{'fraction_non_alphanumeric': 0.031185031185031187, 'fraction_numerical': 0.004158004158004158, 'mean_word_length': 5.978260869565218, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Using Activity Theory to Guide E-Learning Initiatives

Activity theory’s visual and conceptual representation of activity-in-context provided an analysis and synthesis tool to help department faculty begin to develop an online instructional design and technology (IDT) master’s program. Analyzing different activity systems for students, faculty, and administrators revealed that E-Learning goals overlapped, but differences existed in terms of rules-norms, community, and roles. Analysis results were then organized by existing faculty, student, and administrator concerns with potential boundary-crossing actions (Engeström, 2002). This paper first discusses the need for simultaneous E-Learning curriculum and administrative decision-making, then reports progress across four stages of developing the online program. Three implications of activity theory for E-Learning are discussed. Guidelines for using activity theory in program development are described.