HCI Professional Involvement in k-12 Education: On Target or Missing the Mark?

Authors:
Martin Jelin;Adrian Sudol;Jeffrey Damon;Douglas Mccadden;David Brown
Affiliations:
Computer Science Department, Maine School of Science and Mathematics, Limestone, United States 04750;Computer Science Department, Maine School of Science and Mathematics, Limestone, United States 04750;Computer Science Department, Maine School of Science and Mathematics, Limestone, United States 04750;Computer Science Department, Maine School of Science and Mathematics, Limestone, United States 04750;Computer Science Department, Maine School of Science and Mathematics, Limestone, United States 04750
Venue:
Proceedings of the 13th International Conference on Human-Computer Interaction. Part IV: Interacting in Various Application Domains
Year:
2009

Citing 2
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An Evaluation of Open Source E-Learning Platforms Stressing Adaptation Issues

ICALT '05 Proceedings of the Fifth IEEE International Conference on Advanced Learning Technologies
Gender HCI: What About the Software?

Computer

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Abstract

Abstract. The state of learning across geographic, socioeconomic, age, and gender boundaries can be enhanced greatly by Human-Computer Information (HCI) infusion into blended learning [1][2][3] or Course Management System (CMS) software [4][3][5]. The major thrust of this paper is to examine problematic issues examined in popular software such as MoodleTM in which the HCI community could be beneficial. By regarding the ultimate students' goal, i.e. grades, and the desirable benefit of course material understanding, one can develop an understanding of what CMS software needs and CMS software users expect on the high school level.