A new paper by Goodyear.et.al 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.