered design: towards a theoretical framework for CSCL. Proceedings of the 1999 Conference on Computer Support for Collaborative Learning - CSCL '99 (pp. 22–es). Association for Computational Linguistics. doi:10.3115/1150240.1150262

• Large Language Models in Education
• Assignments
• Pre-course survey
• Schedule
• 1. Introductions
• 2. How do LLMs work?
• 3. Designing AI tools
• 4. Activity systems: Designing for/in context
• 5. Prototyping
• 6. Needfinding
• 7. Planning a field study
• 8. Qualitative data analysis
• 9. Critiques
• 10. Quantitative data analysis
• 11. Open
• 12. Data analysis workshop
• 13. Writing workshop
• 14. LLMs in Education Expo