ABSTRACT: This paper draws on Method Content Theory and the Method Teaching framework to analyze the User Testing Toolkit, in its dual role as a design and a teaching tool. The paper shows how the toolkit, by supporting the contextualization of user testing in a broader design context, not only support design activities, but also the critical reflection on design context and actions, necessary for development of appropriate design practices. As such, the paper sheds light on how design methods can be developed to support both effective design action and the development of appropriate design practices.
Lavrsen et al. (Thu,) studied this question.