Guidon-manage revisited: A socio-technical systems approach

  • William J. Clancey
Invited Papers
Part of the Lecture Notes in Computer Science book series (LNCS, volume 608)


Until the late 1980s, ITS research proceeded in a harmonious way, with almost universal agreement within the community about the nature of human knowledge and learning. With the rise of situated cognition theories, considerable confusion has developed about theories of intelligence, when and how formal subject matter theories should be taught, and the relation of instructional technology to human interactions. Now, after several years of forming a new interdisciplinary community, methods for developing instructional programs can be articulated that emphasize developing programs that fit in the classroom and workplace. These methods place previous design processes into sharp relief and help us understand situated cognition claims about the relation of theory and practice.


Participatory design computer-supported collaborative work socio-technical systems situated learning technical rationality glass box design 


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Copyright information

© Springer-Verlag Berlin Heidelberg 1992

Authors and Affiliations

  • William J. Clancey
    • 1
  1. 1.Institute for Research on LearningPalo Alto

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