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User-centered Design of Online Learning Communities
User-centered design (UCD) is gaining popularity in both the educational and business sectors. This is due to the fact that UCD sheds light on the entire process of analyzing, planning, designing, developing, using, evaluating, and maintaining computer-based learning. User-Centered Design of Online Learning Communities explains how computers can be used to augment human intellect for productivity and innovation, both nationally and globally. This book gives guidance to all stakeholders involved in online organizations and businesses, developers, tutors, students, and evaluators; as well as provides best practices for the different phases of developing online learning communities from the analysis and design phase to the development, use, evaluation, and maintenance stage.
403 pages, Hardcover
First published October 1, 2006
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About the author
Niki Lambropoulos
17 books9 followersNiki Lambropoulos Ph.D. is an academic author and screenwriter, PRINCE2-certified Project Manager and a Human Computer Interaction Education researcher. She holds a BA and a Diploma in Education at the University of Athens in Greece, an MA in ICT in Education at the UCL Institute of Education (IOE), a Ph.D. and Marie Curie post-doctoral research at London South Bank University in the UK. She is a PADI-certified diver and ecological initiatives supporter and activist.
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February 7, 2010
Some chapters are technical more than I hoped. The book barely touches upon the idea of e-learning as a concept. I found chapter xiv to be the most interesting.
If I were to republish the book, I would definitely do something to make it more lively, or at least change the fonts.
--
"When designing sociotechnical systems for online learning environments, forming the goal, the intention, and specifying the tasks are essential to collect and relate relevant information. This is because the learners as users are free to justify the reasons they use the application, and these reasons need to match some of the organisation’s intentions. This will provide the starting point of ensuring quality." (Lambropoulos, p. 12)
On reasons that are behind people cooperating in online communities, Mowbray (p. 111) mentions, "Indeed, one advantage of online learning is precisely that its flexibility allows for cooperation among learning groups that are short-lived or have rapidly changing membership."
& .. "Two more reasons that people cooperate in online learning communities are disinhibitionwhich can make members more emotionally supportive, for instanceand a desire to display creative or technical prowess." (p. 111)
"One aspect of a system with high efficacy is that the effort required for cooperation and collaboration is small. Designers of online learning environments should therefore aim to reduce the steps required, both in terms of physical activity (the number of mouse clicks, for instance) and in terms of conceptual difficulty. When possible, steps to cooperation should be automated." (p. 114)
"Technology can be used to create learning (or educational) communities that foster collaborative learning so that students can learn together and benefit from sharing ideas and resources with the support of skillful moderators and mentors" (Rigou, Sirmakessis, Stavrinoudis & Xenos, p. 219)
"Moving to the e-learning domain, a real-world OLC is a group of people who are dedicated to learning together in a safe environment that encourages dialogue, feedback, reflection, and empowerment. Members of an OLC may be students, lecturers, tutors, researchers, practitioners, and domain experts who: (1) work in teams; (2) have agreed upon aspirations that develop personal goals; (3) create a learning community vision for what is possible; (4) engage in meaningful conversations; and (5) are respectful, encouraging, and forgiving." (Rigou, Sirmakessis, Stavrinoudis & Xenos, p. 219)
--OLC: Online Learning Community.
If I were to republish the book, I would definitely do something to make it more lively, or at least change the fonts.
--
"When designing sociotechnical systems for online learning environments, forming the goal, the intention, and specifying the tasks are essential to collect and relate relevant information. This is because the learners as users are free to justify the reasons they use the application, and these reasons need to match some of the organisation’s intentions. This will provide the starting point of ensuring quality." (Lambropoulos, p. 12)
On reasons that are behind people cooperating in online communities, Mowbray (p. 111) mentions, "Indeed, one advantage of online learning is precisely that its flexibility allows for cooperation among learning groups that are short-lived or have rapidly changing membership."
& .. "Two more reasons that people cooperate in online learning communities are disinhibitionwhich can make members more emotionally supportive, for instanceand a desire to display creative or technical prowess." (p. 111)
"One aspect of a system with high efficacy is that the effort required for cooperation and collaboration is small. Designers of online learning environments should therefore aim to reduce the steps required, both in terms of physical activity (the number of mouse clicks, for instance) and in terms of conceptual difficulty. When possible, steps to cooperation should be automated." (p. 114)
"Technology can be used to create learning (or educational) communities that foster collaborative learning so that students can learn together and benefit from sharing ideas and resources with the support of skillful moderators and mentors" (Rigou, Sirmakessis, Stavrinoudis & Xenos, p. 219)
"Moving to the e-learning domain, a real-world OLC is a group of people who are dedicated to learning together in a safe environment that encourages dialogue, feedback, reflection, and empowerment. Members of an OLC may be students, lecturers, tutors, researchers, practitioners, and domain experts who: (1) work in teams; (2) have agreed upon aspirations that develop personal goals; (3) create a learning community vision for what is possible; (4) engage in meaningful conversations; and (5) are respectful, encouraging, and forgiving." (Rigou, Sirmakessis, Stavrinoudis & Xenos, p. 219)
--OLC: Online Learning Community.
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