Activity theory as a potential framework for human-computer interaction research
Context and consciousness
A pattern language for initial course design
Proceedings of the thirty-second SIGCSE technical symposium on Computer Science Education
Sorting things out: classification and its consequences
Sorting things out: classification and its consequences
DEXA '03 Proceedings of the 14th International Workshop on Database and Expert Systems Applications
IMS Learning Design Support for the Formalization of Collaborative Learning Patterns
ICALT '04 Proceedings of the IEEE International Conference on Advanced Learning Technologies
eLearn
Business activity patterns: a new model for collaborative business applications
IBM Systems Journal
iCamp space: an environment for self-directed learning, collaboration and social networking
WSEAS Transactions on Information Science and Applications
Learning environment for self-directed learning, collaboration and social networking
DIWEB'08 Proceedings of the 8th WSEAS international conference on Distance learning and web engineering
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We argue that current selection methods and comparison approaches of tools for learning purposes do not fit with the concept of e-learning 2.0 and Web 2.0 applications for creating personal learning environments. Available comparison methods being mainly as black-and-white check lists hinder to see the properties of various Web 2.0 applications. We propose a theoretical framework for designing a support tool for learners as well as for facilitators in order to facilitate the choice of learning/teaching tools from heterogeneous technological landscapes. Our theoretical framework is based on soft ontological approach enabling to compare systems and tools from multidimensional perspectives taking into account users best practices. We focus on elements of learning activities mediated by technology with respect to the concept of affordances and activity theory in combination of Alexander's pattern approach and IMS LD case descriptions.