sigsand 2013
TRANSCRIPT
Descartes vs Heidegger: Ontological Perspectives in the Design of Learning
Management Systems
SIGSAND 2013 John S. Chapman
[email protected] @chapmjs
Instruction, Learning, Technology, Design
Instructional Psychology & Technology
Grade Book Metaphor
Transmit Course Content Syllabus, Assigned reading
Grades
What would it be like?
Is there an alternative metaphor?
Descartes vs Heidegger: Ontological Perspectives in the Design of Learning
Management Systems
1. Cartesian Worldview 2. Heideggerian Worldview
3. Implications for LMS Design
Cartesian Worldview
Res extensa (extended substances) Res cogitans (thinking substances)
Cartesian Worldview
Representations Correspondence
Detachment
Cartesian Worldview
“Based on our mental representations of the external world we are able to formulate intentions and plans,
make decisions, and from these perform actions in the world.”
Riemer, K., & Johnston, R. B. (2013). Rethinking the place of the artefact in IS using Heidegger’s analysis of equipment. European Journal of Information Systems.
Theories about Relationships
Properties of material entities (LMS) And
Mental entities (beliefs, norms, intentions)
Form follows function
Shape of a building should be determined by its function
Technology Adoption
Match task requirements (mental entity) with
Technology features (material entity)
Riemer, K., & Johnston, R. B. (2013).
Heideggerian Worldview
Hammering
"To the person doing the hammering, the hammer as such does not exist.“
Winograd, T., & Flores, F. (1986). Understanding Computers and Cognition. Norwood, New Jersey: Ablex Publishing Corporation.
Hammering
"As observers, we may talk about the hammer and reflect on its properties, but for the person engaged in … hammering, it does
not exist as an entity."
"[The hammer] is not present any more than are the tendons of the hammerer's arm.“
Winograd, T., & Flores, F. (1986).
Learning to Walk
"As I watch my year-old baby learn to walk and pick up objects, I may be tempted to say
that she is 'learning about gravity.‘”
Winograd, T., & Flores, F. (1986).
“But if I really want to deal with her ontology--with the world as it exists for her--there is no
such thing as gravity." Winograd, T., & Flores, F. (1986).
Typing
"As I [am typing], I am in the same situation as the hammerer. I think of words and they
appear on my screen."
Winograd, T., & Flores, F. (1986).
Typing
"There is a network of equipment that includes my arms and hands, a keyboard, and many complex devices that mediate between
it and a screen."
Winograd, T., & Flores, F. (1986).
Driving
“In driving a car, the control interaction is normally transparent. You do not think ‘How
far should I turn the steering wheel to go around that curve? In fact, you are not even aware (unless something intrudes) of using a
steering wheel.”
Winograd, T., & Flores, F. (1986).
You cannot avoid acting You cannot step back and reflect
The effects of actions cannot be predicted You do not have a stable representation of
the situation Every representation is an interpretation
Language is action (more than fact)
Winograd, T., & Flores, F. (1986).
Ontology: What kinds of entities exist in the world?
Heidegger: What are the kinds of ways that
entities can be in the world?
Heidegger’s Being and Time
The way of being for humans: Engagement in Practices (Dasein)
Heideggerian Worldview
"Objects and properties are not inherent in the world, but arise only in an event of breaking
down in which they become unready-to-hand.“
Winograd, T., & Flores, F. (1986).
Object Properties In-order-to
Towards-which
(task at hand)
For-which (of the
practice)
For-the-sake-of (social
identity)
Hammer Wooden
shank, metal head
To-put-nails-in
Joining wood
Building houses
To-be-a-carpenter
Word processor
Blank screen,
formatting tools
To-write-an-article
To submit to a journal
To publish research
To-be-an-academic
Cartesian LMS Design
Traditionally, research into LMS Design is “an object with designed properties (the IT
artifact) but at the same time it hides the particular nature of technology when it is in
fluent everyday use.”
Riemer, K., & Johnston, R. B. (2013).
Coupling
Hammer is coupled with the hand and arm.
LMS Coupling
Improve coupling between the learner the LMS and the practice of learning.
Heideggerian LMS Design
Research the “fluent,” “withdrawn” use of LMS
Riemer, K., & Johnston, R. B. (2013).
