ICLS 2000 Proceedings

Exploring a Structured Definition for Learner-Centered Design

Chris Quintana, Joseph Krajcik, Elliot Soloway
Center for Highly-Interactive Computing in Education
University of Michigan
1101 Beal Ave.
Ann Arbor, MI 48109
Tel: 734-763-6988, Fax: 734-763-1260
Email: quintana@umich.edu

Abstract: As computers become more powerful and prevalent, more researchers are exploring computer tools to help novices gain an understanding into new work domains. The development of such tools involves what has been termed a "learner-centered design" process. But while there is an intuitive notion of what is meant by learner-centered design, there is no formal definition. Here we present our definition of learner-centered design, a definition formed by extending the definition for the traditional "user-centered design" approach. Specifically, we define "learner-centered design" in terms of its target audience, the problems it addresses, and the underlying approach for addressing those problems. From a software development viewpoint, by presenting a more formal definition, we hope to not only better describe what we mean by learner-centered software, but also provide a base by which we can explore more structured design methods for developing and implementing effective learner-centered software.

Keywords: learner-centered design, user-centered design

Preferred Citation Format:
Quintana, C., Krakcik, J., & Soloway, E. (2000). Exploring a Structured Definition for Learner-Centered Design. In B. Fishman & S. O'Connor-Divelbiss (Eds.), Proceedings of the Fourth International Conference of the Learning Sciences (pp. 264-265). Mahwah, NJ: Erlbaum.

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