In this paper we explore the role of theories in current practice in educational technology. We review a range of writings from the past 30 years on the nature of learning technology research. We discuss influences on learning technologies from the related fields of Artificial Intelligence in Education (AIED) and Human-Computer Interaction (HCI). We identify two groups of theories which have been used. The first group are related to principled decisions about the design of learning materials. The second group influence the ways in which we frame our research on learning. Research in learning technologies in the future will need to draw on both groups of theories. In this paper, we draw on our own experiences as educational technologists and the purpose of the paper is to encourage other educational technologists to join with us in reflecting on their own use of theories.
It is interesting to compare this perspective on the importance of design with the views of Collins (1992) on the difficulties of carrying out design experiments in educational technology:
Typically the experiments are carried out by the people who designed some technological innovation, so that they have a vested interest in seeing that it works. They typically look only for significant effects (which can be very small effects) and test only one design, rather than trying to compare the size of effects for different designs or innovations. Further more such experiments are so variable in their design and implementation that it is difficult to draw conclusions about the design process by comparing different experiments. Finally they are carried out without any underlying theory and so these results are for the most part uninterpretable with respect to constructing a design theory of technological innovation. Collins (1992), p. 24
Collins sees the purpose of design experiments as a way to improve educational technology artefacts while Rogers is looking for the development of a design language with which to explain such experiments. It seems that there are a wide range of metaphors for design to draw on from engineering disciplines.
%0 Journal Article
%1 citeulike:522780
%A Issroff, Kim
%A Scanlon, Eileen
%D 2002
%J Journal of Interactive Media in Education
%K ILE desighresearch design designapproaches designscience jls10 learning mathematics mathgamespatterns mythesis
%T Educational Technology: The Influence of Theory
%U http://www-jime.open.ac.uk/2002/6/issroff-scanlon-02-6-paper.html
%V 6
%X In this paper we explore the role of theories in current practice in educational technology. We review a range of writings from the past 30 years on the nature of learning technology research. We discuss influences on learning technologies from the related fields of Artificial Intelligence in Education (AIED) and Human-Computer Interaction (HCI). We identify two groups of theories which have been used. The first group are related to principled decisions about the design of learning materials. The second group influence the ways in which we frame our research on learning. Research in learning technologies in the future will need to draw on both groups of theories. In this paper, we draw on our own experiences as educational technologists and the purpose of the paper is to encourage other educational technologists to join with us in reflecting on their own use of theories.
@article{citeulike:522780,
abstract = {In this paper we explore the role of theories in current practice in educational technology. We review a range of writings from the past 30 years on the nature of learning technology research. We discuss influences on learning technologies from the related fields of Artificial Intelligence in Education (AIED) and Human-Computer Interaction (HCI). We identify two groups of theories which have been used. The first group are related to principled decisions about the design of learning materials. The second group influence the ways in which we frame our research on learning. Research in learning technologies in the future will need to draw on both groups of theories. In this paper, we draw on our own experiences as educational technologists and the purpose of the paper is to encourage other educational technologists to join with us in reflecting on their own use of theories.},
added-at = {2006-06-14T12:39:23.000+0200},
author = {Issroff, Kim and Scanlon, Eileen},
biburl = {https://www.bibsonomy.org/bibtex/2e423126d21ee3c88543d882ce53b6640/yish},
citeulike-article-id = {522780},
comment = {It is interesting to compare this perspective on the importance of design with the views of Collins (1992) on the difficulties of carrying out design experiments in educational technology:
Typically the experiments are carried out by the people who designed some technological innovation, so that they have a vested interest in seeing that it works. They typically look only for significant effects (which can be very small effects) and test only one design, rather than trying to compare the size of effects for different designs or innovations. Further more such experiments are so variable in their design and implementation that it is difficult to draw conclusions about the design process by comparing different experiments. Finally they are carried out without any underlying theory and so these results are for the most part uninterpretable with respect to constructing a design theory of technological innovation. Collins (1992), p. 24
Collins sees the purpose of design experiments as a way to improve educational technology artefacts while Rogers is looking for the development of a design language with which to explain such experiments. It seems that there are a wide range of metaphors for design to draw on from engineering disciplines.},
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intrahash = {e423126d21ee3c88543d882ce53b6640},
journal = {Journal of Interactive Media in Education},
keywords = {ILE desighresearch design designapproaches designscience jls10 learning mathematics mathgamespatterns mythesis},
priority = {2},
timestamp = {2010-07-07T17:03:25.000+0200},
title = {Educational Technology: The Influence of Theory},
url = {http://www-jime.open.ac.uk/2002/6/issroff-scanlon-02-6-paper.html},
volume = 6,
year = 2002
}