Technical Communication Quarterly Sep 2008 Open Access

The Practice of Usability: Teaching User Engagement Through Service-Learning

J. Blake Scott University of Central Florida

Abstract

Pedagogical and scholarly discussions of the process of usability tend to focus more on methods than on practices, or specific, tactical performances of and adjustments to these methods. Yet such practices shape students' learning and determine the success of their usability efforts. A teacher research study tracking students' understanding and enactment of usability and user-centered design over the course of a service-learning project illustrates the importance of practice-level struggles—and the thoughtful preparation for and facilitation of these struggles—to the development of students' flexible intelligence (metis) and rhetorical translation skills. © 2008 Taylor & Francis Group, LLC.

Journal
Technical Communication Quarterly
Published
2008-09-08
DOI
10.1080/10572250802324929
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Topics
rhetorical criticism writing pedagogy service learning teacher development technical communication
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Citation Context

Cited by in this index (32)

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  3. Cosgrove (2023)
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  11. Edenfield et al. (2019)
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  12. Acharya (2019)
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  13. Opel et al. (2018)
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  14. Chong (2018)
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  15. Rose et al. (2018)
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  18. Sánchez (2017)
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  20. Rose et al. (2017)
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  21. Acharya (2017)
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  22. Chong (2016)
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  23. McNely et al. (2015)
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  24. Pope-Ruark (2014)
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  25. Pope-Ruark et al. (2014)
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  26. Arduser (2013)
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  27. Johnson (2010)
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