1. Descartes vs Heidegger: Ontological
Perspectives in the Design of Learning
Management Systems
SIGSAND 2013
John S. Chapman
chapmjs@byu.edu
@chapmjs

2. Instruction, Learning, Technology, Design
Instructional Psychology &
Technology

4. Grade Book Metaphor
Transmit Course Content
Syllabus, Assigned reading
Grades

5. What would it be like?
Is there an alternative metaphor?

7. Descartes vs Heidegger: Ontological
Perspectives in the Design of Learning
Management Systems
1. Cartesian Worldview
2. Heideggerian Worldview
3. Implications for LMS Design

8. Cartesian Worldview
Res extensa (extended substances)
Res cogitans (thinking substances)

9. Cartesian Worldview
Representations
Correspondence
Detachment

10. 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.

11. Theories about Relationships
Properties of material entities (LMS)
And
Mental entities (beliefs, norms, intentions)

12. Form follows function
Shape of a building should be determined by
its function

13. Technology Adoption
Match task requirements (mental entity)
with
Technology features (material entity)
Riemer, K., & Johnston, R. B. (2013).

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

15. Heideggerian Worldview

16. 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.

17. 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."

18. "[The hammer] is not present any more than
are the tendons of the hammerer's arm.“
Winograd, T., & Flores, F. (1986).

19. 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).

20. “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).

21. 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).

22. 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).

23. 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).

25. 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).

26. Ontology: What kinds of entities
exist in the world?
Heidegger:
What are the kinds of ways that
entities can be in the world?

27. Heidegger’s Being and Time
The way of being for humans:
Engagement in Practices (Dasein)

28. 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).

29. 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

30. 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).

31. Coupling
Hammer is coupled with the hand and arm.

32. LMS Coupling
Improve coupling between the learner the
LMS and the practice of learning.

33. Heideggerian LMS Design
Research the “fluent,” “withdrawn” use of
LMS
Riemer, K., & Johnston, R. B. (2013).

34. Thank you
John S. Chapman
chapmjs@byu.edu
@chapmjs