Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3954
Title: Socially Relevant Representations in Interfaces for Learning
Authors: Hoadley, Christopher M.
Kirby, Joshua A.
Issue Date: Jun-2004
Publisher: Lawrence Erlbaum Associates
Citation: Hoadley, C. M. & Kirby, J. A. (2004). Socially Relevant Representations in Interfaces for Learning. In Kafai, Y. B., Sandoval, W. A., Enyedy, N., Nixon, A. S., & Herrera, F. (Eds.), International Conference of the Learning Sciences 2004: Embracing Diversity in the Learning Sciences (pp. 262-269). Santa Monica, CA: Lawrence Erlbaum Associates.
Abstract: In this paper we describe a way of looking at how people learn from computer interfaces. In particular, we describe the concept of a socially relevant representation, or a representation of social context information (as opposed to domain knowledge information). We describe known or hypothesized mechanisms by which such representations might facilitate learning, and discuss implications for the design of knowledge media.
URI: https://doi.dx.org/10.22318/icls2004.262
https://repository.isls.org//handle/1/3954
Appears in Collections:ICLS 2004

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