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- Vol 3 RE: Chapters 15, 16
activity-centred analysis and designepistemic structuressocial structuresmaterial structuresemergent activitylearner agencysystemic diagnosisiterative designJournal article Evidence summaryAt a glance
Goodyear, Carvalho, and Yeoman present Activity-Centred Analysis and Design as a framework for understanding and improving complex learning environments. ACAD distinguishes what can be designed from emergent learning activity.
Key ideas
Designers can shape epistemic structures such as tasks and knowledge practices, social structures such as roles and groupings, and the physical and digital set of tools, spaces, and resources. Learners then co-configure these elements in action, producing activity that cannot be specified fully in advance. Analysis moves between observable activity and the structures that enable or constrain it, helping teams identify how elements interact rather than attributing outcomes to a single tool or teaching technique. The framework uses visual representations and collaborative design conversations to connect research, practitioner knowledge, and local evidence.
Why it matters
It does not promise control over learning or a context-free recipe. Its value lies in supporting systemic diagnosis, making design rationales discussable, and guiding iterative changes while recognising learner agency, material conditions, temporal development, and the difference between intended and enacted practice.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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