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Learning Objectives
Students will:
• Gain practical experience in the design process for developing learning-oriented soware.
• Differentiate between the design of learning technologies and usability-centered design.
• Explore theories of learning and current work on educational scaffolding to see how they inform
the learning technology design process.
• Engage in “hands-on” soware design activity.
Information 548
Education 626
Principles
Course Overview
of Software ED 626 is a required course for all students in the School of Education Learning Technologies
Design For program, and is cross-listed with the School of Information. is course examines the design of
Learning pedagogically sound learning technologies. is course will look at two major areas:
• Learning Sciences and Design: We will look at current work in educational scaffolding and how
scaffolding techniques can be designed in technology to mediate learning.
• Key Issues in Designing Effective Learning Technologies: We will look at the design process in
relation to designing learning technologies and the differences between learner-centered design
and the more traditional usability-centered approach to soware design.
Target Audience
is course is open to students who have varying levels of experience in teaching with technology
and designing learning technologies: Teachers who have used some technology in their classrooms
and are interested in trying their hand at technology design projects; soware designers interested
in different approaches for designing learning technologies; and other students who might have
little or no teaching experience, but who are comfortable with technology and are interested in
applying their knowledge to educational projects.
Requirement Details
Class Class attendance is mandatory, as is active participation in the course,
Participation including discussion on each week’s readings and group work. (10%)
Learning In groups (2-3), take a focused look at something you believe is a “learning
Technology technology”. Begin identifying different aspects of the technology: What are
Exploration the learning goals? What is the context of use? What is the supported
(Group) activity structure? Are there specific features in the technology that you feel
support learning (or are such features lacking)? (5%)
Principles
of Software Updated Design Project Report
Design For e updated design project report is a refined and more detailed version of
the design proposal summary. e updated report should describe in more
Learning detail the content area, the target learner audience, and the set of learner
needs supported in the soware. e learner needs description should be
discussed in sufficient detail to fully motivate and spotlight the learning-
oriented soware features that will be designed in future stages. e report
should also describe specific activities supported by the soware,
corresponding features, and other components that comprise the work that
the target audience will engage in with the soware being designed. (15%)
Design Storyboards/Outline
e design storyboard or outline will be a written document that sketches
out the functionality and screens for the soware being created. e
document would guide development of the soware, so details such as
information structure, user interface screens and elements, scaffolding
features and rationalization, etc. should be described in detail. While some
aspects of the design might change as the project evolves, a well-thought out
storyboard will help the design team develop a unified vision. (15%)
Design Prototype
As the design work continues, the storyboards will be expanded into
soware prototypes. e prototype could be a paper-based or computer-
based prototype that acts as a “proof-of-concept” representation to serve as a
model for further development work. You should be able to “demo” a typical
user path to illustrate the soware design and user interface elements. e
prototype should be carefully though out and rendered as professionally as
possible. (20%)
Final Project Together with your team partners, you should plan a presentation (e.g.,
(Group) slides, poster, etc.) and an accompanying project report that showcases the
Schedule (subject
finaltodesign,
change depending
a summary on progress
of the design madeinon
process involved theprojects)
particular
project, and an identification and rationalization for the scaffolding and
other learning-oriented features in the soware. (20%)
Session 3 Discuss:
February 5 • Design methods
Learning eory • Learner and domain analysis
Introduction • inking about learner needs for support
Principles February 19
of Software Learner needs and Turn in project summaries
Design For scaffolding
In-class work: Project group meetings, discuss and continue refining
Learning project overviews (with focus on learner needs)
March 5
No class meeting. Enjoy the break!
Spring Break
Session 9 Short project descriptions by groups for peer feedback (pair-wise group
Information 548
Education 626
Session 13 Discuss:
April 16 • Questions on final projects, project papers, and portfolios.
Final prep for • Further discussion on storyboarding, if necessary.
projects
Prepare final project presentations for final meeting next week.
Session 14
April 23 (??) May need to reschedule...
Final meeting for the semester. Final group project presentations. And
Final project probably some chocolate.
presentations
Final Deadline
April 29 • Final project reports and individual portfolios due by 5:00 pm eastern
Final group papers via email, CTools, or a hardcopy in my office mailbox (4122 suite)
and individual • Good luck on the rest of your finals!
portfolios due
Information 548
Education 626
Principles
of Software Course Readings
Design For Soloway, E., Guzdial, M., & Hay, K. E. (1994). Learner-centered design: e challenge for HCI in
Learning the 21st century. Interactions, 1, 36-48.
Quintana, C., Krajcik, J., & Soloway, E. (2003). Issues and approaches for developing learner-
centered technology. In M. Zelkowitz (Ed.), Advances in Computers (Vol. 57, pp. 272-321). San
Diego, CA: Academic Press.
Metcalf, S. J., Krajcik, J., & Soloway, E. (2000). Model-It: A Design Retrospective. In M. J. Jacobson
& R. B. Kozma (Eds.), Innovations in Science and Mathematics Education (pp. 77-115). Mahwah,
NJ: Lawrence Erlbaum Associates.
Goodwin, K. (2009). Designing for the Digital Age: How to Create Human-Centered Products
and Services. Wiley Publishing Inc. (Chapters 11-12).
Honebein, P. C. (1996). Seven goals for the design of constructivist learning environments. In B. G.
Wilson (Ed.) Constructivist Learning Environments: Case Studies in Instructional Design,
Educational Technology Publications.
Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Golan, R., et al. (2004). A scaffolding
design framework for soware to support science inquiry. Journal of the Learning Sciences, 13(3),
337-386.
Anderson, J. R. (1996). ACT: A simple theory of complex cognition. American Psychologist, 51(4),
355-365.
Koedinger, K. R., and Corbett, A. (2006). Cognitive tutors: Technology bringing learning sciences
to the classroom. In R. K. Sawyer (Ed.) e Cambridge Handbook of the Learning Sciences,
Cambridge University Press.
Burton, J.K., Moore, D.M., Magliaro, S. G. (2004). Behaviorism and instructional technology. In
D.H. Jonassen (Ed.), Handbook of Research on Educational Communications and Technology,
Mahway, NJ: Lawrence Erlbaum Associates.
The Fine Print: Given the dynamic nature of design and a design-oriented class, the professor reserves the right
to make changes in the syllabus as needed. Students will be notified of changes in advance.