User-centered design through learner-centered instruction
Teaching in Higher Education
1356-2517 (Print) 1470-1294 (Online)
MetadataShow full item record
Altay, B. (2014). User-centered design through learner-centered instruction. Teaching in Higher Education, 19(2), 138-155.
Please cite this item using this persistent URLhttp://hdl.handle.net/11693/11609
This article initially demonstrates the parallels between the learner-centered approach in education and the user-centered approach in design disciplines. Afterward, a course on human factors that applies learner-centered methods to teach user-centered design is introduced. The focus is on three tasks to identify the application of theoretical and methodological approach. The major instructional methods utilized in the tasks are role enactment, project-based learning, case-based learning and reflection. These tasks develop students' knowledge, attitude and skills reflecting on their selves, their social and physical environment. Finally, the results of the study on students' evaluations of the course and their learning are presented. The study findings indicate that the course has been successful in its learning objectives. Multiple methods of learner-centered instruction complement lecture sessions and one-another to enhance student learning of user-centered design in different levels of cognitive and affective domains.