Studying context: a comparison of activity theory, situated action models, and distributed cognition
Context and consciousness
Computer supported cooperative work in clinical practice (doctoral colloquium)
CSCW '96 Proceedings of the 1996 ACM conference on Computer supported cooperative work
Affordance, conventions, and design
interactions
Systems, interactions, and macrotheory
ACM Transactions on Computer-Human Interaction (TOCHI) - Special issue on human-computer interaction in the new millennium, Part 2
Post-cognitivist HCI: second-wave theories
CHI '03 Extended Abstracts on Human Factors in Computing Systems
Interaction spaces in computer-mediated communication
AI & Society - Social Intelligence Design for Mediated Communication
A Classification-Based Framework for Learning Object Assembly
ICALT '05 Proceedings of the Fifth IEEE International Conference on Advanced Learning Technologies
A Situated Learning Perspective on Learning Object Design
ICALT '05 Proceedings of the Fifth IEEE International Conference on Advanced Learning Technologies
Let's stop pushing the envelope and start addressing it: a reference task agenda for HCI
Human-Computer Interaction
The intellectual challenge of CSCW: the gap between social requirements and technical feasibility
Human-Computer Interaction
Towards a "personal cost" model for end-user development
CHINZ '06 Proceedings of the 7th ACM SIGCHI New Zealand chapter's international conference on Computer-human interaction: design centered HCI
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Socio-cultural theories of language learning examine the impact of social interaction within cultural environments upon cognitive development and learner performance. Such theories emphasise the emergence of learner strategies and subsequent proficiency through involvement in continuously unravelling situated activities. However, this view is rarely expressed within Computer-Assisted Language Learning where practitioners often fail to consider implications of system design. This is in part due to the lack of a holistic and integrative framework for capturing, modelling and evaluating cognitive and social requirements of learner-computer interaction. In response, we propose the CASE (Cognition, Activity, Social Organisation and Environment) framework, and explore its application to a historical study on Computer-Assisted Language Learning software development. In sum, we argue that the CASE approach will greatly assist Computer-Assisted Language Learning initiatives in quality-driven system design.