Supporting Learners as users
Supporting Learners as users
复制标题
支持学习者作为用户
DOI：
10.1145/311147.311148
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发表时间：
1999
期刊：
影响因子：
--
通讯作者：
M. Guzdial
中科院分区：
文献类型：
--
作者：
M. Guzdial
遵循以用户为中心的设计哲学的软件设计师试图提供帮助用户实现其任务目标的软件。文字处理程序帮助用户创建、格式化和拼写检查文本，如果这是用户的目标的话。支票簿程序帮助用户记录交易，并与银行核对他们的账户，如果这是他们的目标的话。但有时，用户的目标与软件设计的明确任务并不相同。这是学习者试图通过完成某些任务来实现学习目标时所处的状态。例如，您可能希望通过编写物理模拟程序来学习物理知识，通过在电子表格或Mathematica中进行探索来学习统计学知识，或者通过在文字处理程序中保存个人日记来了解自己。许多参加终身学习计划的成年人都在尝试这种学习方式，他们也在使用自己真正的工作工作站来支持自己的学习活动。如果学习者还不知道如何编程或使用电子表格或数学软件，学习就会变得更加复杂。后一种情况在本科教育中很常见，学生被要求在学习其领域内容的同时使用专业人员使用的工具（例如，工科学生在学习数学建模或数字信号处理的同时学习像Matlab这样的数学建模语言）。学习者在使用应用程序时不是只有一个目标或任务，而是有两个或更多的目标或任务。这些目标可能按照重要性按等级排列，但它们通常是并行进行的。首先，他们的任务是学习一些内容，或者可能是获得一个好成绩，并做任何必要的学习，以获得好成绩。其次，他们的任务可能是编程、构建电子表格或写作。与此相关的第二个目标可能是学习编程，构建电子表格，甚至是使用文字处理器。我把这种模式称为学习者作为学习者作为用户，与之形成对比的是：
S oftware designers following a user-centered design philosophy try to provide software that helps users achieve their task goals. Wordprocessing programs help users to create, format, and spellcheck text, if that's the goal of the users. Checkbook programs help users to record transactions and reconcile their account with the bank, if that's their goal. But sometimes, the user's goal is not the same as the explicit task that the software was designed for. That's the state that learners are in when they attempt to meet their learning goals through performing some task. For example, you may want to learn about physics by programming physics simulations, learn something about statistics by exploring in a spreadsheet or with Mathematica, or learn about yourself by keeping a personal journal in a wordprocessing program. Many adults in lifelong learning programs are attempting this kind of learning, where they are using their real work workstations to support their learning activity, too. The learning becomes even more complicated ff the learner does not already know how to program or to use spreadsheets or Mathematica. This latter situation is common in undergraduate education where a student is asked to use the tool used by professionals while still learning the content of their domain (e.g., an engineering student learning to use a mathematical modeling language like Matlab while learning mathematical modeling or digital signal processing). Learners don't have a single goal or task when they are using an application program, but two or more. The goals may be hierarchically arranged in terms of importance, but they are often pursued in parallel. Primarily, their task is to learn some content-or maybe, to get a good grade, and to do whatever learning is necessary to get that good grade. Secondarily, their task may be to program, to build a spreadsheet, or to write. Related to that secondary goal may be to learn to program, to build a spreadsheet, or even to use the word processor. I call this model of learner as learner-as-user, which contrasts with:
DOI：
10.5860/choice.28-0612
发表时间：
1990
期刊：
--
影响因子：
--
作者：
B. Rogoff
通讯作者：
B. Rogoff