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dc.contributor.authorChin, Georgeen_US
dc.date.accessioned2011-08-22T19:09:12Z
dc.date.available2011-08-22T19:09:12Z
dc.date.issued2004-08-02en_US
dc.identifier.otheretd-09222004-130239en_US
dc.identifier.urihttp://hdl.handle.net/10919/11281
dc.description.abstractEducational technology research studies have found computer and software technologies to be underutilized in U.S. classrooms. In general, many teachers have had difficulty integrating computer and software technologies into learning activities and classroom curricula because specific technologies are ill-suited to their needs, or they lack the ability to make effective use of these technologies. In the development of commercial and business applications, participatory design approaches have been applied to facilitate the direct participation of users in system analysis and design. Among the benefits of participatory design include mutual learning between users and developers, envisionment of software products and their use contexts, empowerment of users in analysis and design, grounding of design in the practices of users, and growth of users as designers and champions of technology. In the context of educational technology development, these similar consequences of participatory design may lead to more appropriate and effective education systems as well as greater capacities by teachers to apply and integrate educational systems into their teaching and classroom practices. We present a case study of a participatory design project that took place over a period of two and one half years, and in which teachers and developers engaged in the participatory analysis and design of a collaborative science learning environment. A significant aspect of the project was the development methodology we followed - Progressive Design. Progressive Design evolved as an integration of methods for participatory design, ethnography, and scenario-based design. In this dissertation, we describe the Progressive Design approach, how it was used, and its specific impacts and effects on the development of educational systems and the social and cognitive growth of teachers.en_US
dc.format.mediumETDen_US
dc.publisherVirginia Techen_US
dc.relation.haspart01full_diss.pdfen_US
dc.rightsThis Item is protected by copyright and/or related rights. Some uses of this Item may be deemed fair and permitted by law even without permission from the rights holder(s), or the rights holder(s) may have licensed the work for use under certain conditions. For other uses you need to obtain permission from the rights holder(s).en_US
dc.subjectethnographyen_US
dc.subjectcollaborative learningen_US
dc.subjectscenario-based designen_US
dc.subjecteducational technologyen_US
dc.subjectparticipatory designen_US
dc.subjectcollaborative learning environmentsen_US
dc.titleA Case Study in the Participatory Design of a Collaborative Science-Based Learning Environmenten_US
dc.typeDissertationen_US
dc.contributor.departmentComputer Scienceen_US
dc.description.degreePh. D.en_US
thesis.degree.namePh. D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineComputer Scienceen_US
dc.contributor.committeechairRosson, Mary Bethen_US
dc.contributor.committeememberBurton, John K.en_US
dc.contributor.committeememberKafura, Dennis G.en_US
dc.contributor.committeememberCarroll, John M.en_US
dc.contributor.committeememberFox, Edward Alanen_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-09222004-130239en_US
dc.date.sdate2004-09-22en_US
dc.date.rdate2004-10-22
dc.date.adate2004-10-22en_US


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