A directory of resources inthe field of technical communication.

Eaton, Angela

5 found.

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The Academy/Industry Binary: The Effect of Distance Education on the Debate   (PDF)

The academy/industry debate usually centers on whether instruction should be education-based or experience-based, and on whether instructors should have more academic or industrial experience. Distance education can change both of these debates, lessening the difference between the workplace and the academy. The academy can be relocated within the workplace through dedicated classrooms and online courses performed on workplace computers, and by making classes asynchronous so that practitioners can fit them into their structured schedules. The debate over instructor training is changed because of the additional industry-based expertise needed to produce a distance education class and because distance education technology facilitates participation of practitioners.

Eaton, Angela. STC Proceedings (2001). Presentations>Education>Industry and Academy


Applying to Graduate School in Technical Communication   (peer-reviewed)   (members only)

Provides extensive guidance on applying to Master's and PhD programs for practitioners. Provides tips on applying for current students. Provides tables listing current graduate programs in technical communication, organized by state.

Eaton, Angela. Technical Communication Online (2009). Academic>Education>Graduate


Commentary on "Planning and Information Foraging Theories and their Value to the Novice Technical Communicator"   (peer-reviewed)   (members only)

Gattis should be applauded for finding cognitive theories that might be of use to the field, for describing them well with current resources, and for applying them to technical communication with an example. The two theories, however, are too intuitive to provide much value for describing existing behavior or for novices to use as tools.

Eaton, Angela. Journal of Computer Documentation (2002). Articles>Communication>Planning


Technical Communication and Distance Education: What’s Being Done, Where We Can Go   (PDF)

Distance education (DE) is a growing national trend, with courses and enrollments nearly doubling between 1994-5 and 1997-8. Technical communication practitioners and departments should take advantage of the benefits DE offers, including geographical and chronological access, integration of learning space and working space, and less time spent in lecture and more time responding to work or more time studying. Currently, technical communication education departments offer classes, certificates, and degrees via distance, varying from one undergraduate introductory class to 36-credit Master’s degrees. Future directions might include more programs to accommodate students, concentrations such as cross-cultural communication, and shorter courses to accommodate specific needs.

Eaton, Angela. STC Proceedings (2001). Articles>Education>Instructional Design>Online


Technology-Supported Pedagogy in Business, Technical, and Professional Communication   (peer-reviewed)   (members only)

Common inclusions of technology in the classroom are familiar to most of us: using online discussion boards to facilitate discussion outside of class, exchanging drafts via email among students and with the instructor, using the comment func, tions within word processors to respond to texts. These are useful, but many schools are exploring other innovative methods of incorporating technology to benefit pedagogy. This article first provides three examples of such innovations at Rensselaer Poly- technic Institute (RPI) and then suggests some major trends for the future of technology-supported pedagogy.

Eaton, Angela. Business Communication Quarterly (2003). Articles>Technology>Education>Business Communication

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