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This chapter describes our efforts to use activity theory as a framework for the design of new educational technologies and activities. However, a common critique of sociocultural theories is that for prospective design, they often require designers to attend to too many elements at once. The chapter contrasts two projects: BeeSign and Learning Physics through Play (LPP). At the cognitive and conceptual level , educational designers often think of the sequence in which students will explore the content. The participatory models where students role-played as bees were intended to help them explore bee behaviors in small group settings. The Center for Research in Engineering, Media, and Performance (REMAP) at UCLA approached us about the potential for collaborating on projects that would leverage new motion-tracking technologies that they were developing. The chapter began looking for preexisting activity systems that we could build on in our process of anthropological activism and key mediators that we could use to promote this system-level development.
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