IV Reading Response

Introduction
Donald Norman (an academic in the field of cognitive science, design and usability engineering) and James Spohrer (a computer scientist leading the development of a new science of service systems) are co-authors of the text ‘Leaner-Centered Education’. The text reflects a broad spectrum of approaches for both the styles of teaching and the use of technology, highlighting the present diversity existing among learners and the vast array of subject matter to be taught. The aim of the text is to address the effectiveness of learner-centered and problem-driven approaches to learning. Norman and Spohrer (1996) address the principles of active exploration, construction and learning through three dimensions of instruction; engagement, effectiveness and viability. These dimensions are accompanied by a focus on a modern interface design that depicts the needs, skills and interests of the learner as the pinnacle of educational success. The article embraces the current pedagogy of our time by proposing essential elements for educational success for both learners and teachers however; it fails to embed a design that incorporates all stakeholders in the process of learner success.

Summary
Norman and Spohrer (1996) state “Technology is a catalyst for change, helping to bring about the new revolution in education”. With this in mind, a modern interface design is discussed where the focus is on the needs, skills and most importantly the interests of the learner. The authors draw on several sources that illustrate the compelling use of intelligent multimedia simulations and others with a focus on collaboration tools that engage learners in understanding subject phenomena. ‘Problem-based learning through the use of modern interface design presents an authentic learning experience where students become immersed in the setting’ (Herrington, Oliver & Reeves, 2003), thus providing the motivation needed to complete complex tasks. This proposes ample ways for which learners can be engaged in active exploration whilst also constructing their own learning experience. The purpose of the text is to inform readers of the effectiveness of learner-centered and problem-driven approaches to learning. The authors discuss the significance of engagement, effectiveness and viability of such technologies and the importance of recognising difference in achieving success. Engagement through the use of computer-based instruction has the power to provide rapid, compelling interaction and feedback. Interactive multimedia technology in this instance motivates the learner by providing information in a form that is concrete and perceptually easy to process. The authors discuss the implications of traditional methods compared with the new style of education that values depth of understanding as new skills are learnt. Viability is also addressed highlighting relevant areas of concern within current education systems. The text presents a general comparison between traditional methods of instruction and new methods of instruction in order to connect prior knowledge with new information regarding technology and learning.

Critique
The authors discuss the significance of three dimensions as previously discussed. Whilst the authors present a thorough argument on the necessity of engagement with reference to new technologies they poorly define how to address the issues of implementation. A brief comparison is drawn between the effectiveness of traditional methods to the ‘new’ style of education. On the other hand the text provides some insight into viability, discussing the relevant connections between social and cultural infrastructure that make this type of learning and the various approaches possible. This connection is highly evident in today’s 21st century learning society where learners are seeking a ‘new’ set of skills. Route 21 (2007) discusses the need for students to ‘access digital tools and media-rich resources to help them explore, understand, and express themselves in the world they will inherit tomorrow’.
An abundance of educational research has been conducted in authentic online learning for 21st century learners (Lombardi & Oblinger, 2007). The majority of this research supports learner-centered and problem-based approaches with a significant proportion of research now addressing modern interface design (Vertelney, 1991). With a knowledge focus on four key areas; Usability (how easy it is to navigate and process), visualization (avoiding distractions and embracing a variety in colour, text and design), functionality (featuring media items and how useful they are for supporting a task) and accessibility (the developing of web pages, software and multimedia relevant to construction of any instructional media or technical equipment) educators will be able to design their own tools appropriate for learners encompassing an online perspective that promotes a students centered learning approach involving the solving of authentic problems.

Conclusion
The text proved to be extremely relevant to current literature exploring 21st century, online and authentic learning environments despite being composed in 1996. The text provides significant insight into the engagement of interactive multimedia technology with relevant links to a broad spectrum of approaches. With further insight into the effectiveness and usability of such designs, learners would be better equipped with a deeper understanding of all aspects of learner-centered and problem-based learning in association with interface design.

References
Herrington, J., Oliver, R, & Reeves, T, (2003). Patterns of engagement in authentic online learning environments. Australian Journal of Educational Technology. 19 (1), 59-71
Lombardi, M, & Oblinger, D, (2007). Authentic Learning for the 21st Century: An Overview. EduCause Learning Initiative Paper 1.
Norman, D, & Spohrer, J, C (1996) Learner-Centered Education. Computers and Applied Science Complete 39 (4) p24-27
Route 21 (2007). 21st Century Learning Environments. Partnerships for 21st Century Skills. Retrieved 21 August 2011 http://www.p21.org/documents/le_white_paper-1.pdf
Vertelney, L., (1991), “Two Disciplines in Search of an Interface”, in: Laurel, B. (ed.), The Art of Human-Computer Interface Design, Addison-Wesley, Media Laboratory Massachusetts Institute of Technology