Activity-Centred Analysis and Design (ACAD)

A new paper by provides a summary to Activity-Centred Analysis and Design (ACAD) as an approach to understanding and improving complex learning situations.

It offers a practical approach to analyzing complex learning situations, in a way that can generate knowledge that is reusable in subsequent (re)design work.

The paper concludes by highlighting three core points about ACAD and ‘what it brings to the table?:

  • Ways of reasoning about all the designable and inherited elements that situate students’ learning activity.
  • An insistence on recognising students’ agency, such that designed tasks must be distinguished, conceptually, from students’ activity at learn-time. Only their activity has a direct connection to learning outcomes.
  • An over-riding commitment to methods of understanding and improving local educational situations – helping equip the teachers, designers and students who inhabit those situations to make sense of what is intended and what transpires.

Originally tweeted by 💧Peter Goodyear (@petergoodyear) on January 12, 2021.

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