Subject - Student.
Community - Faculty, Students.
Object (Outcome) - Knowledge about new interactive environments and their background.
Rules - Internet protocol, Ethics, Rules about the structure of studies, homework deadlines, participation demands.
Division of Labour - follows the grid of Community.
Mediating artefact (Tools) - Blog, Study environment, Voip.
PLENK
http://connect.downes.ca/
Subject - Student.
Community - Faculty, Students.
Object (Outcome) - Knowledge about concepts of personal learning environments and networks.
Rules - Session, forum, newsletter, wiki, readings carry-out rules and demands..
Division of Labour - follows the grid of Community.
Mediating artefact (Tools) - Newsletters, Wiki, Forums.
I see the two courses being very similar, with the major difference being only in the chosen tools offered and demanded by the faculty.
Ofcourse the thorough description of the PLENK course leaves no room for personal adaptions (everything is pre-described and therefore pre-ordered).
When thinking about the challenges and limitations one faces while implementing activity theory into practice in digitally mediated courses, the biggest problem in my view lies in the structure itself - as the community never exists in the idea of a classical community (no face to face interaction, no physical set boundaries), it always is questionable wheteher the community understands and accepts the tools, rules and division of labour coherently or are there conflicts in the understandings of one universal subject of the community.
Based on
http://informationr.net/ir/13-2/paper340.html
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