Hannah Stevens
ABSTRACT
With an increase in online learning environments, especially after the onset of the COVID-19 pandemic, this proposed research paper focuses on the need for student-centered design in online spaces as a form of advocacy. The four authors explore the following question that revolves around online spaces: What are the practices through which user-centered design, especially participatory design through cultural, feminist, enviro-materialist, and disability lenses, might be implemented in online, higher education, or other adult-learning courses? This research article addresses the question of how we as educators, students, and technical communicators can advocate for students and their environments while amid a global pandemic.
- Lucy Cooker, Tony Cotton, and Helen Toft. 2021. Transforming teaching: Global responses to teaching under the COVID-19 pandemic. Routledge.Google Scholar
- June Griffin and Deborah Minter. 2013. The rise of the online writing classroom: Reflecting on the material conditions of college composition teaching. College Composition and Communication (2013). 140-161.Google Scholar
- Nastaran Peimani and Hesam Kamalipour. 2021. Online education and the COVID-19 Outbreak: A case study of online teaching during lockdown. Education Sciences 11, 72. DOI: https://doi.org/10.3390/educsci11020072Google ScholarCross Ref
- Josh Moody. 2022. Sticking with in-person classes as COVID spikes. Inside Higher Ed. from https://www.insidehighered.com/news/2022/01/13/some-colleges-stick-person-classes-covid-spikesGoogle Scholar
- Terrance MacMullan. 2009. Habits of Whiteness. Indiana University Press.Google Scholar
- Rebecca Walton, Kristen Moore, and Natasha Jones. 2019. Technical Communication After the Social Justice Turn. Routledge.Google Scholar
- Dawn S. Opel and Jacqueline Rhodes. 2018. Beyond student as user: Rhetoric, multimodality, and user-centered design. Computers and Composition 49, 71-81. DOI: https://doi.org/10.1016/j.compcom.2018.05.008Google ScholarCross Ref
- Alex A. Ahmed. 2017. Trans competent interaction design: A qualitative study on voice, identity, and technology. Interacting with Computers 30, 1, 53–71. DOI: http://dx.doi.org/10.1093/iwc/iwx018Google ScholarCross Ref
- Natasha N. Jones. 2016. Narrative inquiry in human-centered design. Journal of Technical Writing and Communication 46, 471-492. DOI: https://doi.org/10.1177/0047281616653489Google ScholarCross Ref
- Charly Harbord, Patrick Hung, and Ruth Falconer. 2021. “Nothing about us, without us”. The 39th ACM International Conference on Design of Communication. DOI: https://doi.org/10.1145/3472714.3473657Google ScholarDigital Library
- Amanda Cossham and Jan Irvine. 2021. Participatory design, co-production, and curriculum renewal. Journal of Education for Library and Information Science 62, 4 (Sept. 2021), 383–402. DOI: https://doi.org/10.3138/jelis-62-4-2020-0089Google ScholarCross Ref
- Beth L. Hewett and Christa Ehmann Powers. 2007. Guest editors' introduction: Online teaching and learning: Preparation, development, and organizational communication. Technical Communication Quarterly 16, 1-11, DOI: 10.1080/10572250709336574Google ScholarCross Ref
- Lisa Melonçon. 2007. Exploring electronic landscapes: Technical communication, online learning, and instructor preparedness. Technical Communication Quarterly 16, 31-53. DOI: https://doi.org/10.1080/10572250709336576Google ScholarCross Ref
- Matthew Ortoleva. 2013. Let's not forget ecological literacy. Literacy in Composition Studies 1, 2 (2013), 66-73. DOI: https://doi.org/10.21623/1.1.2.5Google ScholarCross Ref
- Donnie Johnson Sackey. 2018. An environmental justice paradigm for technical communication. Key theoretical frameworks: Teaching technical communication in the twenty-first century 138, 160 (2018). DOI: https://doi.org/10.7330/9781607327585.c006Google Scholar
- Rob Nixon. 2011. Slow Violence and the Environmentalism of the Poor. Harvard University Press.Google Scholar
- Jessie Borgman and Jason Dockter. 2018. Considerations of access and design in the online writing classroom. Computers and Composition, 49, (Sept. 2018), 94–105. DOI: https://doi.org/10.1016/j.compcom.2018.05.001Google Scholar
- Sydney Miller, Ryan Zayac, Amber Paulk, and Stacy Lee. 2019. Disability accommodation requests: Prevalence and preference of review processes at postsecondary institutions in the United States. Journal of Postsecondary Education and Disability 32, 3 (2019), 217-226.Google Scholar
- Michael J. Davis. 2018. Disability accommodation in higher education. Oklahoma Bar Journal 89, 10-17.Google Scholar
- Nigel Cox. 2017. Enacting disability policy through unseen support: The everyday use of disability classifications by university administrators. Journal of Education Policy 32, 542-563. DOI: https://doi.org/10.1080/02680939.2017.1303750Google ScholarCross Ref
- Di Xu and Shanna Jaggars. 2013. Adaptability to online learning: Differences across types of students and academic subject areas. Columbia Academic Commons, 1-36. DOI: https://doi.org/10.7916/D82N59NBGoogle Scholar
- Isabel Ruthotto, Quintin Kreth, Jillian Stevens, Clare Trively, and Julia Melkers. 2020. Lurking and participation in the virtual classroom: The effects of gender, race, and age among graduate students in computer science. Computers & Education 151, 103854. DOI: https://doi.org/10.1016/j.compedu.2020.103854Google ScholarCross Ref
- Alfred P. Rovai and Michael K. Ponton. 2019. An examination of sense of classroom community and learning among African American and Caucasian graduate students. Online Learning 9. DOI: https://doi.org/10.24059/olj.v9i3.1786Google Scholar
- Christina Cedillo. 2017. Diversity, technology, and composition: Honoring students’ multimodal home places. Present Tense: A Journal of Rhetoric in Society, 2, 6, (2017), 1-9..Google Scholar
- Avery C. Edenfield, Ryan Cheek, and Sam Clem. 2021. Trans* vulnerability and digital research ethics: A qubit ethical analysis of transparency activism. In The 39th ACM International Conference on Design of Communication (SIGDOC '21). Association for Computing Machinery, New York, NY, USA, 101–107. https://doi.org/10.1145/3472714.3473628Google ScholarDigital Library
- Angela M. Haas. 2012. Race, rhetoric, and technology. Journal of Business and Technical Communication 26, 277-310. DOI: https://doi.org/10.1177/1050651912439539Google ScholarCross Ref
- Kenneth Jones and Tema Okun. 2001. Dismantling racism: A workbook for social change. White Supremacy Culture. Retrieved July 21, 2022 from https://www.thc.texas.gov/public/upload/preserve/museums/files/White_Supremacy_Culture.pdfGoogle Scholar
- Tyler T. Schmidt. 2011. “Subjectivities-in-Process:” Writing race and the online discussion board. The Radical Teacher, 36-46. DOI: https://doi.org/10.5406/radicalteacher.90.0036Google ScholarCross Ref
- Melinda J. McBee Orzulak. 2015. Disinviting deficit ideologies: Beyond “that's standard,” “that's racist,” and “that's your mother tongue.”. Research in the Teaching of English 50, 176-198.Google Scholar
- Kay Payne, Joe Downing, and John Christopher Fleming. 2000. Speaking Ebonics in a professional context: The role of ethos/source credibility and perceived sociability of the speaker. Journal of Technical Writing and Communication 30, 367-383. DOI: https://doi.org/10.2190/93u1-0859-0vc3-f5lkGoogle ScholarCross Ref
- Andil Gosine. 2007. Brown to blonde at gay.com: Passing white in queer cyberspace. Queer Online: Media Technology & Sexuality 40, 139.Google Scholar
- Natasha N. Jones and Miriam F. Williams. 2017. The social justice impact of plain language: A critical approach to plain-language analysis. IEEE Transactions on Professional Communication 60, 412-429. DOI: https://doi.org/10.1109/tpc.2017.2762964Google ScholarCross Ref
- Clay Spinuzzi. 2005. The methodology of participatory design. Technical Communication (Washington) 52, 163-174.Google Scholar
- Henry Mainsah and Andrew Morrison. 2014. Participatory design through a cultural lens. Proceedings of the 13th Participatory Design Conference on Short Papers, Industry Cases, Workshop Descriptions, Doctoral Consortium papers, and Keynote abstracts - PDC . DOI: https://doi.org/10.1145/2662155.2662195Google ScholarDigital Library
- Diogo Casanova and Paul Mitchell. 2017. The cube and the poppy flower: Participatory approaches for designing technology-enhanced learning spaces. Journal of Learning Spaces 6, 3, 1-12. DOI: https://doi.org/10.21125/edulearn.2016.0462Google Scholar
- Stuart Blythe. 2001. Designing online courses: User-centered practices. Computers and Composition 18, 4, 329–346. DOI: https://doi.org/10.1016/s8755-4615(01)00066-4Google ScholarCross Ref
- Jane Bennett. 2009. Vibrant Matter. Duke University Press.Google Scholar
- Bruno Latour. 2012. We Have Never Been Modern. Harvard University Press.Google Scholar
- Ryan Eichberger. 2019. Maps, silence, and Standing Rock. Communication Design Quarterly 7, 9-21. DOI: https://doi.org/10.1145/3331558.3331560Google ScholarDigital Library
- Rob Nixon. 2011. Slow Violence and the Environmentalism of the Poor. Harvard University Press.Google Scholar
- M. Jimmie Killingsworth. 2005. From environmental rhetoric to ecocomposition and ecopoetics: Finding a place for professional communication. Technical Communication Quarterly 14, 359-373. DOI: https://doi.org/10.1207/s15427625tcq1404_1Google ScholarCross Ref
- Shannon Butts and Madison Jones. 2021. Deep mapping for environmental communication design. Communication Design Quarterly 9, 4-19. DOI: https://doi.org/10.1145/3437000.3437001Google ScholarDigital Library
- Cynthia Bruce and M. Lynn Aylward. 2021. Disability and self-advocacy experiences in university learning contexts. Scandinavian Journal of Disability Research 23, 14-26. DOI: https://doi.org/10.16993/sjdr.741Google ScholarCross Ref
- Barbara L. Roberts. 2012. Beyond psychometric evaluation of the student-task determinants of accommodation: Why students with learning disabilities may not need to be accommodated. Canadian Journal of School Psychology 27, 1, 72-80. https://doi.org/10.1177/0829573512437171Google ScholarCross Ref
- Michael E. Skinner. 2007. Faculty willingness to provide accommodations and course alternatives to postsecondary students with learning disabilities. International Journal of Special Education 22, 2, 32-45.Google Scholar
- Requesting and Using Accommodations | USU. Utah State University. Retrieved July 21, 2022 from https://www.usu.edu/drc/student/accommodations/indexGoogle Scholar
- Accommodations and the Transition to Online Course Delivery | USU. Utah State University. Retrieved July 21, 2022 from https://www.usu.edu/drc/student/covid19-informationGoogle Scholar
- Eric M. Eisenberg. 1984. Ambiguity as strategy in organizational communication. Communication Monographs 51, 227-242. DOI: https://doi.org/10.1080/03637758409390197Google ScholarCross Ref
- Sally Davenport and Shirley Leitch. 2005. Circuits of power in practice: Strategic ambiguity as delegation of authority. Organization Studies 26, 1603-1623. DOI: https://doi.org/10.1177/0170840605054627Google ScholarCross Ref
- Requesting and Using Accommodations | USU. Utah State University. Retrieved July 21, 2022 from https://www.usu.edu/drc/student/accommodations/indexGoogle Scholar
- Avery C. Edenfield. 2018. The burden of ambiguity: Writing at a cooperative. Technical Communication 65, 31-45.Google Scholar
- Robert Mandel. 2019. Global Data Shock. Stanford University Press.Google Scholar
- Stephen Moilanen. 2019. When to use user-centered design for public policy. Stanford Social Innovation Review. Retrieved July 21, 2022 from https://ssir.org/articles/entry/when_to_use_user_centered_design_for_public_policyGoogle Scholar
- AHEAD. n.d.. Supporting accommodation requests: Guidance on documentation practices. from https://www.ahead.org/professional-resources/accommodations/documentationGoogle Scholar
Index Terms
- Constructing Online Spaces Amid a Pandemic: Advocating for Students Through User-Centered Design
Recommendations
Implementation Online Lectures in Covid-19 Pandemic: A Student Perception
ICLIQE 2020: Proceedings of the 4th International Conference on Learning Innovation and Quality EducationThe purpose of this study was to determine students' perceptions regarding online lectures that were implemented during the Covid-19 pandemic, and the obstacles during the implementation of online lectures. This research is a descriptive study using a ...
Comments