%0 Book Section %1 Brukman02 %A Bruckman, Amy %B Designing Virtual Communities in the Service of Learning %D 2002 %I Cambridge University Press %K collaboration community cscl design iterative ldg learning learningdesigngrid mathgamespatterns participatory webreports %T Co-Evolution of Technological Design and Pedagogy in an Online Learning Community %U http://www.cc.gatech.edu/~asb/papers/bruckman-co-evolution.pdf %X The design of any piece of technology intended for human use—whether for entertainment, work, or education— is ideally iterative and user-centered. Designers can not anticipate all the needs of users, but most begin with a prototype and revise it based on user feedback. This is even more true of online learning communities, where designers must understand the needs not just of individual users, but of groups of users and their complex inter-relationships, as facilitated by the technology. Designers begin with theory, prototype, test, and then revise. However, it is not just the technology that can be revised, but also the underlying theory. Technological design and pedagogy have the potential to co-evolve in this new medium. In this chapter, I will describe in detail one example of this co-evolution: a new perspective on motivation in constructionist learning environments which evolved through quantitative and qualitative observations of an online learning community called MOOSE Crossing. These observations led to a significant design change to the environment (the addition of a system of “merit badges”), and this in turn led to further reflections on pedagogy.

@incollection{Brukman02, abstract = {The design of any piece of technology intended for human use—whether for entertainment, work, or education— is ideally iterative and user-centered. Designers can not anticipate all the needs of users, but most begin with a prototype and revise it based on user feedback. This is even more true of online learning communities, where designers must understand the needs not just of individual users, but of groups of users and their complex inter-relationships, as facilitated by the technology. Designers begin with theory, prototype, test, and then revise. However, it is not just the technology that can be revised, but also the underlying theory. Technological design and pedagogy have the potential to co-evolve in this new medium. In this chapter, I will describe in detail one example of this co-evolution: a new perspective on motivation in constructionist learning environments which evolved through quantitative and qualitative observations of an online learning community called MOOSE Crossing. These observations led to a significant design change to the environment (the addition of a system of “merit badges”), and this in turn led to further reflections on pedagogy.}, added-at = {2007-11-09T14:02:37.000+0100}, author = {Bruckman, Amy}, biburl = {https://www.bibsonomy.org/bibtex/2800f5226710f2094cd9e17b8db15d105/yish}, booktitle = {Designing Virtual Communities in the Service of Learning}, citeulike-article-id = {397081}, interhash = {6ea7e67b646408052e7456380483708c}, intrahash = {800f5226710f2094cd9e17b8db15d105}, keywords = {collaboration community cscl design iterative ldg learning learningdesigngrid mathgamespatterns participatory webreports}, priority = {2}, publisher = {Cambridge University Press}, timestamp = {2011-07-13T17:28:55.000+0200}, title = {Co-Evolution of Technological Design and Pedagogy in an Online Learning Community}, url = {http://www.cc.gatech.edu/~asb/papers/bruckman-co-evolution.pdf}, year = 2002 }