Judy Ramey

Usability in practice: field methods evolution and revolution

Field Methods are a collection of tools and techniques for conducting studies of users, their tasks, and their work environments in the actual context of those environments. The promise of such methods is that they help teams design products that are both useful and usable by providing data about what people really do. Participants in this forum will address: the origins and framework of Contextual Design the application of field methods to task analysis a review of ways to adapt these methods to practical constraints a discount approach to field studies.

The learning experience: A literature review of the role of mobile technology

In this paper, we present key findings from a literature review on the use of mobile phones in learning (m-learning). As mobile technologies have become more widely adopted, societys communication practices have morphed accordingly. The literature review presented here examines the benefits and challenges associated with m-learning. The benefits of m-learning include a blending of formal and informal learning environments that open up new avenues of self service through experiential learning, while facilitating teamwork and community. While these benefits are intriguing, it is important to recognize that m-learning also poses challenges for educators and students alike. We examine educator and student buy-in, interface issues, and cost and infrastructure issues tied to cultural differences that present hurdles to the adoption of m-learning. We close with conclusions and suggestions for future research on m-learning.

A PRIMER ON USABILITY TESTING FOR DEVELOPERS OF TRAVELER INFORMATION SYSTEMS

This paper reviews the requirements for conducting successful usability tests, particularly on traveler information and traffic management systems; offers a general approach for conducting such tests; and presents a case study of usability tests on an interactive traveler information system.

Ten Years of Transatlantic Cooperation: Experiences and Perspectives of Two Departments

This paper describes the experiences of two academic departments that have been engaged in a transatlantic cooperation for the past ten years. The cooperation has included student exchanges, faculty exchanges, joint research, and a series of international summer workshops on communication design. The paper provides lessons learned from the cooperation that can be of use for other departments that are considering similar relationships and discusses some of our expectations for the future of the relationship.

An exciting new twist on a familiar approach: credit-based research groups at the University of Washington

A key competency for professionals in technical communication is an ability to understand, evaluate, and even contribute to the body of research relevant to the field. At the same time, helping students learn to understand and do research can be challenging within the constraints of a traditional curriculum. At the University of Washington, we are addressing these issues through the use of credit-based research groups. In this paper, we describe this initiative, present example of approaches taken by specific research groups, identify the models underlying these examples, and discuss lessons learned.

Shaping the profession: leading academic programs in technical communication

The panel of academic program administrators who participate in this discussion share challenges and successes in developing and leading programs in technical communication. The purpose is to provide a forum to share ideas and information. Informal conversations allow for audience participation.