Abstract
This chapter discusses one of the research perspectives of the Learning Sciences and Technologies academic group in the National Institute of Education (Singapore). Premised on social constructivists’ view of learning, we explore design for learner agency and voice by adopting design experiment approach to study knowledge building and distributing the power of design decisions to the learners. We illustrate our efforts with vignettes of two of our research studies: one that demonstrates the importance of students’ agency in knowledge construction and another that incorporates the diverse voices of stakeholders, including students, in developing a game for learning Earth system science.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Bakhtin, M. (1981). Discourse in the novel. In M. Bakhtin (Ed.), The dialogic imagination (pp. 287–422). Austin: University of Texas Press.
Bartle, R. (2004). Designing virtual worlds. Indianapolis: New Riders Publishing.
Bielaczyc, K., & Collins, A. (1999). Learning communities in classrooms: A reconceptualization of educational practice. In C. M. Reigeluth (Ed.), Instructional design theories and models (Vol. II). Mahwah NJ: Lawrence Erlbaum Associates.
Dillenbourg, P. (1999). What do you mean by collaborative learning?. In P. Dillenbourg (Ed.), Collaborative-learning: Cognitive and computational approaches (pp. 1–19). Oxford: Elsevier.
Druin, A. (1999). Cooperative inquiry: Developing new technologies for children with children. Paper presented at the CHI’99, New York.
Druin, A. (2002). The role of children in the design of new technology. Behaviour and Information Technology, 21(1), 1–25.
Facer, K., & Williamson, B. (2004). Designing educational technologies with users. Retrieved March 20, 2009, from http://www.futurelab.org.uk/resources/publications-reports-articles/handbooks/Handbook196.
Gee, J. P. (2003). What videogames have to teach us about learning and literacy. New York: Palgrave Macmillan.
Gibbons, M. (2002). The self-directed learning handbook: Challenging adolescent students to excel. San Francisco: Jossey-Bass.
Gobert, J. D., & Clement, J. J. (1999). Effects of student-generated diagrams versus student-generated summaries on conceptual understanding of causal and dynamic knowledge in plate tectonics. Journal of Research in Science Teaching, 36(1), 39–53.
Jonassen, D. H., & Reeves, T. C. (1996). Learning with technology: Using computers as cognitive tools. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (1st ed., pp. 693–719). New York: Macmillan.
Jonassen, D. H. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed.)., Instructional design theories and models: A new paradigm of instructional theory (pp. 217–239). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Jonassen, D. H. (2006). Modeling with technology: Mindtools for conceptual change. Columbus, OH: Merill/Prentice Hall.
Kim, B., Miao, C. Y., Chavez, M., & Shen, Z. (2007). Serious Immersion and Embodied Learning: Traces of Dinosaurs in Earth System Science (Grant # NRF2007-IDM003-MOE-002) National Institute of Education, Singapore: National Research Foundation, Ministry of Education.
Kim, B., Wang, X., Tan, L., Kim, M., Lee, J., & Pang, A. (2009). Designing with Stakeholders for Learning Innovations: Voyage to the Age of Dinosaurs. Paper presented at the Annual Meeting of American Educational Research Association, San Diego, CA.
Lankshear, C., & Knobel, M. (2006). New literacies: Everyday practices and classroom learning (2nd ed.). New York: Open University Press.
Lankshear, C., & Knobel, M. (2007). Sampling “the New” in new literacies. In M. Knobel, & C. Lankshear (Eds.), A new literacies sampler (pp. 1–25). New York: Pter Lang Publishing Inc.
Lim, C. P. (2009). Formulating guidelines for instructional planning in technology enhanced learning environments. Journal of Interactive Learning Research, 20(1), 55–74.
Lipponen, L., Hakkarainen, K., & Paavola, S. (2004). Practices and orientations of CSCL. In J. W. Strijbos, P. A. Kirschner, & R. L. Martens (Eds.), What we know about CSCL and Implementing it in Higher Education (pp. 34–50). Dordrecht, Netherlands: Kluwer Academic Publishers.
Norman, D. A. (2004). Emotional design: Why we love (or hate) everyday things. New York: Basic Books.
Norman, D. A., & Draper, S. W. (Eds.). (1986). User centered system design: New perspectives on human-computer interaction. Hillsdale, NJ: Lawrence Erlbaum Associates.
Scaife, M., Rogers, Y., Aldrich, F., & Davies, M. (1997). Designing for or designing with? Informant design for interactive learning environments. In S. Pemberton (Ed.), Proceedings of CHI 97 conference on human factors in computing systems: Looking to the future (pp. 343–350). New York, NY: ACM Press.
Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In Sawyer, R. K. (Eds.), The Cambridge handbook of the learning sciences (pp. 97–118). New York: Cambridge University Press.
Author information
Authors and Affiliations
Corresponding authors
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2010 Springer Science+Business Media, LLC
About this chapter
Cite this chapter
Tan, SC., Kim, B., Yeo, J. (2010). Learning with Technology: Learner Voice and Agency. In: Orey, M., Jones, S., Branch, R. (eds) Educational Media and Technology Yearbook. Educational Media and Technology Yearbook, vol 35. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1516-0_8
Download citation
DOI: https://doi.org/10.1007/978-1-4419-1516-0_8
Published:
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4419-1502-3
Online ISBN: 978-1-4419-1516-0
eBook Packages: Humanities, Social Sciences and LawEducation (R0)