chapter  6
Describing learning activities: Tools and resources to guide practice
ByGRÁINNE CONOLE
Pages 11

We have seen already that there are a multitude of learning theories available to guide the development of learning activities (Mayes and de Freitas, Chapter 1) and a rich variety of information and communication technology (ICT) tools that can be used to support the design and delivery of learning (Beetham, Chapter 2 and Masterman and Vogel, Chapter 4). This chapter argues that despite the range of theories and tools available, designs based on educational theory (such as those highlighted by Sharpe and Oliver in Chapter 3) or the innovative use of ICT tools (such as those described by Kukulska-Hulme and Traxler in Chapter 14), are still too few and far between. The author argues that the gap between the potential of technologies to support learning and the reality of how they are actually being used may be due to a lack of understanding about how technologies can be used to afford specific learning advantages. She presents a taxonomy that characterizes and describes the components of a learning activity, and suggests how it could be used to support practitioners to make informed choices in their designing for learning.