ABSTRACT
Rohrer-Murphy and I (Jonassen & Rohrer-Murphy, 1999) described how activity theory may be used as a framework for designing constructivist learn ing environments (Jonassen, 1999) by analyzing the activity systems that are being simulated in the learning environment. Just as activity theory itself is a constantly evolving multivoiced activity system (Engestrom, 1993), so are the conceptions of how it can be used to model activity systems in learning envi ronments. Asmolov (1987) believed that "the principle of historicism.... pervades all investigations using the activity approach." That is, the devel opment of our understanding of activity theory and its uses for designing student-centered learning environments (SCLEs) is historically mediated; it changes over time. As theoretical foundations of SCLEs coalesce (as described in this book), our understanding of how to design them also clarifies.
