Being in the users' shoes: Anticipating experience while designing online courses
ARTICLE
Chrysi Rapanta, Lorenzo Cantoni
British Journal of Educational Technology Volume 45, Number 5, ISSN 0007-1013 e-ISSN 0007-1013 Publisher: Wiley
Abstract
While user-centred design and user experience are given much attention in the e-learning design field, no research has been found on how users are actually represented in the discussions during the design of online courses. In this paper we identify how and when end-users' experience—be they students or tutors—emerges in designers' discussions during their meetings in well-established open universities. More precisely, we observed 15 design meetings of two design teams during the development of specific online courses. Designers' discourse was analysed on the basis of six dimensions regarding relevant actors, contents and strategies (purposes) of user experience anticipation. Results show the emergence of a solution-oriented anticipatory discourse in form of scenarios regarding how learners and tutors will react to the course and the proposed activities. Moreover, this discourse is related to an emergent type of users-based expertise, translated as the capacity of some designers to empathise with the end-users more than other designers do. The participation of designers with this type of expertise in e-learning design teams emerges as relevant for the decisions related to the course activities, interface or overall experience. Further research is invited towards this direction.
Citation
Rapanta, C. & Cantoni, L. (2014). Being in the users' shoes: Anticipating experience while designing online courses. British Journal of Educational Technology, 45(5), 765-777. Wiley. Retrieved August 13, 2024 from https://www.learntechlib.org/p/148584/.
Cited By
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A Journey to Select the Most Suitable MOOCs Platform: The Case of a Swiss University
Jingjing Lin, Nadzeya Kalbaska, Stefano Tardini, Elisabetta Decarli Frick & Lorenzo Cantoni, Faculty of Communication Sciences, USI – Università della Svizzera italiana, Switzerland
EdMedia + Innovate Learning 2015 (Jun 22, 2015) pp. 273–283
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