| |||||||||
|
201. #20967 4This white paper introduces training and performance improvement professionals to knowledge management. Specifically, it: describes what knowledge management is and how it is used within organizations in general, and within training and performance improvement groups in particular; identifies the technology needed for a knowledge management system; identifies the work activities needed to effectively place information in a knowledge management system; suggests ways that training and performance improvement professionals might be affected by knowledge management efforts within their organizations. Carliner, Saul. Saul Carliner Studio (2001). Articles>Knowledge Management>Education>Online 202. #18175 Electronic Outlining as a Tool for Making Writing Visible The electronic outlining software found in many commercial programs, when projected on the classroom wall, helps us train students in the main activities involved in creating an outline. Freed from paper, the electronic outline allows continuous revision, encourages multiple iterations of the many interdependent activities involved in research, planning, writing, and revision, and serves as a focal point for discussion of the ways in which the group is developing an ongoing consensus, as part of a larger conversation. Price, Jonathan R. Communication Circle, The (1997). Articles>Education>Editing>Writing 203. #25103 ELT on the NET: The Internet In English Language Teaching Well before most us come to the end of our working lives use of the Internet and World Wide Web in education will be standard practice. Hudson, Roger. Usability.com.au (1997). Articles>Education>Online>Australia 204. #26580 The Emerging Role of Emotional Intelligence in Business Communication Classes Communication is a major component of emotional intelligence models. While we teach persuasive writing, presentations, bad news, good news, and you orientation in our business communication classes, to date we have not looked at the effects emotional intelligence has on our teaching. Emotional intelligence encompasses all areas that we teach in business communication. The purpose of this paper is to show how emotional intelligence is a part of what makes some people good business communicators and others poor ones. If we knew which students had a high-level or which had a low level of emotional intelligence, hypothetically that information could help us teach business communication concepts more efficiently in our classrooms. Martin, Jeanette S. Association for Business Communication (2004). Articles>Education>Business Communication>Emotions 205. #22999 Engaging Learners with Various Training Methods While preparing these workshops, I knew that I would be addressing people from many backgrounds. My own background is in education. In pursuing my Master's program in Instructional Technology, I began working on a distance education project for special educators. It was my first introduction to Web accessibility. I eventually came to work at WebAIM where Web accessibility has become my primary interest. Currently, I am coordinating WebAIM's K-12 education initiative. My path to Web accessibility is very unique, as is yours. I would love to hear why you are here learning how to become a better accessibility trainer. WebAIM (2001). Articles>Education>Accessibility 206. #23341 English Department Service Courses The service curricula in this survey include institution-wide general education courses, English courses required in addition to institution-wide general education courses for preprofessional students (those pursuing four-year or longer non-arts and sciences degrees), and other specialized preprofessional English courses, such as technical writing. Fontane, Marilyn Stall. ADE Bulletin (1994). Articles>Education>Writing>Technical Writing 207. #23330 English Professors as Technical Writers: Experience is The Best Teacher The future of the English curriculum is being argued and discussed in academic settings across the country. Students, more and more, seek courses of study that will lead directly to jobs. The buzzword is 'relevance.' The bottom line is 'big bucks.' Barnum, Carol M. ADE Bulletin (1983). Articles>Education>Writing>Technical Writing 208. #15129 Environmental Problem-Solving in Communication Courses Describes how teachers of communication courses can use local environmental controversies to stimulate creative thinking and illustrate proper research methods. Griggs, Karen. Intercom (2001). Articles>Education>Environmental 209. #21201 Articles about emerging trends in online learning that may affect the design and development to electronic performance support systems. 210. #29377 Equal Time: Grammar and Composition: Myths and Realities Let's resist seduction by the mythologies of teaching and keep our grasp on the realities of learning. Kuykendall, Carol. English Journal, The (1975). Articles>Education>Writing>Grammar 211. #14462 This article examines the sentence-based pedagogies that arose in composition during the 1960s and 1970s—the generative rhetoric of Francis Christensen, imitation exercises, and sentence-combining—and attempts to discern why these three pedagogies have been so completely elided within contemporary composition studies. The usefulness of these sentence-based rhetorics was never disproved, but a growing wave of anti-formalism, anti-behaviorism, and anti-empiricism within English-based composition studies after 1980 doomed them to a marginality under which they still exist today. The result of this erasure of sentence pedagogies is a culture of writing instruction that has very little to do with or to say about the sentence outside of a purely grammatical discourse. Connors, Robert J. CCC (2001). Articles>Education>Writing 212. #26724 Essential Elements of a Writing Course Proposal At some point in their careers, many writers may teach writing courses, either before a 'live' classroom audience or, these days, online. But how does a new teacher develop that first course proposal? What elements should go into it? Dreifus, Erika. Klariti (2005). Articles>Education>Proposals>Writing 213. #30164 Ethics, Critical Thinking, and Professional Communication Pedagogy Critical thinking pedagogy offers a supportive environment for teaching ethics in the professional communication classroom. Four important aspects of critical thinking which particularly encourage ethical thought and behavior are identifying and questioning assumptions, seeking a multiplicity of voices and alternatives on a subject, making connections, and fostering active involvement. Focusing on these behaviors allows an ongoing incorporation of ethics into many different aspects of the classroom. Kienzler, Donna S. Technical Communication Quarterly (2001). Articles>Education>Ethics>Methods 214. #14076 Evaluating Distance Learning in Graduate Programs Distance learning technologies make graduate programs available to technical communicators almost everywhere. Do these programs provide an education that is as rigorous and rewarding as those provided by traditional on-campus programs? Hayhoe, George F. Bigglobe.jp. Articles>Education>Assessment>Online 215. #21544 Internet-based distance learning programs make it possible for technical communicators located anywhere in the world to participate in graduate courses in their field. But are these graduate programs as rigorous as those offered through traditional educational venues? Do they provide opportunities for participants to learn from professors and their fellow students that are as rewarding as those provided in traditional graduate seminars? This paper reports the responses of students in two such classes to a series of questions probing these issues, and offers conclusions and recommendations that may help others who plan such courses to structure them more effectively. Hayhoe, George F. IEEE PCS (1998). Articles>Education>Instructional Design>Online 216. #22739 Evaluating Online Tutorials on Software Applications Nowadays, there are a lot of software applications designed to meet the need of end users to simplify their work. These software applications usually come with supporting tools to help users with system setup and requirements, installation guides, troubleshooting, or getting-started tutorials. When looking for more information on a specific topic or “how to” on a software application, users usually tend to look first on the manufacturer’s Web site. In reality, however, the result doesn’t always answer our questions, because the manufacturer may have a wide variety of tutorials that may confuse us, the manufacturer’s tutorials may be intended for experienced users, or tutorials may be incomplete because the manufacturer only goes through the basics of the software application. Lumenta, Agnes. Techniques (2003). Articles>Education>Tutorials>Online 217. #24675 Evaluating Student-Created Hypertexts: A Map In this paper I offer thumbnail sketches for four methods of assessing student work in computer-mediated composition courses. Whithaus, Carl. Kairos (2001). Articles>Education>Hypertext 218. #23006 Evaluating Training Workshops in a Writing Across the Curriculum Program: Method and Analysis Program directors could use data from protocols and interviews to identify 'natural sources of resistance', and 'translation and follow-up problems'. Blakeslee, Ann M., John R. Hayes and Richard Young. LLAD (2002). Articles>Education>Writing>Assessment 219. #25634 Evaluating Writing Programs: What an Outside Evaluator Looks For In many colleges, evaluation remains an in-house affair. But... Lindemann, Erika. Council of Writing Program Administrators, The (1979). Articles>Education>Assessment 220. #14215 One of the looming challenges educators face today is understanding how student diversity and uniqueness impacts the complex process of learning. Affective and conative factors are increasingly examined as we seek to understand how to teach and support the whole learner. The goal is to build theory that informs practice so that we may, as Martinez argues, move beyond “fuzzy, one-size-fi tsall [instructional] solutions” to instruction that is designed to match individual learning needs. Factors such as motivation, self-effi cacy, learning styles, and emotional intelligence have become increasingly common terms in educational research as we seek to defi ne affective and conative variables that impact the learning process as well as design of instruction. However, as with much of educational research, there are a vast number of complex, interrelated variables to consider and no one easy solution. Kirkley, Jamie and Thomas Duffy. Journal of Computer Documentation (2000). Articles>Education>TC>Cognitive Psychology 221. #22178 Expanding Our Borders to New Sites of Practice Vital academic programs have a component in practice and an obvious connection of research and theory to the undergraduate classroom. This position (not a truth) could explain, in part, the growth of technical communication as an academic discipline over the past two decades while the study of literature, often in the same department, has declined. Rude, Carolyn D. CPTSC Proceedings (2003). Articles>Education>TC 222. #22189 Expanding the Borders of Our Curriculum to Include Communities of Practice What does the profession look like today? We see writers who specialize in running usability tests; writers who work with XML and database tools to manage single content sources for multiple delivery vehicles; writers who develop content and then design the layout of that content for every kind of print and electronic media, writers who grab the latest hot authoring tool and produce Web-based customer support. And the list could go on and on. The common denominator is writing skills. Harner, Sandi. CPTSC Proceedings (2003). Articles>Education>TC 223. #27960 Experience-Enabling Design: An Approach to ELearning Design (II) Layout decisions like the course structure, navigation, media, etc., affect the experience of the product. For a learner, the ease and intuitive way of getting in, moving around and exiting are the experience factors. How do we bridge this gap between layout and experience? Krishnan, L. Ravi and Venkatesh Rajamanickam. uiGarden (2006). Articles>Education>Instructional Design>Online 224. #27869 Experience-Enabling Design: An Approach to ELearning Design (I) This paper draws inspiration from diverse media to understand what constitutes experience. In doing so, it seeks directions for building experience into design of elearning products. Krishnan, L. Ravi and Venkatesh Rajamanickam. uiGarden (2006). Articles>Education>Instructional Design>Online 225. #13812 Experiential Learning Prepares Students to Assume Professional Roles Educators need to prepare their students to assume roles as communicators in the corporate world. By providing experiential education--active learning both inside and outside the classroom--teachers can ensure that students succeed. Southard, Sherry. IEEE Transactions on Professional Communication (1988). Articles>Education>Workplace
| |||||||||
| |||||||||
Click here to learn how to embed the RSS feed of this category in your website.