An Approach for Incorporating Community-Engaged Learning in Intensive Online Classes: Sustainability and Lean User Experience

Batova, Tatiana

doi:10.1080/10572252.2020.1860257

Technical Communication Quarterly

2020

DOI: 10.1080/10572252.2020.1860257

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An Approach for Incorporating Community-Engaged Learning in Intensive Online Classes: Sustainability and Lean User Experience

Tatiana Batova

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2024

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Cited by 4 publications

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The State of UX Pedagogy

Gallagher,

Getto

2023

IEEE Trans. Profess. Commun.

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The State of UX Pedagogy

Gallagher,

Getto

2023

IEEE Trans. Profess. Commun.

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Community-Engaged User Experience Pedagogy: Stories, Emergent Strategy, and Possibilities

Lee,

Turner,

Rose

2023

Commun. Des. Q. Rev

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In this article, we discuss the unique challenges of Community-Engaged User Experience (CEUX) by using storytelling and present a framework of emergent patterns (brown, 2017) to make visible labor, practice, and messiness of the process of building, maintaining, and renewing partnerships with community members and partners. We share three models for CEUX engagements: one-to-many, many-to-many, and one-to-plural. Within the models, we detail the structure of each CEUX engagement, what students did, and the affordances and constraints of each model. In addition, we share thoughts or voices from the community partners or collaborators or students engaged in the projects. We conclude by connecting the models to the elements of Emergent Strategy in the section From Patterns to Possibilities where we call on fellow instructors and community partners to embrace abundance-oriented questions.

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Content Auditing: Two Cases of Students Developing Auditing Criteria

Kramer-Simpson

2024

tech. comm.

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Purpose: I investigated best practices for teaching content auditing within two graduate classes tasked with content auditing websites. I observed their strategies for developing auditing criteria. The graduate students used the audits to implement website redesign. Two research questions guided this study: 1) How do students create assessment criteria for website content audits? 2)What additional support could help students better determine assessment or rubric criteria to make them specific, and most of all, easily measurable? I focused on how and why students made auditing decisions. Method: I taught two graduate classes in which the students worked with real clients and live websites. Part of the process the students learned and used was content auditing. I used case study, interviews, and text analysis to empirically investigate student auditing. Nine participants shared their perspectives, including students and clients. Results: Simple categories with binary criteria made auditing easier; simple categories also made for simpler assessment. Students asked to see more examples of audits. Students in Class 1 misunderstood the audience, which led to a ripple effect on the resulting web design. Students from both classes were nonetheless able to make incremental improvements to both client websites. Conclusion: Additional training in listening to clients is needed with graduate students who do content auditing of websites. Discussion of the impact of web content evaluation may be needed to help students discover how to tailor auditing guidelines to their specific clients. Practitioners may need recursive auditing to fully define criteria.

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An Approach for Incorporating Community-Engaged Learning in Intensive Online Classes: Sustainability and Lean User Experience

Cited by 4 publications

References 25 publications

The State of UX Pedagogy

The State of UX Pedagogy

Community-Engaged User Experience Pedagogy: Stories, Emergent Strategy, and Possibilities

Content Auditing: Two Cases of Students Developing Auditing Criteria

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