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The design of software for learners must be guided by educational theory. We present a framework for learner-centered design (LCD) that is theoretically motivated by sociocultural and constructivist theories of learning. LCD guides the design of software in order to support the unique needs of learners: growth, diversity, and motivation. To address these needs, we incorporate scaffolding into the context, tasks, tools, and interface of software learning environments. We demonstrate thedoi:10.1145/238386.238476 dblp:conf/chi/SolowayJKQRSSSES96 fatcat:2fsojoygjfa2hg5lb2eyajnxde