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Last modified by Leon Gibson on 2010/09/21 00:51
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 3:      Pretty much like last time, but this time we have some sort of format. The format is listed below.
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 5:  I just selected Learner-centered design as our topic without asking you, because it will be most likely done during Monday. However, please do this as soon as possible.
 6: 
 7: Format:
 8: 
 9: 1. selection process: choose one of the design methodologies (not yet taken by another group) from the list (and mark it as chosen by editing [[this wiki page>>/bin/view/HCCF2010/A4DesignMethods]] — “first come / first served”)
10: 1. do research (read papers, interview software designers, analyze existing systems—hint: the abovementioned wiki site contains references to resources) and answer the following specific questions for your chosen design methodology:
11: 1. define it
12: 1. characterize it
13: 1. identify strengths
14: 1. identify weaknesses
15: 1. identify domains and problems for which your chosen design methodology is
16: 11. appropriate
17: 11. not appropriate
18: 1. argue why is design methodology is important (suited) or not important (suited) for human-centered computing
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20: ----
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22: Jason Cockerham-information gotten and interpreted from  [[http:~~/~~/www.umich.edu/~~~~icls/proceedings/pdf/Quintana2.pdf>>http://www.umich.edu/~~icls/proceedings/pdf/Quintana2.pdf]] - **3, 4)**  Learner centered design is design with learners in mind.  Learners come from a lot of different backgrounds, so the design has to reflect that and be adaptable.  Learners might have strong motivation or no motivation at all, so a program made for learners needs to motivate them.  Tools need to change as a learners knowledge increases.  **5, 6**)  The weakness of this idea of designing is on the designer's side.  The designer has to go the extra mile to make a program that can adapt to different learning styles and one that motivates the learner, so it's harder on the designer.  This weakness is a strength on the learner's side.  A program can be used by many learners with different learning styles and the task of learning a program is made easier given the right motivation.
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24:  
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26: ----
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28: Myung Kim
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30: 3) Define it
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32: Learner-Centered Design is an approach of "Learning by doing". ([[http:~~/~~/www.computer.org/plugins/dl/pdf/proceedings/icalt/2001/1013/00/10130499.pdf?template=1&loginState=1&userData=anonymous-IP%253A%253AAddress%253A%2B174.29.22.8%252C%2B%255B172.16.161.5%252C%2B174.29.22.8%252C%2B127.0.0.1%255D>>http://www.computer.org/plugins/dl/pdf/proceedings/icalt/2001/1013/00/10130499.pdf?template=1&loginState=1&userData=anonymous-IP%253A%253AAddress%253A%2B174.29.22.8%252C%2B%255B172.16.161.5%252C%2B174.29.22.8%252C%2B127.0.0.1%255D]]) This design method is focussed on learners, so it is often highly involved with "HCI, Pedagogy, collaboration, and the psychology of motivation."
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34: 4) Characterize it
35: \\LCD draws from a variety of methods including
36:  •“backwards design” where system interaction is determined only after the learning goals and assessment metrics have been clearly identified; 
37:  •principle-driven design where designers consult (and contribute to) LCD-specific strategies formalized as principles or design patterns; 
38:  •co-design, a highly-facilitated, team-based process in which teachers, researchers, and developers work together in defined roles. 
39: ([[http:~~/~~/swiki.cs.colorado.edu:3232/CHI07Design>>http://swiki.cs.colorado.edu:3232/CHI07Design]])
40: 
41: Since this is involving with lots of learners, Learner-Centered Design is primarily used for K-16.
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43:  
44: 
45: 5)identify strengths:
46: In general, learner-centered design is "an evolving design approach addressing the needs of learners-a specific audience trying to work in and understand a work practice in which they are novices." ([[http:~~/~~/www.computer.org/plugins/dl/pdf/proceedings/icalt/2001/1013/00/10130499.pdf?template=1&loginState=1&userData=anonymous-IP%253A%253AAddress%253A%2B174.29.22.8%252C%2B%255B172.16.161.5%252C%2B174.29.22.8%252C%2B127.0.0.1%255D>>http://www.computer.org/plugins/dl/pdf/proceedings/icalt/2001/1013/00/10130499.pdf?template=1&loginState=1&userData=anonymous-IP%253A%253AAddress%253A%2B174.29.22.8%252C%2B%255B172.16.161.5%252C%2B174.29.22.8%252C%2B127.0.0.1%255D]]) So, the systematic learning method will help the novice to learn the specific work skills intuitively.
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48:  
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50: 6)identify weakness:
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52: This is hard to keep up with differences in gender, learning styles, etc. Even in school, some students learn visually, and some learn by other ways. For example, I do not really learn visually. When I learn some mathmatic equation, I have to 
53: use that equation and practice several times to understand the equation as supposed to learn instantly. If learner centered design can focuss each individual, that will be really nice, but the time and money invested wwill be huge. So, it is most likely focussed on majority, and it may ignore some others.
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55:  
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57: ----
58: 
59:  Andrew Hepler says,
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64: When looking at Learner-center design, it would seem that one of the most challenging problems is there are so many varieties of learning styles a single method won't necessarily work for all students. In public schools we find that most education styles only focus on students that learn what the teacher is lecturing rather than having graphs, visual aids, and and active participation in class. Of course, having more visual aids in class may not motivate the student more, but it would make a good supplement with the lecture, and the possibility of remembering the information in class might increase.
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67: There is a certain extensive amount of knowledge that the next generation of teachers need to incorporate for Learner-center designed classes. One of the most outlining difficulties that newer teachers will face is the need to adapt to structuring classes around different learning styes. If one of the main problems that students face is that they are not motivated to do school work that doesn't interest the in any way. In the article “Design Principles for Learner-Centered Schools: //Building Effective Strategies for Addressing the Achievement Gap//(% style="font-style: normal;" %)” ([[http:~~/~~/www.education.umd.edu/EDPL/papers/mawhinney.pdf>>http://www.education.umd.edu/EDPL/papers/mawhinney.pdf]]), it is said that when a student has a genuine interest in the subject they will be more successful than the students that don't. It might be very difficult to motivate all students in the same way, but if a teacher knows more about their student's own interests maybe the curriculum could focus on the applying the information in class to their interests.
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73: (% style="font-style: normal;" %)7-1.) An appropriate way to use Learner-center design would be any time a student struggles with learning in the traditional sense, and needs either a group of students or instructors that can relate to this student's best learning method. For example: if a student didn't know where the capital of Colorado was there would be many options that the group members might suggest due to their own experiences. One person might say, “Its 26 miles out of Boulder,” another person might bring out a map book and show the person how to read it, while another might drive the student to Denver and hope the student remembers all the turns. If each of these members contributes to this particular student's problem, than the chance for learning where Denver is will be heightened greatly. I think that this approach is appropriate in almost any learning situation, and by doing this we can then find out how people are more effectively taught.
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79: (% style="font-style: normal;" %)7-2.) A time when Learner-center design may not be as appropriate, could be when students are fully capable of learning all the information that is given to them without having a teacher mold the subject around so many different student's learning habits. If a teacher were to use say, puppets for visual learning style people, some may think that this method would be unfit for an older audience. This can be avoided though, by knowing various teaching techniques.
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85: (% style="font-style: normal;" %)8.) I think that a design methodology is truly important concept in Learner-centered courses, because all of the theories and ideas that get thrown around when designing a educational system. In relation to human-centered computing, having implied Learner-center design should help the user be more comfortable using a certain tool because it would be designed to suit the needs of anyone no matter how they process information.
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