%0 Journal Article %1 citeulike:517007 %A Soloway, Elliot %A Guzdial, Mark %A Hay, Kenneth E. %C New York, NY, USA %D 1994 %I ACM Press %J interactions %K CnE07 design designapproaches hci learner-centered learning mathgamespatterns technology theories %N 2 %P 36--48 %R 10.1145/174809.174813 %T Learner-centered design: the challenge for HCI in the 21st century %U http://dx.doi.org/10.1145/174809.174813 %V 1

@article{citeulike:517007, added-at = {2006-06-05T03:29:44.000+0200}, address = {New York, NY, USA}, author = {Soloway, Elliot and Guzdial, Mark and Hay, Kenneth E.}, biburl = {https://www.bibsonomy.org/bibtex/2210a75d47104db8fd2013c70c98b59bc/yish}, citeulike-article-id = {517007}, comment = {Seminar paper which initiated the learner-centered movment in hci. --- "Making people smarter is really the long term goal of computing." "It is our position that computing technologies are finally reaching the point where the HCI community can address the 'make people smarter' (Norman, 1993) challenge." "What function, then, can the interface serve? Simply put, the HCI community must make another transition: we must move from 'user-centered' design to 'learner-centered' design. In what follows, we address three key questions. 1. Why support learners and learning? 2. How might the interface support learners and learning? 3. What are the issues involved in providing such support?" (p 38) --- "professionals are students who happen to learn outside of a classroom." (p 39) refer to the emerging notion of 'the learning organization'. "The company that is successful, time after time, is the company that learns from its successes and mistakes, that deals effectively with the many changes in the marketplace, that can nimbly respond to opportunities, etc." (p 39) Given the ubiquity of computers in the workplace, and their neccesity in almost every aspect of work, it it natural to use them as a site for 'learning by doing'. "While not necessarily widely practiced in schools, the effectiveness of the educational philosophy of 'learning by doing' is widely acknowledged. Plato, Dewey, your mother-they all knew the value of learning from direct experience, from on-the job training. Why is learning by doing so effective? When one really cares about what one is doing, one seems able to muster the energy, the attention, the patience to master whatever is necessary to achieve the goal. " (p 40) --- User-Centered Design to Learner-Centered Design In designing a sofnvare environment, there are three top-level issues that must be addressed: l. Tasks: What tasks need to be undertaken in the software? 2. Tools: What tools are provided to cope with those tasks? 3. Interfaces: What is the interface to those tools? The insight offered by the user-centered design movement (Norman \& Draper, 1985) was that the user needed to be at the center of those issues." "In putting learners at the center of the design, however, the special needs of learners must be addressed: l. Understanding is the Goal: Learners will not know accounting principles or practices when a spreadsheet is presented to them. HOW will they learn to use that spreadsheet? 2. Motivation is the Basis: One can not count on the motivation of learners: both students and professionals have a strong tendency to procrastinate, to fritter away time, when confronted with a task for which they are unprepared. Why can’t software play a role in supporting the learner’s wavering motivation? 3. Diversity is the Norm: Classrooms and professions are composed of individuals from a diverse set of backgrounds, with a diverse set of interests, skills and abilities. How can an application be “one size fits all”? 4. Growth is the Challenge: A spreadsheet is by and large the same on day 1 as it is on day 100. But an individual can be very different, e.g., that person may have learned quite a bit about a problem domain and might have developed a set of skills and practices in that’domain. The individual has changed but the software hasn’t. --- Scaffolding "In education, scaffolding is a technique for providing support to learners while they are learning a new task (Wood, Bruner, Ross, 1975; Rogoff, 1990)." (p 41) The TILT model maps scaffolding techniques which connect tasks, tools and interface to the learner's needs. "1. Task: Coaching is a scaffolding technique that could be used to help students acquire knowledge and the specific practices of a task domain. This technique is popular in 'intelligent tutoring systems (ITSs)' (Wenger, 1989). 2. Tools: In order to support a learner growing in expertise, the tools must be adaptable. 3. Interlace: In order to enable learners to express themselves and communicate, the interface must scaffold the use of different media and modes of expression." (p 41) --- A theory grounded in socio-historical and constructionist traditions: We subscribe to the constructivist theory of learning espoused by Jean Piaget (1954), Lev Vygostky (1962) and Seymour Papert (1993). Students learn through an active, social process of meaning construction; understanding is built up through the acts of conversing with others, constructing artifacts, and reflecting on those conversations and artifacts. This theory of learning leads to a theory of teaching: students need to actively engage in projects, and teachers need to act as mentors, coaches, managers. " (p 41) "In turn, the constructivist theory of learning suggests that students need software that supports them in constructing artifacts and conversing with others about those artifacts. We view the construction of artifacts as a design process; and, inasmuch as professional designers routinely employ CAD systems in their design activities, we feel that learners deserve suitably scaffolded CAD support as well." (p 42) --- Conclussions "there is a genuine distinction being made: if addressing the needs of users is the driver, then it is natural to focus on ease of use; if addressing the needs of learners is the driver, then it is natural to focus on the development of understanding, performance, and expertise. The former is unquestionably important; however, the latter is unquestionably critical." (p 47)}, doi = {10.1145/174809.174813}, interhash = {2098d3dc4fa51fe2c729b21d44fa5b42}, intrahash = {210a75d47104db8fd2013c70c98b59bc}, issn = {1072-5520}, journal = {interactions}, keywords = {CnE07 design designapproaches hci learner-centered learning mathgamespatterns technology theories}, month = {April}, number = 2, pages = {36--48}, priority = {2}, publisher = {ACM Press}, timestamp = {2007-04-25T11:26:53.000+0200}, title = {Learner-centered design: the challenge for HCI in the 21st century}, url = {http://dx.doi.org/10.1145/174809.174813}, volume = 1, year = 1994 }