Actively Learning About Readers: Audience Modelling in Business Writing    

The advantages of peer feedback in business writing classes are clear. Students receive more appraisals of their writing than any single lecturer can ever realistically deliver. Also, the feedback comes from different perspectives and sometimes carries extra credibility coming from fellow students. Students gain from giving one another feedback as well. It is certainly learning by doing. Critiquing the work of colleagues raises awareness of the many ways to approach a given task and demands skills of analysis and attention to detail. Delivering feedback also requires tact and the ability to look for positives to commend as well as areas to improve. Reviewing written documents is a skill that students will certainly use in their future work lives. However, many of us have experienced problems with peer reviewing. Students hesitate to criticise their friends and prefer praising in a general way rather than suggesting improvements, which requires confidence.

Holst-Larkin, Jane. Business Communication Quarterly (2008). Articles>Education>Business Communication>Audience Analysis

The Culture of Distance Education: Implementing an Online Graduate Level Course in Audience Analysis      

This essay details the experience of designing, implementing, and evaluating an online course in audience analysis at the graduate level. Through a discussion of the culture of this online course, I describe how the educational culture of the Land Grant Mission flowed into our efforts to create a quality learning experience, and how the Web modules and asynchronous (listserv) and synchronous (MOO) conversations influenced communication and learning.

Duin, Ann Hill. Technical Communication Quarterly (1998). Articles>Education>Audience Analysis>Online

How Do Students and Practitioners (Actually) Analyze Users?  

This paper reports on some disconnects between best practice teaching principles about user analysis and actual student practice. This research documents the facts of these disconnects and indicates some of their causes. Recommendations for academia and industry are offered. stereotypes to derive a model of audience. To what extent, however, does principle inform practice?

Levine, Barbara J. STC Proceedings (2005). Articles>Education>Audience Analysis

Knowing Your Audience

Learning experiences must be realistic ones. Hands-on practice in learning is critical. Learners need feedback to help them discover where they are in the learning process and to evaluate their progress.

Edwards, Verlane. STC Central Iowa (2002). Articles>Education>Audience Analysis

Self-Education in UX and Working with User Research Data

What are some good ways to educate myself in User Experience?

Six, Janet M. UXmatters (2008). Articles>Education>User Experience>Audience Analysis