User Experience Design in the Information Systems Curriculum: Lessons Learned and Best Practices

Autor/inn/en	Bozan, Karoly; Stoner, Claire; Maden, Burcu
Titel	User Experience Design in the Information Systems Curriculum: Lessons Learned and Best Practices
Quelle	In: Information Systems Education Journal, 21 (2023) 1, S.11-31 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Information Systems; Interdisciplinary Approach; Constructivism (Learning); Teaching Methods; Active Learning; Feedback (Response); Problem Based Learning; Instructional Design; Best Practices; Capstone Experiences; Student Projects; Cooperative Learning; Information Science Education; Computer Science Education; Learning Processes; Undergraduate Students; Student Surveys; Student Attitudes; Barriers + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Problem-based learning; Problemorientiertes Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Schulprojekt; Kooperatives Lernen; Informationstechnologische Bildung; Computer science lessons; Informatikunterricht; Learning process; Lernprozess; Schülerbefragung; Schülerverhalten
Abstract	User Experience Design (UXD) is an often-neglected area of the information systems (IS) curriculum. UXD classes specifically designed for IS students are still uncommon in IS programs and this study aims to add to the body of knowledge to prepare a more well-rounded future generation of IS professionals. With this goal in mind, this study describes the redesign of an introductory UXD course following Kolb's learning cycle and constructivist instructional models. This paper describes the implementation of the supporting pedagogy and the opportunity for students to better master core UXD concepts. UXD, a multi-disciplinary area is built on skills learned in systems analysis and design class while students learn to apply relevant concepts through a hands-on, instructor-led, individual, in-class sample project. The skills are then applied by engaging students in active learning in a team setting to deliver value to a local organization by solving related, real-life challenges. Students work on community-engaged team projects to enhance their appreciation of the impact and relevance of their semester-long project deliverable. Constructivism guides the instructional models of the framework, in which problem-based learning is used to help students build and apply relevant skills. The instructional models and implications for instructional design are discussed along with a proposed pedagogical approach, course setting and structure, tools and techniques engaged, student feedback analyzed, and lessons learned. (As Provided).
Anmerkungen	Information Systems and Computing Academic Professionals. Box 488, Wrightsville Beach, NC 28480. e-mail: publisher@isedj.org; Web site: http://isedj.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01