"Just-so" Knowledge: The Role of Design Knowledge in Fostering Learning and Empowerment

By:
Dr. Christopher Hoadley
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The field of educational technology has confronted head-on the ways in which technologies are contextually contingent, that is, their use and impact depend not only on properties of the technology or of psychology but also of culture. New methods have arisen in the learning sciences to study these phenomena, namely, design-based research. In this presentation, I argue that the types of knowledge needed to understand technology-in-context are important not only for researchers, but also for users. These types of knowledge need to be "just so" in the sense that they are generalized enough to apply to reasoning under uncertainty; they are neither recipes nor truisms (procedures nor facts) but instead heuristics. I further argue that studies of design cognition offer important insights into what this type of knowledge might look like and how it might be transmitted. Finally, I present two examples; one of a course designed to foster such design knowledge among educators and technologists, and the other of a participatory design research project on knowledge-building communities for environmental sustainability.


Keywords: Design, Design-based research, Environmental education, Cognition, Knowledge, Epistemology
Stream: Human Technologies and Useability, Technology in Community, Technology in Education, Knowledge and Technology
Presentation Type: Paper Presentation in English
Paper: A paper has not yet been submitted.


Dr. Christopher Hoadley

Assistant Professor, College of Education and School of Information Sciences and Technology, Penn State University
USA

Dr. Hoadley is an assistant designs, builds, and studies tools for collaboration, learning, and empowerment.Dr. Chris Hoadley is an assistant professor of Education and of Information Sciences and Technology at Penn State University. He designs, builds, and studies ways for computers to enhance collaboration and learning. Hoadley has degrees in cognitive science, computer science, and education from MIT and the University of California at Berkeley, and currently his research focuses on collaborative technologies and computer support for cooperative learning (CSCL). Other interests include research on and through design, systems for supporting social capital and distributed intelligence (especially for educational reform), the role of informatics and digital libraries in education, the psychology of computer programming, and science and engineering education. Hoadley is the Director of dolcelab, the Laboratory for Design Of Learning, Collaboration & Experience. He is affiliated with the Penn State Center for Human-Computer Interaction and the American Center for the Study of Distance Education. Hoadley previously chaired the American Educational Research Association's Special Interest Group for Education in Science and Technology, and served as the first President of the International Society for the Learning Sciences. Previously, Dr. Hoadley was a research scientist at the Center for Technology in Learning at SRI International and a consulting assistant professor in the Learning, Design, and Technology program at Stanford University. Hoadley was the Director of the Center for Innovative Learning Technologies Knowledge Network for four years. He founded and leads the Design-Based Research Collective, funded by the Spencer Foundation.

Ref: T06P0361