Making practice-level struggles visible: researching UX practice to inform pedagogy

Emma Rose University of Washington Tacoma ; Josh Tenenberg University of Washington Tacoma

Abstract

Teaching user experience (UX) can be challenging due to the situated, complex, and messy nature of the work. However, the complexity of UX in practice is often invisible to students learning these methods and practices for the first time in class. In this article, we present findings from a study of rhetorical strategies of UX practitioners and pair them with strategies for teaching UX to students. While previous work on teaching UX reflects current practices in the classroom or reflections of practitioners, this study demonstrates the benefits of researching existing industry practices in order to inform pedagogy.

Journal
Communication Design Quarterly
Published
2017-05-04
DOI
10.1145/3090152.3090160
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Citation Context

Cited by in this index (6)

  1. Computers and Composition
  2. Journal of Technical Writing and Communication
  3. Communication Design Quarterly
  4. Communication Design Quarterly
  5. IEEE Transactions on Professional Communication
Show all 6 →
  1. Communication Design Quarterly

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