Learning Theory in Practice: Case Studies of Learner-Centered Design
Item
- Title
- Learning Theory in Practice: Case Studies of Learner-Centered Design
- Abstract/Description
-
The design of software for learners must be guided by educational theory. We present a framework for learner-centered design (LCD) that is theoretically motivated by sociocultural and constructivist theories of learning. LCD guides the design of software in order to support the unique needs of learners: growth, diversity, and motivation. To
address these needs, we incorporate scaffolding into the context, tasks, tools, and interface of software learning environments. We demonstrate the application of our methodology by presenting two case studies of LCD in practice. - Author/creator
- Soloway, Elliot
- Jackson, Shari L.
- Klein, Jonathan
- Quintana, Chris
- Reed, James
- Spitulnik, Jeff
- Stratford, Steven J.
- Studer, Scott
- Eng, Jim
- Scala, Nancy
- Date
- In publication
- Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
- Series
- CHI '96
- Pages
- 189–196
- Publisher
- Association for Computing Machinery
- Resource type
- en Research/Scholarly Media
- Resource status/form
- en Published Text
- Scholarship genre
- en Empirical
- Keywords
- case study
- constructivism
- educational applications
- learner-centered design
- scaffolding
- science applications
- socioculturalism
- Open access/full-text available
- en Yes
- Peer reviewed
- en Yes
- ISBN
- 978-0-89791-777-3
- Citation
- Soloway, E., Jackson, S. L., Klein, J., Quintana, C., Reed, J., Spitulnik, J., Stratford, S. J., Studer, S., Eng, J., & Scala, N. (1996). Learning Theory in Practice: Case Studies of Learner-Centered Design. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, 189–196. https://doi.org/10.1145/238386.238476
- Cited in
- The Work of Improvement
- Place
- New York, NY, USA
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