Context Analysis of Teachers’ Learning Design Practice Through Activity Theory, Distributed Cognition, and Situated Cognition

The objective of this work was to analyze how different theoretical frameworks encompass the teachers’ learning design practice. We compared the use of Activity Theory, Distributed Cognition, and Situated Cognition theoretical frameworks to deal with data analysis and interpretations and compared th...

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Bibliographic Details
Main Author: Queiros, Leandro Marques (author)
Other Authors: Silva, Carlos J. P. (author), Gomes, Alex S. (author), Moreira, Fernando (author)
Format: bookPart
Language:eng
Published: 2021
Subjects:
Lesson planning
Teacher practice
Learning design
Online Access:http://hdl.handle.net/11328/3470
Country:Portugal
Oai:oai:repositorio.uportu.pt:11328/3470

Internet

http://hdl.handle.net/11328/3470

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