Descartes vs Heidegger: Ontological Perspec5ves in the Design of Learning

Management Systems

SIGSAND 2013 John S. Chapman chapmjs@byu.edu

@chapmjs

Instruc5on, Learning, Technology, Design

Instructional Psychology & Technology

Grade Book Metaphor

Transmit Course Content Syllabus, Assigned reading

Grades

What would it be like?

Is there an alterna2ve metaphor?

Descartes vs Heidegger: Ontological Perspec2ves in the Design of Learning

Management Systems

1.Cartesian Worldview 2.Heideggerian Worldview

3. Implica5ons for LMS Design

Cartesian Worldview

Res extensa (extended substances) Res cogitans (thinking substances)

Cartesian Worldview

Representa5ons Correspondence Detachment

Cartesian Worldview

Based on our mental representa5ons of the external world we are able to formulate inten5ons and plans, make decisions, and from these perform ac5ons in

the world.

Riemer, K., & Johnston, R. B. (2013). Rethinking the place of the artefact in IS using Heideggers analysis of equipment. European Journal of Information Systems.

Theories about Rela2onships

Proper5es of material en55es (LMS) And

Mental en55es (beliefs, norms, inten5ons)

Form follows func2on

Shape of a building should be determined by its func5on

Technology Adop2on

Match task requirements (mental en5ty) with

Technology features (material en5ty)

Riemer, K., & Johnston, R. B. (2013).

http://en.wikipedia.org/wiki/Cartesian_theater

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 reect on its proper5es, but for the person engaged in hammering, it does

not exist as an en5ty."

"[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 situa5on 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 interac5on 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 ac5ng You cannot step back and reect

The eects of ac5ons cannot be predicted You do not have a stable representa5on of

the situa5on Every representa5on is an interpreta5on

Language is ac5on (more than fact)

Winograd, T., & Flores, F. (1986).

Ontology: What kinds of en22es exist in the world?

Heidegger: What are the kinds of ways that en55es can be in the world?

Heideggers Being and Time

The way of being for humans: Engagement in Prac5ces (Dasein)

Heideggerian Worldview

"Objects and proper5es 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 Proper2es In-order-to

Towards-which (task at hand)

For-which (of the prac2ce)

For-the-sake-of (social iden2ty)

Hammer Wooden

shank, metal head

To-put-nails-in

Joining wood

Building houses

To-be-a-carpenter

Word processor

Blank screen,

formaeng tools

To-write-an-ar5cle

To submit to a journal

To publish research

To-be-an-academic

Cartesian LMS Design

Tradi5onally, research into LMS Design is an object with designed proper5es (the IT ar5fact) but at the same 5me it hides the

par5cular nature of technology when it is in uent 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 prac5ce of learning.

Heideggerian LMS Design

Research the uent, withdrawn use of LMS

Riemer, K., & Johnston, R. B. (2013).

Thank you

John S. Chapman chapmjs@byu.edu

@chapmjs