Learner-centered design

Soloway, Elliot; Guzdial, Mark; Hay, Kenneth E.

doi:10.1145/174809.174813

Cited by 333 publications

(131 citation statements)

References 3 publications

(1 reference statement)

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“…Scaffolding refers to a teaching technique where learners are given significant support -by teachers or computerbased tutors, for example -to help them learn new material [25,3]. Our system, inspired by scaffolding theory, structures the visual design critique process for the crowd by suggesting design issues and concepts as a set of pre-authored critique statements.…”

Section: Theories Of Learning and Assessmentmentioning

confidence: 99%

“…As such, scaffolding can come in many forms. Our critique statements provided a first approximation at scaffolding visual design critique, but we did not measure the effect on crowd worker learning, or implement techniques such as progressively "fading" scaffolds, requiring the learner to draw on memory to fill new gaps [25]. Crowd feedback systems could be modified to monitor critique providers and, as they gain experience, remove supports for structured feedback.…”

Section: Future Work Enhance Scaffoldingmentioning

confidence: 99%

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Structuring, Aggregating, and Evaluating Crowdsourced Design Critique

Luther

Tolentino

et al. 2015

Proceedings of the 18th ACM Conference on Computer Supported Cooperative Work &Amp; Social Computing

126

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Feedback is an important component of the design process, but gaining access to high-quality critique outside a classroom or firm is challenging. We present CrowdCrit, a webbased system that allows designers to receive design critiques from non-expert crowd workers. We evaluated CrowdCrit in three studies focusing on the designer's experience and benefits of the critiques. In the first study, we compared crowd and expert critiques and found evidence that aggregated crowd critique approaches expert critique. In a second study, we found that designers who got crowd feedback perceived that it improved their design process. The third study showed that designers were enthusiastic about crowd critiques and used them to change their designs. We conclude with implications for the design of crowd feedback services.

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Section: Theories Of Learning and Assessmentmentioning

confidence: 99%

Section: Future Work Enhance Scaffoldingmentioning

confidence: 99%

Structuring, Aggregating, and Evaluating Crowdsourced Design Critique

Luther

Tolentino

et al. 2015

Proceedings of the 18th ACM Conference on Computer Supported Cooperative Work &Amp; Social Computing

126

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“…There has been common understanding of learning and motivation as 'natural processes that occur when the conditions and context of learning are supportive of individual learner needs, capacities, experiences and interests [16, p. 5]. Along these lines, the process of developing digital learning offers needs to focus on the tasks learners must undertake, the tools they can use to deal with those tasks and the interface for those tools [28]. As suggested in the learner-centred framework [16], learners must be supported in their diverse needs and capacities.…”

Section: Introductionmentioning

confidence: 99%

In the Eye of the Beholder: Promoting Learner-Centric Design to Develop Mobile Games for Learning

Schmitz

Kalz

Klemke

et al. 2014

Mobile as a Mainstream – Towards Future Challenges in Mobile Learning

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Abstract. Out of the project EMuRgency a game-based learning environment evolved, which trains school children in providing reanimation and cardiopulmonary resuscitation (CPR). The application gets players to act as if they were in a real case of emergency. This paper reports on a formal usability study conducted with two different groups of learners, regular learners and learners with special educational needs (SEN). With the study we compared the two groups of learners with regard to game usability and effectiveness of the intervention. Our intention was to better understand the different needs and requirements to learning materials that game designer need to take into consideration in order to make the learning experience successful for both groups. A total of 89 children played the game simulation. Results showed differences in perception and effectiveness of individual mechanisms for the two groups with regard to usability or switching between tasks and mobile device.

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“…Learner-centered Design Soloway, Guzdial, and Hay (1994), expanding upon the idea that the long-term goal of computing is to make people smarter, decided that the HCI community needed to move from the traditional "user-centered" design to what they term Learner-centered Design. This approach assumes that everyone is a learner, whether a professional or a student.…”

Section: Informant Designmentioning

confidence: 99%

“…Soloway, Guzdial, and Hay (1994) believe in the educational philosophy of "learning by doing". interfaces (what is the interface to these tools?).…”

Section: Informant Designmentioning

confidence: 99%

Children in the information technology design process: A review of theories and their applications

Nesset

Large

2004

Library & Information Science Research

122

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This article reviews the literature on the role that children can play in the design of information technology applications intended for young users themselves. It discusses several relevant design theories -User-Centered Design, Contextual Inquiry, Participatory Design, Cooperative Inquiry, Informant Design and Learner-Centered Design -looks at usability issues in relation to design and children, and presents a number of studies in which children have been actively involved in the design both of software and web portals. Designers are finding that children as well as adults can have a valuable and complementary role to play in the design process, although its precise nature is a matter of debate.

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Learner-centered design

Cited by 333 publications

References 3 publications

Structuring, Aggregating, and Evaluating Crowdsourced Design Critique

Structuring, Aggregating, and Evaluating Crowdsourced Design Critique

In the Eye of the Beholder: Promoting Learner-Centric Design to Develop Mobile Games for Learning

Children in the information technology design process: A review of theories and their applications

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