Learner-Centered Design: Re?ections on the Past and Directions for the Future  

Oleh:

Quintana, Chris ; Shin, Namsoo ; Norris, Cathleen ; Soloway, Elliot

Jenis: Article from Books - E-Book
Dalam koleksi: The Cambridge Handbook of the Learning Sciences, page 119-134.
Topik: Learner-Centered Design; Scaffolding Learners Across the Gulf of Expertise; Assessing Learner-Centered Software
Fulltext: Learner-Centered Design Re?ections on the Past and Directions for the Future.pdf (1.02MB)

Isi artikel

As new information technologies have emerged, whether radio, television, or computers, advocates of those technologies hoped that each would have a radically transformative effect on education. However, in many ways, the scope of the resulting educational transformation was less than many had hoped for. In the last two decades, a wide range of new information technologies, such as personal computers, handheld computers, wireless networking, and the Internet, have emerged that again have a potential to transform education. Cuban (1986) noted some reasons why previous technologies have been less than successful for supporting learning. First, there is a failure to understand how technologies must be shaped to support the needs of learners. Second, there is a failure to understand how technologies can be effectively integrated into educational contexts in ways that truly support learning activities and goals. Therefore, if computers are to positively impact learning, educational software must be designed around learners’ goals, needs, activities, and educational contexts. This approach to designing software is called learner-centered design (LCD)

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