CLE Development

	Children, on-line learning and authentic teaching skills in primary education
	CLE Development

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CLE Development
CLE & Time

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A Generic View

There are several stages of development of CLEs and each instance will vary. However the following outline may serve as a generic guide to developing and implementing effective CLEs:

Some Basic concepts
C = constructivist = learning by (socially) constructing knowledge = learning as social activity

L = learning = activity

E = environment = the situation or context in which an activity occurs

All activity is social and situated (in an environment!!)

The environment mediates the activity (activity theory)

Hence all learning is situated, that is, mediated by the environment in which it is situated

The learning environment is a major factor in defining

the learner's zone of proximal development
the mediating role of the teacher

Activity System perspective

An activity together with its environment can be understood as an activity system [1], that is, as the dynamic interaction between the following elements:

subjects (people undertaking the activity, eg, teachers, students, families...)
objects (products and outputs of the activities, eg, learning)
artefacts (signs, texts and tools)
rules (policies, regulations, agreements, principles...)
community (all parties involved, eg, school, local community...)
division of effort (how the participants contribute to the activity)
outcomes to be achieved (success and well-being)

Using the cycle of expansive learning [2]

To construct an environment that will support the learning through the construction of knowledge (using an expansive cycle of learning - activity theory)

1. First, analyse the current learning environment in terms the above
2. Then, identify disturbances (eg, ambiguities, conflicts, inconsistencies, gaps...)
3. And resolve these disturbances...
4. Go to 1. above