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The present study proposes action-breakdown-repair (ABR) as a pedagogical model and 3D virtual worlds as technology, to bridge the gap between curricular goals and students out of school technology experiences, referred to as the educational gap.

A qualitative study combining design-based research (DBR) and a case study was used with video observation as a data collection method. ABR is demonstrated by an empirical analysis of learning activities with ©Minecraft (hereafter MC) and ©Second Life^TM (hereafter SL) used in two teacher education programs.

Teachers and students could use the technology with some initial training. Experience in gameplay, collaboration and problem solving eased the transitioning into curricular activities. The teachers integrated domain knowledge by giving students tasks that involved the creation of domain-specific artifacts and role-play scenarios. In total, two dilemmas of educational gap closing were found and discussed: learning domain knowledge vs learning technology and breakdown in action vs breakdown in understanding.

Automated feedback (critiquing) adapted to students' individual needs while building and role-playing in MC or SL to off-load some of the teachers’ work in scaffolding design activities in the classroom is a direction for further work.

The model can provide guidance for teachers and other stakeholders who are in the process of integrating creative technologies like visual programming, design environments and collaboration tools in K-12 education.

A novelty of the present research is treating ABR as a pedagogical model and closing the educational gap.

Nursing has for a long time used a variety of technological tools to improve and support patient care. Tool use changes knowledge processes, offering opportunities to explore processes of specialization in this field. The purpose of this paper is to report from a collaborative process to achieve shared meaning potential while adapting a generic learning tool to meet learning needs of specialized nursing. A complex chain of actions, interactions and negotiations during the adaptation process is disentangled. The paper draws from the theoretical construct known as trajectories of participation.

The method employed in data analysis is interaction analysis, allowing detailed studies of the actions represented in the participants' intersecting trajectories.

The analysis shows how project members seek to combine different modes of knowledge when they sort out and establish shared meaning potential. Typically the negotiations start with a concrete problem arising from the current practice's use of tools. The participants clarify and specify a shared object of activity by mobilizing three different modes of knowledge (practical, diagnostic and technical). During this process, the participants' trajectories converge toward consensus. This consensus is a process of constructing and reconstructing tools and practices and an interdependency of tools and practices that is “materialized” in the adapted learning tool.

This analysis shows the importance of taking account of processes in the concrete settings when developing new tools for change in specialist nursing. Different trajectories of participation that intersected in the planning activities give insight into how knowledge is mobilized when tools and practices co-evolve on an interactional level.

The purpose of this paper is to provide new insights into the implementation of large‐scale learning projects; thereby better understanding the difficulties, frustrations, and obstacles encountered when implementing enterprise‐wide e‐learning as a tool for training and organization transformation in a complex organization.

Information‐sharing disturbances, one of five categories of disturbances that emerged from a grounded theory open coding procedure applied to empirical data collected through a longitudinal field research, are in focus. Third generation activity theory, specifically the notions network of activity systems, disturbances, tensions and contradictions, is used as an analytical lens through which to understand the role of information sharing in a large‐scale implementation.

The study has identified how information sharing disturbances became a critical factor in the implementation of e‐learning in a large company. A number of tensions that point to potential contradictions have been identified. Ways in which to deal with such tensions in future implementations of e‐learning have been suggested.

Activity‐theoretical discussion of e‐learning in a large organization, identifying underlying tensions, is of relevance to large organizations introducing new technologies for working and learning.

The study has identified the causes of an important type of problem that can slow down or hinder e‐learning adoption in an organization, and thereby pointing out shortcomings of standardised e‐learning applications.

Empirical studies of enterprise‐wide implementations of e‐learning have rarely been reported on in the research literature.

This paper aims to raise the question of how end-user product innovation is developed by exploring the underlying learning mechanisms that drive such idea realization in practice. A trialogical learning perspective from educational science is applied as an analytical approach to enlighten the black box of learning dynamics in user innovation (UI).

The field study of organizational ethnography is based on in situ observations of the testing and development phase of an adapted aid, an electro-mechanical device for completely hands-free dressing/undressing for people with no arm function.

The results suggest that UI materializes through what this researcher conceptualized as “circuits of learning” around shared objects that are collaboratively mediated and shaped in interplay between three forces identified as “user requirements”, “interdisciplinary co-creation” and “object transformation”.

This in-depth study of UI realization has only started to open the research area of such practices. Further advancement is needed on users as inventors and learners. Cross-fertilization with other fields, such as pedagogy, and particularly branches of theory derived from a socio-material stance, seems fruitful.

To cultivate UI through “circuits of learning”, “users as learners” should pay attention to their shifting roles as teachers, co-learners and co-creators in interdisciplinary collaborative practices to enhance efficient work processes.

This study shows the relevance of bringing in learning as a crucial underpinning that contributes to enhancing our understanding of how user innovators create new products. The paper contributes to the UI literature by elaborating on the concept of “circuits of learning” as a novel framework of learning mechanisms within UI.

The purpose of this study is to identify the main perspectives and trends in educational data mining (EDM) in the e-learning environment from a managerial perspective.

This paper proposes a systematic literature review to identify the main perspectives and trends in EDM in the e-learning environment from a managerial perspective. The study domain of this review is restricted by the educational concepts of e-learning and management. The search for bibliographic material considered articles published in journals and papers published in conferences from 1994 to 2023, totaling 30 years of research in EDM.

From this review, it was observed that managers have been concerned about the effectiveness of the platform used by students as it contains the entire learning process and all the interactions performed, which enable the generation of information. From the data collected on these platforms, there are improvements and inferences that can be made about the actions of educators and human tutors (or automatic tutoring systems), curricular optimization or changes related to course content, proposal of evaluation criteria and also increase the understanding of different learning styles.

This review was conducted from the perspective of the manager, who is responsible for the direction of an institution of higher education, to assist the administration in creating strategies for the use of data mining to improve the learning process. To the best of the authors’ knowledge, this review is original because other contributions do not focus on the manager.