Symphony: a case study in extending learner-centered design through process space analysis

Authors:
Chris Quintana;Jim Eng;Andrew Carra;Hsin-Kai Wu;Elliot Soloway
Affiliations:
Center for Highly Interactive Computing in Education, University of Michigan, 1101 Beal Ave., Ann Arbor, MI;Center for Highly Interactive Computing in Education, University of Michigan, 1101 Beal Ave., Ann Arbor, MI;Center for Highly Interactive Computing in Education, University of Michigan, 1101 Beal Ave., Ann Arbor, MI;Center for Highly Interactive Computing in Education, University of Michigan, 1101 Beal Ave., Ann Arbor, MI;Center for Highly Interactive Computing in Education, University of Michigan, 1101 Beal Ave., Ann Arbor, MI
Venue:
Proceedings of the SIGCHI conference on Human Factors in Computing Systems
Year:
1999

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Abstract

We are exploring a new class of tools for learners: scaffoldedintegrated tool environments (or SITES), which address the needs oflearners trying to engage in new, complex work processes. A crucialphase within a learner-centered design approach for SITE designinvolves analyzing the work process to identify areas wherelearners need support to engage in the process. Here we discuss thedesign of Symphony, a SITE for high-school science students.Specifically, we discuss how the process-space model helped usanalyze the science inquiry process to help us identify a detailedset of learner needs, leading to a full set of process scaffoldingstrategies for Symphony.