http://tc.eserver.org/dir/Design/User-Centered-Design/Education A listing of the most recently indexed works about Design and User Centered Design and Education in the field of technical communication. en-us Copyright (c) 2005-10 by the EServer. All rights reserved. tclib-editorial@eserver.org (TC Library Editorial Board) webmaster@eserver.org (Geoffrey Sauer) http://tc.eserver.org/images/newlogo.gif http://tc.eserver.org/dir/Design/User-Centered-Design/Education http://tc.eserver.org/36714.html http://tc.eserver.org/36714.html Although listening is valued in engineering education literature, it is conspicuously absent from engineering curricula. Using interview data, data from published literature, reflective instructional experiences, and the intersection of those three data sources, this study investigates two primary issues: (1) engineering students' sources of resistance to listening instruction in a sustainable community development initiative, and (2) benefits from such instruction. Findings feature a proposed theory of contextual listening and suggest that sources of resistance include the paucity of listening instruction in the engineering curriculum and curricular components that may devalue listening. Benefits of a listening intervention are described, and implications are discussed. http://tc.eserver.org/36552.html http://tc.eserver.org/36552.html I’ve been thinking about user-led learning lately. I have a set of tutorials that we refer to as “tours.” I imagine this term was chosen because the object is to give new users an overview of how to use the various parts of the application to accomplish the main task. http://tc.eserver.org/36517.html http://tc.eserver.org/36517.html Avoid the coverage trap: Don’t overwhelm your students with content. Ask what you want to take away from your course. This will, of course, involve content knowledge, but also skills, conceptual frameworks, and disciplinary values or habits of mind. http://tc.eserver.org/32596.html http://tc.eserver.org/32596.html Social and emotional learning may seem difficult to teach, but there are activities out there that can help. http://tc.eserver.org/28326.html http://tc.eserver.org/28326.html Ensuring that designers have the appropriate skills for addressing twenty-first century challenges and encouraging a greater understanding of how design can be used to shape society, should undoubtedly be the priorities of a contemporary design education agenda. http://tc.eserver.org/26469.html http://tc.eserver.org/26469.html Lectures play a vital role in teaching. There will always be a place for lectures in the curriculum -- to give technical material or factual information, to provide structure to material or an argument, to display a method or example of how one thinks in a given field, or even to inspire and motivate students to explore further. At the same time, it often enhances both your presentation of the material and students’ learning when students are able to participate in some way. When students engage actively with material, they generally understand it better and remember it longer. http://tc.eserver.org/26395.html http://tc.eserver.org/26395.html Almost two years ago, twenty students from all over the world came to Ivrea, a city that once was the epicenter of Olivetti and of the Italian Hi-tech. They came to study interaction design. http://tc.eserver.org/25608.html http://tc.eserver.org/25608.html It isn’t often that one has the opportunity to create a course about user experience, let alone an entire sequence of user experience courses. Jason Withrow's opportunity forced him to examine his perceptions of the user experience industry. http://tc.eserver.org/19089.html http://tc.eserver.org/19089.html In recent years, technical communication programs have begun to introduce students to the principles of usability testing. A natural outgrowth of the traditional technical communication emphasis on audience analysis and user advocacy, usability testing also serves as an interesting and potentially lucrative career path for some technical communicators, and introduces a fascinating research trajectory for students and faculty alike. It’s no surprise that technical programs are incorporating usability testing instruction in one of two ways: some offer separate courses in usability testing at the undergraduate or graduate level. Specialized labs and corporate collaborations are often associated with such curriculum designs. Most incorporate usability into specific courses in a 'usability across the curriculum' model. Typically, existing computer labs double as usability testing facilities. These efforts are admirable, but leading scholars and practitioners agree that usability testing alone, because it occurs late in the product development cycle, no longer suffices. A gradual movement toward continuous user involvement at all stages of product development is underway.