Trust the Process: A Scalable Model for UX Pedagogy
While user experience (UX) and technical and professional communication (TPC) are intertwined, how UX is taught in TPC is highly variable. In this article, we report data from a study with TPC instructors who teach UX to identify patterns in approaches to teaching UX. We provide background on UX ped...
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| Published in | Journal of technical writing and communication Vol. 55; no. 1; pp. 3 - 30 |
|---|---|
| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
Los Angeles, CA
SAGE Publications
01.01.2025
Sage Publications Ltd |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0047-2816 1541-3780 |
| DOI | 10.1177/00472816231210234 |
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| Abstract | While user experience (UX) and technical and professional communication (TPC) are intertwined, how UX is taught in TPC is highly variable. In this article, we report data from a study with TPC instructors who teach UX to identify patterns in approaches to teaching UX. We provide background on UX pedagogy, share methods including collecting data from a questionnaire and interviews and conducting qualitative analysis. The findings map teaching activities onto the design process and show patterns and commonalities. We conclude by proposing a process-based approach for teaching UX in TPC classes and programs to provide scaffolding and connections for students. |
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| AbstractList | While user experience (UX) and technical and professional communication (TPC) are intertwined, how UX is taught in TPC is highly variable. In this article, we report data from a study with TPC instructors who teach UX to identify patterns in approaches to teaching UX. We provide background on UX pedagogy, share methods including collecting data from a questionnaire and interviews and conducting qualitative analysis. The findings map teaching activities onto the design process and show patterns and commonalities. We conclude by proposing a process-based approach for teaching UX in TPC classes and programs to provide scaffolding and connections for students. |
| Author | Turner, Heather N. Rose, Emma J. |
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| Cites_doi | 10.7330/9781607327585 10.1145/3170427.3170616 10.3389/fcomp.2022.812907 10.1145/3380851.3416774 10.1016/j.compcom.2018.05.003 10.37514/TPC-B.2022.1367.2.12 10.4324/9780429198748 10.1109/TPC.2010.2052861 10.1145/3322276.3322381 10.1145/3511671 10.1145/3575662 10.1145/3313831.3376530 10.1177/1744987107081254 10.1093/oso/9780195120172.001.0001 10.1145/1056808.1056824 10.1177/00472816211044497 10.1111/j.1469-7610.1976.tb00381.x 10.55177/tc986798 10.1145/2644448.2644454 10.1080/10572250802324929 10.1177/0047281616639472 10.1145/3592367.3592371 10.1080/10572252.2020.1774662 10.1145/2427076.2427086 10.1145/3478431.3499341 10.3998/weave.12535642.0001.801 10.1080/10572252.2016.1113073 10.1145/2559206.2559236 10.1080/10572252.2020.1831615 10.1145/3166.3170 10.1080/1533290X.2018.1498636 |
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| References | MacDonald, Rose, Putnam 2022; 29 Clegg, Lauer, Phelps, Melonçon 2021; 30 Lauer, Brumberger 2016; 63 Shivers-McNair, Phillips, Campbell, Mai, Yan, Macy, Wenlock, Fry, Guan 2018 Jones 2016; 46 Turner, Rose 2022; 13 Instone, Bowman, Lauren, Opel 2017; 17 Rose, Schreiber 2021; 51 Chong 2015; 25 Instone 2005 Kuglitsch, Couture 2018; 1 Churchill, Bowser, Preece 2013 Rivera 2022; 69 Birks, Chapman, Francis 2008; 13 Haber, Shelton, Chassaing 2018; 12 Putnam, MacDonald, Rose; 16 Xia 2017 Redish 2010; 53 Lee, Turner, Rose 2023; 11 Rose, Turner Zhou 2014; 2 Redish, Barnum 2011; 6 Chong 2012 MacDonald, Rose, Putnam 2021 Potts, Lauren, Tegtmeyer, Schopieray 2015 Green 2021; 30 Wood, Bruner, Ross 1976; 17 Brumberger, Lauer 2015; 62 Kang, Roestel, Girouard 2022; 4 Scott 2008; 17 bibr12-00472816231210234 bibr38-00472816231210234 bibr2-00472816231210234 bibr18-00472816231210234 Chong (bibr10-00472816231210234) 2012 Lauer C. (bibr29-00472816231210234) 2016; 63 bibr32-00472816231210234 bibr25-00472816231210234 bibr52-00472816231210234 bibr19-00472816231210234 bibr44-00472816231210234 bibr3-00472816231210234 bibr54-00472816231210234 bibr13-00472816231210234 bibr9-00472816231210234 bibr49-00472816231210234 bibr14-00472816231210234 bibr43-00472816231210234 bibr53-00472816231210234 bibr24-00472816231210234 Nielsen J. (bibr34-00472816231210234) 2017 Turner H. N. (bibr50-00472816231210234) 2022; 13 Miles M. B. (bibr33-00472816231210234) 2013 bibr48-00472816231210234 MacDonald C. M. (bibr31-00472816231210234) 2021 bibr4-00472816231210234 Redish J. G. (bibr39-00472816231210234) 2011; 6 bibr28-00472816231210234 bibr55-00472816231210234 bibr5-00472816231210234 bibr22-00472816231210234 bibr15-00472816231210234 bibr42-00472816231210234 bibr51-00472816231210234 bibr6-00472816231210234 bibr41-00472816231210234 bibr16-00472816231210234 bibr21-00472816231210234 bibr36-00472816231210234 bibr26-00472816231210234 bibr11-00472816231210234 bibr46-00472816231210234 bibr27-00472816231210234 bibr56-00472816231210234 bibr1-00472816231210234 Rose E. J. (bibr45-00472816231210234) Brumberger E. (bibr7-00472816231210234) 2015; 62 bibr40-00472816231210234 bibr17-00472816231210234 bibr30-00472816231210234 bibr47-00472816231210234 bibr20-00472816231210234 bibr37-00472816231210234 Buley L. (bibr8-00472816231210234) 2013 Instone K (bibr23-00472816231210234) 2017; 17 Potts L. (bibr35-00472816231210234) 2015 |
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| Title | Trust the Process: A Scalable Model for UX Pedagogy |
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