Using Activity Theory in Developing Instructial Tools for Project Management Studies

Maritta Pirhonen


Competence and skills of the project manager are significant to project success. The skills needed in project managers’ work cannot be learned only by reading the books or a lecture hall; one learns them by practice. Therefore, an important challenge for educational institutions is to develop pedagogical practices that allow students to participate in working life projects and to confront real-life problems. Project-based learning (PBL) offers a model that enables students to practice the skills and competences needed in working life projects by utilizing real-world work assignments in time-limited projects. Using PBL method alone does not necessarily guarantee learning result. In order to be successful, PBL method requires effective and competent supervision and guidance of students as well as appropriate tools for instruction. In this study the concepts from activity theory (AT) are applied to development tools for supervising project-based learning.


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Paper Citation

in Harvard Style

Pirhonen M. (2014). Using Activity Theory in Developing Instructial Tools for Project Management Studies . In Proceedings of the 6th International Conference on Computer Supported Education - Volume 2: CSEDU, ISBN 978-989-758-021-5, pages 323-328. DOI: 10.5220/0004963203230328

in Bibtex Style

author={Maritta Pirhonen},
title={Using Activity Theory in Developing Instructial Tools for Project Management Studies},
booktitle={Proceedings of the 6th International Conference on Computer Supported Education - Volume 2: CSEDU,},

in EndNote Style

JO - Proceedings of the 6th International Conference on Computer Supported Education - Volume 2: CSEDU,
TI - Using Activity Theory in Developing Instructial Tools for Project Management Studies
SN - 978-989-758-021-5
AU - Pirhonen M.
PY - 2014
SP - 323
EP - 328
DO - 10.5220/0004963203230328