Teaching Usability Design Through Pattern Language

For interface designers to produce really usable software they require both knowledge of tools and methodologies and appropriate attitudinal, aesthetic and creative characteristics. Usability design patterns, based on the ideas of Christopher Alexander, offer an approach to this educational need. We discuss three approaches to incorporating design patterns into teaching: teaching about pattern language, teaching throughpattern language and discovering patterns. We suggest that developing an ability to see successful usability design solutions as patterns is more important than knowing a canonical set of particular patterns, but that this is an extremely difficult skill to acquire.

Griffiths, Richard N. and Lyn Pemberton. University of Brighton. Articles>Education>Usability

Teaching Web Design in the Technical Writing Service Course: Steps Toward a Planned Evolution  

This study uses an online survey of technical communication educators to examine trends in the technical writing service course with regard to web design. Participants for the study were representatives of programs in technical communication in four-year institutions of higher education throughout the United States. The study contributes to research into the function of the technical writing service course in the current technological climate. Identifying trends is one component in an evaluation that will aid effective evolution of this significant course.

Brewer, Pam Estes. STC Proceedings (2004). Articles>Education>Web Design>Technical Writing

Teaching Writing at a Distance: Avoiding Lecture, Fostering Interaction  

This panel segment focuses on lessons learned from teaching technical writing via Interactive Compressed Video ([C V). Although ICV has limitations, its two-way audio and video have distinct advantages, especially when combined with document cameras at each site. With some ingenuity, the discussions, hands-on exercises, workshops, and individualized coaching that are the mainstay of writing instruction can be adapted for teaching at a distance.

Farrell, Kathleen L. STC Proceedings (1995). Articles>Education>Online>Writing

Teaching Writing, Grammar and Editing Skills On-Line  

Universities are rapidly expanding their asynchronous course offerings in order to meet the demands of the adult learner. Nowhere is the asynchronous learning environment more useful then when teaching writing and editing skills. One such on line course was developed at East Carolina University in Greenville, NC. The course, COMM 1002-Media Writing, uses the virtual classroom, threaded discussion and peer editing techniques to maintain student connectivity. The course also provides a number of testing/quizzing platforms to allow students to increase their grammar and vocabulary skills at an individual pace thus decreasing student anxiety about professional writing.

Cranford, Christine L. and Christine R. Russell. STC Proceedings (2003). Articles>Education>Online

Technical and Professional Communication Programs and the Small College Setting: Opportunities and Challenges    

This article argues that the small school context has been a relatively unexamined or under-examined context for technical and professional communication program development. While graduate program development holds a large share of the field's attention in recent national forums, growth in graduate programs is a consequence of demand in the job market among mostly "teaching" schools. Thus, the field must consider how well we are socializing new Ph.D.s into the values and the real work of institutions where they will find employment. Toward this end, this article articulates three mediating forces of program development in the liberal arts and humanities settings of small schools: 1) interdisciplinarity and flexibility are lived dynamics of small schools; 2) the campus-wide privileging of writing and communication skills presents ongoing opportunities for curricular initiatives and program development; and 3) compression of decision-making structures leads to more involvement of/with administrators and units across campus.

Latterell, Catherine G. Journal of Technical Writing and Communication (2004). Articles>Education>TC>Business Communication

Technical and Scientific Communication: Research on the Internet-Expanding Wealth or Chaos?  

Since writers/communicators now carry legal responsibility for what they write, on paper or online, it would be useful to students in Technical and Scientific Communication Programs to have instruction in communication law and explore its many applications online.

Turpin, Elizabeth R. CPTSC Proceedings (2003). Articles>Education>Legal

Technical Communication and Corporate Training  

Unless the professional lives of my former students are unaccountably unique, I expect you will confirm that many of your own former students find themselves developing materials that will be used in workplace training situations. You are undoubtedly aware that a number of technical communicators not only develop such materials but serve as trainers, themselves. The other side of the coin is that full-time professional trainers commonly have to develop their own training documents. Indeed, the majority of students in our Advanced Technical Writing course at Illinois State University are Industrial Technology majors, whose professional goals are to work as industry trainers or as teachers of industrial technology in secondary and postsecondary education programs.

Savage, Gerald J. CPTSC Proceedings (2000). Articles>Education>Instructional Design

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

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

Technical Communication and Late Capitalism: Considering a Postmodern Technical Communication Pedagogy    

This article proposes a postmodern reconceptualization of technical communication pedagogy to make student and professional agency a major concern, especially because technical communicators must compete in a global economy that rewards flexibility and penalizes inflexibility. Postmodern mapping metaphors and Robert Reich's methodology for training 'symbolic-analytic' workers are used to suggest ways in which a postmodern approach to technical communication could be taught.

Wilson, Greg. Journal of Business and Technical Communication (2001). Articles>TC>Education

Technical Communication and Service Learning: Goals and Guidelines  

Service-learning pedagogy can help develop both writing skills and civic responsibility by involving students in writing projects for nonprofit organizations. Course policy statements should include provisions to encourage responsible student participation, and students should submit regular progress reports so the instructor can make sure clients are served satisfactorily. This linking of the classroom and the world beyond merges theory and practice, allowing students to serve their community while applying and testing the effectiveness of their classroom learning.

Sutliff, Kristene and Leigh Henson. STC Proceedings (1998). Articles>Education>Service Learning

Technical Communication Education in India  

It, perhaps, may not be an exaggeration to say that the words 'Technical Communication' and 'Technical Writing' became familiar to Indians only in the late Eighties. As the software companies in India started hiring writers for their counterparts in the US and Europe, there was new demand for a specialized breed of writers. The authors felt that to ensure there was a steady supply of trained writers, a structured training program on the subject was vital. This paper takes a look at the involvement of the authors, the industry, and teaching methodology employed in a course on Technical Writing offered by an Indian University.

Ravishankar R and Tharun K. Unni. STC Proceedings (2005). Articles>Education>TC>India

Technical Communication from 1850-1950: Where Have We Been?      

As the discipline of technical communication undergoes increasing scrutiny by scholars and teachers and as the discipline continues to evolve with advancements in technology, we should pause to consider some foundational, historical issues that led to the formation of a technical communication pedagogy in the first place. This piece evaluates shifts in an engineering curriculum from roughly 1850 to 1960 that made possible the development of a technical communication curriculum.

Kynell, Teresa. Technical Communication Quarterly (1999). Articles>Education>History

Technical Communication Instruction in Engineering Schools: A Survey of Top-Ranked U.S. and Canadian Programs    

This survey of 73 top-ranked U.S. and Canadian engineering schools examines initiatives that engineering schools are taking to improve communication instruction for their students. The survey reveals that 50% of the U.S. schools and 80% of the Canadian schools require a course in technical communication. About 33% of the schools utilize some form of integrated communication instruction, and another 33% offer elective courses in communication. Just 10 schools have created engineering communication centers to provide additional individualized coaching and feedback for their students. The most comprehensive preparation that engineering schools provide is a communication-across-the-curriculum approach that combines these instructional methods to offer concentrated instruction, continual practice, situated learning, and individualized feedback.

Reave, Laura. Journal of Business and Technical Communication (2004). Articles>Education>TC>Engineering

Technical Communication on the Web: A Profile of Learners and Learning Environments      

The number and variety of distance education courses have increased dramatically in recent years with the advent of new delivery technologies. Third-generation distance delivery methods such as interactive, Web-based instruction also have led to new levels of access for students. This article presents demographic information about students taking online courses at two institutions. In addition, it discusses some of the changes in learning environments that may accompany the move to the virtual classroom. Finally, it points out some potential problems in delivering courses with new technologies.

Schneider, Suzanne P. and Clark G. Germann. Technical Communication Quarterly (1999). Articles>Education>Instructional Design>Online

Technical Communicators--Why They Study  

The authors, both teachers at Concordia University, report on a survey conducted by their Continuing Education Department that suggests several reasons why many technical communicators desire more education. Waterhouse and Sklar also describe how their department is using the survey to tailor its curriculum to the needs of technical communicators.

Waterhouse, Ann and Adrianne Sklar. Intercom (2000). Articles>Education>Continuing

Technical Versus Non-Technical Students: Does Emotional Intelligence Matter?    

Intellectual Quotient (IQ) has long been considered in education as the deciding factor in a person's success but have we overlooked emotional intelligence (EI) in determining one's success in life? In my attempt to reexamine the acceptance of EI, I studied the difference in EI between different groups of undergraduates in Singapore in terms of their field of study, gender and university. The sample comprised undergraduates from Nanyang Technological University (NTU) and National University of Singapore (NUS), with a fair mix of gender and field of study. From their responses to an EI questionnaire, it was found that there was no significant difference in EI between undergraduates who study technical and nontechnical courses, as well as between undergraduates of NTU and NUS, although male undergraduates achieved higher EI scores than female undergraduates.

Poon Teng Fatt, James. Journal of Technical Writing and Communication (2004). Articles>Education>Technology>Emotions

A Technical Writing Course Aimed at Nurturing Critical Thinking Skills

Designing effective technical documents requires insightful and well-designed thinking strategies. Experienced writers--usually good problem solvers--practice critical thinking to identify the problems arising out of conflicting goals and agendas. Problem solving starts with problem finding (Flower 1994), and critical thinking plays a vital role in achieving the resultant writing goals. This article describes the function of critical thinking and its practical application in a technical writing course in an occupational setting. A solid understanding of critical knowledge will enhance novice writers' capability of handling problems and making appropriate decisions.

Kanaoka, Masao. Cambridge Language Consultants (1999). Articles>Education>Workplace>Writing

Technical Writing Courses  

In the United States, many technical writing courses and degree programs exist for hopeful writers. Technical writers in other countries are not necessarily so fortunate. I don't know why this should be so, but I am happy to say that this situation is improving; more and more universities and colleges are offering technical writing degrees and certificates. Since the number of schools offering technical writing programs changes frequently, providing a list of them here would soon cause this page to become out of date. To find out what technical writing courses are available in your area, contact your local universities and colleges. If there are no classes offered in your area, some universities and colleges provide online degree programs that you can complete from anywhere in the world. Also, many private companies provide technical writing courses. You can find these by typing "technical writing courses" at the search engines. Even if your local university or college does not offer any technical writing courses, you can take other courses that will be beneficial when you apply for a job.

Docsymmetry (2003). Articles>Education>Technical Writing

Technical Writing in a Technological Age: Changes in the Classroom and the Workplace

Over the past decade, new media and computer technologies have permeated both the technical writing classroom and the technical writing workplace. Documents written for, and used in, these two contexts no longer include just verbal text messages and simple line art printed on standard, 20 pound white paper, as they often did in the 1970s and early 1980s. Technical writing documents today appear not just in print but in electronic form, and in electronic form these documents include multiple media such as high-resolution graphics, audio and video clips, animation sequences, and visual effects. Couple this expanded electronic form of technical writing with Internet protocols that allow for the global exchange of information, and it becomes clear that distinct challenges and opportunities exist for the field of technical writing in a technological age. What is the nature of these challenges and opportunities in the classroom and the workplace? And, what is the relationship between new media, computer technologies, and the changes currently evident in these two contexts?

Selber, Stuart A. Addison Wesley Longman (1997). Articles>Education>Online>Technical Writing

Technical Writing in College, Industry, and Government (The Junior College Program)    

Recommends in-service training programs, including summer institutes and monthly workshops, to teach technical writing techniques to literature-trained English teachers who have plunged into unknown waters.

Marcus, Mitchell. CCC (1968). Articles>Education>Writing>Technical Writing

Technical Writing Part Five: Education

Education and skills development are vital to a technical writing career. While there are no set-in-stone educational requirements for a technical writer, there are very few writers in the field who do not have a college degree.

Hewitt, John. Writer's Resource Center (2004). Articles>Education>Writing>Technical Writing

Technical Writing Taught Over the Internet

Is it possible? Can a writing course be delivered effectively from a distance, without interaction from an instructor? It’s not easy, but we think it can. In fact we are well into developing an online course which is entirely self-evaluated.

Moretto, Lisa A. TC-FORUM (2001). Articles>Education>Online

Techniques for Collaborative Technical Writing and Editing Projects Applied in a Technical Writing Classroom  

Collaborative writing and editing are common in business and industry, so they’re often taught in the technical writing classroom and the writing intensive classroom. However, more than dividing the tasks and sharing knowledge in a "real world" simulation is necessary to provide students with a "good" collaborative experience or writers and editors with good teamwork in business and industry. Technical writing students at Cincinnati Technical College worked in teams on developing a manual for prospective students, but they also applied more sophisticated collaborative techniques. They completed a battery of psychological tests and participated in experiential learning on group process.

Heilman, Christine W. STC Proceedings (1994). Articles>Education>Writing