Instructional Design and Learning Theory

To students of instructional design the introduction and subsequent 'sorting out' of the various learning theories and associated instructional design strategies can be somewhat confusing. It was out of this feeling of cognitive dissonance that this site was born. Why does it seem so difficult to differentiate between three basic theories of learning? Why do the names of theorists appear connected to more than one theory? Why do the terms and strategies of each theory overlap? The need for answers to these questions sparked my investigation into the available literature on learning theories and their implications for instructional design. I found many articles and internet sites that dealt with learning theory and ID, in fact, it was difficult to know when and where to draw the line. When I stopped finding new information, and the articles were reaffirming what I had already read, I began to write.

Mergel, Brenda. University of Saskatchewan (1998). Articles>Education>Instructional Design>Theory

Instructional Design and Software Quality Assurance, Part II  

In the second article of his two-part series on the application of principles of instructional design to quality assurance processes, Nayar discusses how these principles affect document development.

Nayar, Pawan. Intercom (2002). Articles>Education>Instructional Design

An Instructor Internship In Technical Writing

We cause ourselves problems by not knowing what our counterparts in industry are doing. In my case, I taught the textbook in my first business and technical writing courses at Indiana University East, Richmond.

Driggers, Stephen. ADE Bulletin (1986). Articles>Education>Writing>Technical Writing

Integrating Academics and Industry: A Challenge for Both Sides    

Rapidly emerging technologies are bringing radical changes and challenges to today’s workplace, not just for our own profession but for many others as well. As society’s information needs change, so do the roles of technical communicators. Even the questions technical communicators face are constantly evolving: Which medium to use—and when, and how? Paper or online? Verbal or visual? Such questions were unheard of when many of us entered the profession, but they are commonplace for many practicing technical communicators today (as they certainly will be for many of today’s university students in their careers—and it’s impossible to guess what other questions will be just as routine for them, questions we cannot predict because quite likely the concepts and gadgets and words involved do not yet exist).

Sutliff, Kristene. Journal of Computer Documentation (2000). Articles>Education>TC

Integrating Business Core Knowledge Through Upper Division Report Composition    

The most ambitious project of many undergraduate business communication courses is the formal report. This assignment typically requires the use of many writing skills nurtured throughout the course. Skills such as proper style, tone, organization, flow, and mechanics are enhanced through the writing of memos and various types of letters (persuasive, bad news, etc.). While these skills are all evident in a report, it is a much different kind of document. This synthesis of writing skills can be complemented by the integration of fundamental business subject knowledge. Both skill sets can be concurrently developed through business simulation report assignments, particularly in upper division business communication courses. Such courses are often required in business programs where students have already completed courses in business law, management, basic business statistics, and computer applications. Choosing an appropriate topic and scope for such a report writing assignment can be challenging. As offered in Business Communication Quarterly, many good assignments lend themselves to adoption, each with varying degrees of flexibility, coverage of current topics, and data analysis requirements. The following formal report assignment provides the opportunity to present a wide enough scope to integrate several business disciplines.

Roach, Joy, Daniel Tracy and Kay Durden. Business Communication Quarterly (2007). Articles>Education>Business Communication>Reports

Integrating Communication and Technical Material in the First-Year Engineering Curriculum: The Role of the Laboratory  

Engineering 100/University Course 163 at the University of Michigan is structured as if the students were staff engineers for a company, and we have integrated technical communication by having the students write a laboratory report for the company managerial staff. Acunique component of this assignment is that the lab manager is equally able to evaluate the technical material as well as the communication in the reports. The students responded positively to the experience, but the results show a continued need to emphasize the informational needs of the audience regarding lab protocol and recommendations for future research.

Sulewski, Rob. STC Proceedings (2003). Articles>Education>TC

Integrating New Technology into Technical Communication Curricula  

An increasing number of articles are appearing in communications journals calling for the need for instruction in new technology in the classroom. However, there are several obstacles in integrating new technology, such as Iack of teacher experience, lack of equipment, and adjusting the curriculum. To successfully integrate new technology into the curriculum, technical communication educators need to cooperate with other departments, make themselves available for training, and decide on which courses will integrate which technologies.

Campbell, Jennifer. STC Proceedings (1997). Articles>Education>Technology

Integrating Service Learning and Technical Communication: Benefits and Challenges      

Our ethnographic study of a service-learning class revealed some students benefited in developing civic values, improving academic learning, and accepting responsibility for their own education. Other students struggled to see the connection between technical communication and service learning, felt frustrated with nonacademic writing, and experienced team conflict. We must redefine both technical communication and service learning, help students make the transition to the workplace, and educate community organizations about the role of technical communicators.

Matthews, Catherine and Beverly B. Zimmerman. Technical Communication Quarterly (1999). Articles>Education>Service Learning

Integrating Technical Editing Students into a Multidisciplinary Engineering Project      

A three-year experiment in integrating technical editing students into a multidisciplinary engineering design project developed several ways of helping students apply classroom learning to practical problems. Each year, the engineering students formed Integrated Product Teams (IPTs) and the technical editing students provided editorial support, first as full members of IPTs, then as separate editorial support teams. Research from cooperative learning and teamwork indicates strategies and techniques for best integrating the technical editing students.

Norman, Rose L. and Robert A. Frederick. Technical Communication Quarterly (2000). Articles>Education>Engineering

Integrating the Web into Education for Technical Communication Majors: A Process-Oriented Approach

As the work of professional technical communicators has broadened in scope, so has the challenge of integrating this broader range of concerns into everyday practice.Within the academic world, the response has usually been separate courses.  Many undergraduate and master's programs in technical communication sport courses in usability testing, visual communication, project management, and technical writing and editing.

Carliner, Saul. Saul Carliner Studio (2002). Articles>Education>Online

Intentional Learning in an Intentional World: Audience Analysis and Instructional System Design for Successful Learning and Performance    

How do we support successful, lifelong learners and performers and help them competently respond to rapidly changing opportunities in the 21st century. The answer to this question lies in how well we understand audiences differentiated by key learning differences and consider how these differentiations influence winning learning and performance. Historically, cognitive-rich explanations have tended to underplay the dominant impact of affective and conative factors on thinking and learning. Recently, these dimensions have gained considerable importance as contemporary multidisciplinary research has begun to demonstrate how intentions and emotions can influence, guide, and, at times, override our thinking and other cognitive processes. More importantly, research suggests that intentions and emotions are a dominant, powerful influence on learner success.

Martinez, Margaret. Journal of Computer Documentation (2000). Articles>Documentation>Instructional Design>Education

Intentionality and Other 'Nonsignificant' Issues in Learning: Commentary on Margaret Martinez’s 'Intentional Learning in an Intentional World'    

The backdrop facilitating Margaret Martinez’s study and the increased interest in studies of learners and of alternative learning environments is a complicated one. Most certainly, technological advances during the last decade have invigorated educational institutions and corporate interest in providing alternative educational opportunities for under-represented audiences. Additionally, numerous educational researchers have noted the increased pressure to provide improved educational experiences that are driven by both internal and external pressures on traditional educational institutions.

Mehlenbacher, Brad. Journal of Computer Documentation (2000). Articles>Education>TC

Interacting with Engineering and Industry, Using Instructional Technologies in Technical Communication Education  

The evolving roles of technical communicators threaten the comfortable assumptions of many educators who see themselves as primarily writing teachers. These threats can become opportunities if we perceive ourselves as participants in the evolving paradigms. This new perception requires significant interaction with colleagues. As we start to see ourselves as collaborators at work, in education, across disciplines and boundaries, we can make larger contributions and can enjoy greater professional recognition. Technical communicators can be partners with engineering faculty in developing innovative curricula; can achieve educational objectives by becoming partners with industry and practitioners; and can lead the shift in education through instructional technology.

Davis, Matjorie T., Helen M. Grady and David C. Leonard. STC Proceedings (1997). Articles>Education>Instructional Design>Engineering

Interchange Keynote Presentation: E-Learning

In today's market, corporations consider 'cost avoidance' a top priority; nonetheless, complex products and tasks still demand training. Therefore, organizations look for efficient and effective training methods. E-learning answers that search.

Gruener, Bill. Boston Broadside (2001). Articles>Education>Online

The Intercultural Component in Textbooks for Teaching A Service Technical Writing Course    

This research article investigates new developments in the representation of the intercultural component in textbooks for a service technical writing course. Through textual analysis, using quantitative and qualitative techniques, I report discourse analysis of 15 technical writing textbooks published during 1993-2006. The theoretical and practical elements of intercultural teaching have been expanded in recent years, but this progress is quite slow. This article provides some directions in which the textbooks can be revised. Such an analysis may be of interest to textbook writers and educators.

Matveeva, Natalia. Journal of Technical Writing and Communication (2007). Articles>Education>Publishing>International

Intercultural Technical Communication: The Pedagogical Possibilities of Paralogic Hermeneutics

Our rejection of language as a system necessitates the rejection of pedagogical methods that seek to cultivate 'linguistic competence' or seek to develop 'intercultural competence' on top of the 'regular' work of technical communication instruction.

Daisy, Brenda. Orange Journal, The (2005). Articles>Language>Education

Interdisciplinary Communication in a Literature and Medicine Course: Personalizing the Discourse of Medicine      

To provide modest insight into whether or not reading literature helps medical students communicate more effectively in the physician-patient encounter, I conducted an ethnographic study of medical students taking a required three-hour literature and medicine course. This article will demonstrate that although these medical students were embedded in the discourse of medicine, reflective writing enabled them to conceive medicine as an interpretive, personal, and idiosyncratic activity rather than as a stagnant diagnosis-based process.

Welch, Kathleen E. Technical Communication Quarterly (2000). Articles>Education>Biomedical>Scientific Communication

An Interdisciplinary Course in Technical Communication    

Adresses engineering students' complaints that technical communication courses are not relevant to their major area of study. Describes a joint course in metallurgical engineering and English taught in the same classroom, with credit given in both subjects.

Andrews, Deborah C. Technical Communication Online (2003). Articles>Education>TC>Engineering

An International Technical Communication Curriculum: The Value Added  

In the expanding global economy, the focus on international communication has largely been devoted to machine translation of technical documents, and in a world of online information it only makes sense to take advantage of the computer’s speed and relative accuracy in translating documents. However, with the emphasis on machine translation as the standard, we still need well-trained people to conduct international business intelligently and effectively. The prototype curriculum presented below outlines some of the objectives and components for a program which focuses on both the technological and cultural elements of international technical communication.

Heba, Gary M. STC Proceedings (1996). Articles>Education>TC>International

International Technical Communication Programs and Global Ethics    

International technical communication program developers may face globalization either with fear or exhilaration. Is globalization primarily an economic process that will bring unprecedented opportunity, prosperity, democracy, and health to everyone in the world? Or is it a process that will usurp the autonomy of national and local governments, colonize the cultural diversity of the world, lay waste to ecosystems, and gobble up the resources of the entire planet?

Savage, Gerald J. CPTSC Proceedings (2001). Articles>Education>Ethics>International

International Technical Training and Communication: Case Studies from the Industry  

A key element for the success of any business that operates in today's fast changing business environment is the optimization of communication and training resources. This is especially critical for a medical device company. The challenges of local language, culture, and regulations must be addressed by an iterative examination and adaptation of sales training and product literature to local needs. We developed strategies for planning, training, translating, producing, and implementing that provide our sales staff, physicians, and patients with useful product and therapy information.

Guthertz, Harriet and Richard J. Mann. STC Proceedings (1995). Articles>TC>Education>Case Studies

Internationalizing Online Training  

Online training is becoming increasingly popular; however, geographic and cultural distance can work to your disadvantage. St.Amant outlines how to set up a training program that both attracts and benefits communicators in locations around the globe.

St. Amant, Kirk R. Intercom (2006). Articles>Education>Online>Localization

Internationalizing Technical Communication Programs: Teaching and Research Collaborations with the Universidad de la Habana (Cuba)  

Efforts to create joint programs with universities in foreign countries are evidence that internationalization is imperative. One such effort is the professional writing program at Fairfield University that recently established an international partnership with the Universidad de la Habana in Cuba.

Sapp, David Alan. CPTSC Proceedings (2003). Articles>Education>International>Collaboration

Intertwining Structures of Assessment and Support: Assessing Programs-Advancing the Profession  

In my recent experience as an external assessor invited to participate in San Francisco State University's Technical Communication Program assessment, I felt that surely the process taught me more than I was able to provide in return.

Herrington, TyAnna K. CPTSC Proceedings (2003). Articles>Education>Assessment

The Interview Project: Reinforcing Business Communication Competence    

As business communication instructors, we understand the value of helping students learn, discuss, apply, and manipulate communication strategies on the basis of purpose and audience. This rhetorical bent encourages active learning through activities and multipurpose projects, but active learning often works best when students believe they are engaging concepts that will be useful to them in the future. I learned two very important facts early in my first business communication courses, taught at Iowa State University: First, the majority of my students were required by their majors to take the course, and second, many dreaded or resented taking what they thought of as another boring, impractical, useless 'English' class. To help my students believe that communicating professionally is vital to success, I developed an interview project, completed early in the semester, that encourages students to see beyond their preconceptions while practicing a variety of communication skills with professionals in different workplaces. A Multiphase Interview Project Interview projects are not new in business communication courses but can be extremely effective in actively engaging students. In the multiphase assignment I've developed, students plan, coordinate, conduct, transcribe, and synthesize interviews with three acquaintances or family members who work in different organizations.

Pope-Ruark, Rebecca. Business Communication Quarterly (2008). Articles>Education>Business Communication