Abstract
The design of any piece of technology intended for human use—whether for
entertainment, work, or education— is ideally iterative and user-centered. Designers can
not anticipate all the needs of users, but most begin with a prototype and revise it based on
user feedback. This is even more true of online learning communities, where designers
must understand the needs not just of individual users, but of groups of users and their
complex inter-relationships, as facilitated by the technology. Designers begin with theory,
prototype, test, and then revise. However, it is not just the technology that can be revised,
but also the underlying theory. Technological design and pedagogy have the potential to
co-evolve in this new medium.
In this chapter, I will describe in detail one example of this co-evolution: a new
perspective on motivation in constructionist learning environments which evolved through quantitative and qualitative observations of an online learning community called MOOSE
Crossing. These observations led to a significant design change to the environment (the
addition of a system of “merit badges”), and this in turn led to further reflections on
pedagogy.
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