Teaching and learning UX: Considerations for academic-industry partnerships
How can you make practice better without any reading from research? Only partially.
“Let’s face it: UX is difficult for many of us who study it, teach it, and do it for a living to define. We owe it to the next generation of UX professionals to introduce them to UX as soon as possible in their professional development, to be the frontline of UX education, so-to-speak. That’s the only way to make certain that students who are dedicated to becoming UX professionals have the opportunities they need to make that possibility a reality.”
(Guiseppe Getto a.k.a. @guiseppegetto ~ Boxes and Arrows)
Elements of learning experience design
Jesse’s booklet still vital for instructional and learning purposes.
“Designing learning experiences must be treated in the same way as designing any sort of user experience. Learners, just like users, have needs that can only be solved through proper research, design, validation, and iteration. Anyone involved in adult learning should step outside the limiting boundaries of curriculum design in order to account for the learner’s entire experience. By only focusing on content, we are missing out and what actually makes up a person’s reality, including the environment in which they’re learning in, and their lives before and after the learning experience. By taking each of these elements into consideration, any teacher or instructional designer can start begin to think beyond those limitations, and look to create immersive and enriching experiences for their learners. This not only allows us to be more effective at teaching others, but it also establishes a higher level of quality that people should expect of a learning experiences.”
(Andre Plaut a.k.a. @andreplaut ~ Boxes and Arrows)
Teaching and learning human-computer interaction
HCI is alive and kicking.
“Human-computer interaction as a field of inquiry necessarily evolves in response to changes in the technological landscape. During the past 15 years, the speed of change has been particularly dramatic, with the emergence of personal mobile devices, agent-based technologies, and pervasive and ubiquitous computing. Social networking has also profoundly changed the way people use technology for work and leisure. Who would have predicted a decade ago that (smart)phones would offer constant access to the Web, to social networks and broadcast platforms like Facebook and Twitter, and to hundreds of specialized apps? Who could have anticipated the power of our everyday devices to capture our every moment and movement? Cameras, GPS tracking, sensors—a phone is no longer just a phone; it is a powerful personal computing device loaded with access to interactive services that you carry with you everywhere you go.”
(Elizabeth Churchill, Anne Bowser, and Jennifer Preece ~ Interactions March-April 2013)