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The paper proposes a conceptual framework, informed by activity theory, for designing technological support for meaning making in museum learning. The model describes a complex interaction between two activity contexts, the one associated with learners' own interests, goals and expectations, and the one associated with the design, functionality, and history of a museum artifact. The model is intended to be used as an analytical tool supporting a systematic exploration of specific interaction design solutions for enhancing learners' experience in museum settings.
Date of Conference: 4-7 Jan. 2011