EVENT Jun 13
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Designing and Developing Human-Centered Learning Technologies

Organization: IGI Global
Categories: Interdisciplinary, Pedagogy, Popular Culture, Aesthetics, Anthropology/Sociology, Classical Studies, Cultural Studies, Environmental Studies, Film, TV, & Media, Food Studies, History, Philosophy
Event Date: 2020-06-13 Abstract Due: 2019-11-29

This project explores how learning technologies (defined broadly, but optimally focused around software programs and applications) are conceptualized, designed, developed, drafted, tested, and deployed to people (“a user base”)…and the consideration of human needs throughout the processes. 

Teaching and learning are human-focused endeavors, with people at the center. In online learning, the interactions, content sharing, collaborations, intercommunications, presentations, and such, all rely on complex technologies. Some of these are dedicated learning technologies designed to enhance human learning for various age groups, in various learning contexts, and through various means. 

This work explores the way human needs are considered in these learning technology life cycles from design to deployment and beyond. 

* through theorizing, philosophizing, hypothesizing; 
* human research; 
* data analysis; 
* user elicitation, crowd-sourcing, focus groups; 
* wireframing, pilot testing, 
* and other approaches. 

Some extant questions may include the following: 

* How much of and what parts of the research into human learning are used to inform the learning technology designs? 
* What educational and other theories are most compelling? Why? (If these are validated, how are they validated / invalidated?) 
* How are human aspects translated into technological innovations? Particular features? Feature sets? Systems? 
* What sorts of pre-design work is done to understand potential and actual users? 
** What roles do a user base play in informing the ongoing and evolving designs of online learning systems? 
* How are various learner needs—for germane load learning, for interactivity, for sociality, for engagement—designed to via educational and learning technologies? 
* How is AI harnessed to increase the acceptance of learning experiences (via particular learning technologies)? What are the enablements and constraints in current educational technologies, given the limits of technologies currently? 
* What human-centered features and functions pass sufficient muster to advance from design into development and testing, and what makes it to deployment, and why? 
* How are learner needs met via technology support after deployment? 
* What sort of testing approaches are most effective prior to rollout? Why? 
* How are technologies updated and iterated over time to meet user needs? How are fundamental decisions made about particular features and collections of features? 
* In a high constraint environment, how is individual creativity expressed for designers, developers, engineers, project leads, and others?




Dr. Shalin Hai-Jew