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ERIC Number: ED470174
Record Type: Non-Journal
Publication Date: 2001-Nov
Pages: 8
Abstractor: N/A
Reference Count: N/A
Activity Theory Framework and Cognitive Perspectives in Designing Technology-Based Support Systems.
Sheu, Feng-Ru
With the increased demand and interest in electronic performance support systems (EPSS), particularly for supporting knowledge-based problems solving expertise in the information age (Gustafson, 2000; Dickelman, 2000; Kasvi & Vartiainen, 2000), instructional designers are facing a new challenge designing a system that could deliver (or transfer) expertise in a particular knowledge domain to learners/users. This paper conceptually elaborates the traditional concept of expert performance by Glaser et. al, and discusses a series of attributes for supporting or nurturing an environment for expertise. An overview of EPSS is given, then two areas of studies related to (advanced) EPSS design are given. One is expertise from cognitive psychology; the other is activity theory proposed by socio-culture psychology. Then, an alternative point of view from a standpoint of activity theory (social constructive theory) is taken to see how one (an instructional designer) might support an expertise in the areas of designing technology-based performance support systems. (Contains 67 references.) (Author/AEF)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A