http://tc.eserver.org/authors/Coppola,_Nancy_W. A bibliography of works by Coppola, Nancy W. in the field of technical communication. en-us Copyright (c) 2005-08 by the EServer. All rights reserved. tclib-editorial@eserver.org (TC Library Editorial Board) webmaster@eserver.org (Geoffrey Sauer) http://tc.eserver.org/images/newlogo.gif http://tc.eserver.org/dir/Coppola,_Nancy_W. http://tc.eserver.org/33569.html http://tc.eserver.org/33569.html In this article we seek to reframe accountability by means of an emphasis not on auditing but on student performance, not on the development of databases but on the creation of reflective practice. We attempt to demonstrate one model of program assessment that focuses on student performance as the center of a reflective assessment framework that can act as a technology transfer model for the diffusion of program assessment knowledge. http://tc.eserver.org/28418.html http://tc.eserver.org/28418.html Provides an introduction to our field’s connections with technology transfer and diffusion. Technology transfer, the complex social process that moves technology from bench to market, drives global economic growth; technology diffusion, the market-driven process by which innovations are adopted and implemented, follows similar patterns. Indeed, technology transfer and diffusion may be considered synonymous with the phenomenon of growth in a global economy. http://tc.eserver.org/23377.html http://tc.eserver.org/23377.html Behavioral science, with its emphasis on association, reliability, and validity provides a promising set of models upon which to enhance further work in scientific and technical communication. Our proposed model is based on the five independent variables that, when constructed validly and measured reliably, may be associated with effective programs in technical and scientific communication. http://tc.eserver.org/21825.html http://tc.eserver.org/21825.html Classrooms without walls. Textbooks without pages. Thinking outside the box. These are the hip phrases that describe contemporary e-learning. What is it, then, that provides structure, cohesion, and foundation for distance learning degree programs in technical and scientific communication? http://tc.eserver.org/20121.html http://tc.eserver.org/20121.html Asynchronous desktop conferencing, or computer-mediated interaction, is one of the new technologies in education. A videocourse with an interactive conferencing component was used successfully in a distance course for graduate students in technical communication. The technology allowed students to collaborate, peer review, and conference at their own pace without coming to campus. Computermediated conferencing has promise as a teaching tool for technical communication. http://tc.eserver.org/18890.html http://tc.eserver.org/18890.html The Greek word for persuasion derives from the Greek verb 'to believe' Therefore, we can see that rhetoric may be argumentative but also expository (modes of discourse that seek to win acceptance of information or explanation). This understanding is critical for those of us who seek to accommodate technology or science to a user. http://tc.eserver.org/13845.html http://tc.eserver.org/13845.html This article argues for a social perspective of the new technical communication service course, a conclusion supported by several premises: the technical communication profession wants and needs accountability, accountability is demonstrated by evaluation, assessment requires that we define literacy, evaluating technical communication literacy requires portfolio evaluation, portfolio assessment supports the social perspective of learning, and the social construction concepts imply teaching strategies. The argument proceeds from a case study that demonstrates reliability, stability, and validity in its technical communication service course assessment, tasks, and instructor community. This article demonstrates that portfolios can help us both conceptualize and evaluate the new technical communication service course. http://tc.eserver.org/13753.html http://tc.eserver.org/13753.html Web-based training has been both acclaimed as a self-paced, consistent, stand-alone alternative to traditional instructor-led training and disparaged for its high development costs and dearth of qualified trainers. Critics especially question its effectiveness. This case study tests the effectiveness of a stand-alone web-based training program and compares the results to that of an identical instructor-led course. The course provides highly task-oriented instruction for a computer software package and was developed using a proven instructional design methodology. The data from this study show that web-based training is as effective as instructor-led training for stand-alone software application training in a corporation.