SUMMARY
by Kara Blond
Learner-centered
technology design signals a move away from ease-of-use issues
and toward the development of a learner's comprehension and expertise.
Computer technology developed through this process should support
the following functions.
-
the
learner's needs through scaffolding
-
diverse
tools · an effective interface
-
tasks
with modeling and coaching
-
the
use of different modes of expression and adaptability.
Now
that technology is powerful enough to support an easier-to-use
interface, the HCI community can finally focus on how computer
technologies can "make us smarter." The challenge for HCI these
day is supporting "individuals and groups of individuals in developing
expertise in their professions, in developing richer and deeper
understandings of content and practices."
Soloway,
Hays and Guzdial propose that this new process must focus on three
things:
-
the
tasks learners must undertake
-
the
tools they can use to deal with those tasks
-
and
the interface for those tools.
Therefore,
learner-center design must follow these basic tenents:
-
result
in the learner's understanding (which can be strengthened through
modeling, coaching and critiquing)
-
create
and sustain motivation (through low-overhead and immediate successes)
-
offer
a diversity of learning techniques (using different media and
different modes of expression)
-
and
encourage the individual's growth through an adaptable product.
In
other words, good scaffolding should be available when the student
wants it, but not when they want to work independently. Motivation
can also be sustained by putting learning in the context of doing,
developing software that enables learners to construct artifacts
and converse with others about those artifacts.
Soloway,
E., Guzdial, M., & Hay, K. E. (1994). Learner-centered design:
the challenge for HCI in the 21st century. Interactions, 1(2).
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Learner-Centered
Design