Scott, J. Blake. “The Practice of Usability: Teaching User Engagement through Service-Learning.” Technical Communication Quarterly 17.4 381-412.
Teaching about user-centered design and usability is different from practicing it. This article, categorized as teacher research by the author, centers on the author’s introductory technical writing students, who are asked to enact user-centered design principles in their service learning projects at an Orlando-area HIV planning council (which distributes services to HIV patients in the area.) The students demonstrate knowledge of user-centered design principles, which (like participatory design) integrate the user in the process of design, treating the user(s) not as clients but rather as collaborators. This kind of design process is complex, messy, and complicated, and the author finds that even though students intellectually understand the merits and values of the process, they do not succeed in enacting it. Scott concludes that more time is needed in the classroom – and in the scholarship of the field – dedicated to discussing and talking about the practices of user-centered design. These practical issues, which he describes as metis (flexible intelligence) are breezed over, but they (how to gain access to users, how to communicate with them, how to set deadlines, how to research the institution and the potential users) are the key to implementing a user-centered design and having a successful service-learning experience for both the students and the community organization.
The study shows how his students “gradually came to understand usability as a situated, dynamic, messy, and difficult process and set of practices involving various user-engagement challenges and requiring the flexible adaptation of usability methods” (384).
Our scholarship on user-centered design or service learning “often stop short of foregrounding or even addressing practice-level issues” (406). We need to make “such practices visible” (406)
“By foregrounding the context-specific, complex, difficult, and dynamic practice of usability for students, we can help them develop a flexible intelligence that can serve them as technical communicators and rhetors more generally” (406).
Cited works: Spinuzzi, Robert Johnson (user-centered design), Huckin (service-learning and technical writing), Linda Flower, JT Grabill
connection between participatory design and user-centered design
data included student assignments, interviews with the students, and pre-and post-course questionnaires, coding responses
25 students from two sections of introductory technical writing in Spring 2005 (research done the following semester)
best to introduce concept of usability in advanced technical writing class or as part of a two-semester sequence because of how much time a complicated service project takes incorportating user-centered design.
ease-based v. user-based design (401)
focusing on practice-level issues is like the classical pedagogical technique of imitation (mimesis) – not straight imitation but rather “a creative process of rearranging and reconstructing rhetorical elements in light of kairos” (404)