Technomethodology: paradoxes and possibilities
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Technology in Action
Taking technomethodology seriously: hybrid change in the ethnomethodology-design relationship
European Journal of Information Systems - Special issue: "Interpretive" approaches to information systems and computing
ICLS '04 Proceedings of the 6th international conference on Learning sciences
Group Cognition: Computer Support for Building Collaborative Knowledge (Acting with Technology)
Group Cognition: Computer Support for Building Collaborative Knowledge (Acting with Technology)
Proceedings of the third international workshop on Computing education research
CSCL'07 Proceedings of the 8th iternational conference on Computer supported collaborative learning
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In the paper, we discuss the relation between ethnomethodologically inspired video analysis and curricular design. Often the relation between analysis and design is taken as a relation between descriptive and prescriptive accounts. Conceptualised in this way, ethnomethodology and curricular design is a world apart. With a focus on ethnomethodology's take on analytical and normative questions, however, some ethnomethodological insights might play an interesting role in investigation as well as development of computer based learning environments. The discussion is structured around four analytical commitments: become vulgarly competent; be indifferent to formal analytic methods, not member concerns; focus on actions and immanent pedagogies, not learning; and, do hybrid studies.