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

1996

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

DOI

10.1145/238386.238476

URL

Open Access Paper (ACM Digital Library)

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

Item sets

Open Access Resource (IRE)

Handbook Chapter 2 Citations

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