Evaluation criteria for scaffolding in learner-centered tools

Authors:
Chris Quintana;Eric Fretz;Joseph Krajcik;Elliot Soloway
Affiliations:
University of Michigan, Ann Arbor, MI;University of Michigan, Ann Arbor, MI;University of Michigan, Ann Arbor, MI;University of Michigan, Ann Arbor, MI
Venue:
CHI '00 Extended Abstracts on Human Factors in Computing Systems
Year:
2000

Citing 4
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A Case Study to Distill Structural Scaffolding Guidelines for Scaffolded Software Environments

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Abstract

Learner-centered design (LCD) is a design approach for developing software that supports learners (i.e., work novices) to do and learn new work tasks. For our LCD process, we are focusing on evaluating scaffolding, i.e., features that support the doing (and in turn, the learning) of a task in a "learning by doing" fashion. To evaluate the role of scaffolding features on a learner's developing understanding, we present a set of evaluation criteria for distilling richer evaluation data about scaffolding. We will use these criteria to evaluate Symphony, a LCD tool for students learning the science inquiry process.