Interdisciplinary Approaches to Technology-enhanced Learning

TU Darmstadt 2009-2011


This project pursued the question of how user interfaces are to be designed for learning applications. A generally recognised aim for the design of user interfaces is to make the interaction with the computer system as seamless and as free from disruptions and difficulties as possible. The underlying question is whether this also applies to eLearning, whether or not the learning software should provoke specific ruptures and discontinuities, whether it should be “disturbing” in order to support meaningful learning processes.


Can we – and how can we – design and apply helpful, unburdening technology, in a way so that it still remains “visible” and “distinct” and as a result, stimulates important cognitive processes?


The third part of the book “Interdisciplinary Approaches to Technology-enhanced Learning” studies this question.


The first two chapters systematically pursue the question of which types of disruptive interfaces exist and to what extent they have the potential to support learning processes. We aim at shaping the problem domain by introducing a taxonomy of disruptions in technology-enhanced learning. Examples of disruptions are discussed and classified according to this taxonomy. The remaining chapters examine the application of specific types of disruptions in detail. This encompasses a variety of “disruptive” elements. For instance, dialogue boxes with instructions to learn, are automatically displayed by the eLearning system. The system can produce intentional applications of media discontinuities. Also, it might intentionally display less, instead of more, relevant information. The chapters show how these elements can effectively support learning processes.

Publications

Jürgen Steimle, Christof van Nimwegen: Disruptive or Seamless? User Interfaces for Technology-Enhanced Learning in: M. Mühlhäuser et al. (Eds.) Interdisciplinary Approaches to Technology-Enhanced Learning, Waxmann: Münster/New York, 2011.

Jürgen Steimle, Jochen Huber, Stephan Lukosch: Disruptive Interfaces for Technology-Enhanced Learning: A Taxonomy in: M. Mühlhäuser et al. (Eds.) Interdisciplinary Approaches to Technology-Enhanced Learning, Waxmann: Münster/New York, 2011.

Jan-Henning Raff, Jochen Huber, Jürgen Steimle: Media Disruptions as a Support for Learning in: M. Mühlhäuser et al. (Eds.) Interdisciplinary Approaches to Technology-Enhanced Learning, Waxmann: Münster/New York, 2011.

People

Dr. Jürgen Steimle
Christof van Nimwegen
Jochen Huber
Stephan Lukosch
Jan-Henning Raff