Article 3 H o w can we cost-efficiently help students use software to construct knowledge? Supporting L e a r n e r s as U s e r s Mark Guzdial College of Computing Georgia Instituteof Technology Atlanta, GA 30332 guzdial@cc.gatech.edu 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
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Supporting Learners as users
Guzdial, Mark
Follow ACM SIGDOC Asterisk Journal of Computer Documentation
, Volume 23 (2)
Association for Computing Machinery – May 1, 1999
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