#19706
Technical communication courses and training programs often benefit from peer review or group critique. To encourage learning, these activities require a constructive climate: Students must listen to one another, be receptive to feedback, and refrain from reproaches, interpretations, and judgments. Such a positive group spirit is not a given, especially if the school or corporate environment encourages competition more than collaboration. Teachers must foster an appropriate environment if they want their collaborative learning activities to be successful.
Doumont, Jean-luc. Intercom (2003). Articles>Education>Instructional Design>Collaboration
#19664
Feedback is central to learning. Practice makes perfect, as the saying goes, but practice without feedback does not allow students or training participants to improve.
Doumont, Jean-luc. Intercom (2003). Articles>Education>Instructional Design>Collaboration
#23572
Training Options and Team-Oriented Techniques 
After instituting training programs requiring 10 to 20 percent of every person's work week, Motorola reported that plants reinforcing the training received a $33 dollar return on investment for every dollar spent. The demand for training in new computer applications is growing. Selecting computer training options requires (1) an analysis of cost to benefits and (2) teamwork for preparing the materials and delivering the training. Some training techniques that work include knowledge mapping, pilot testing, and team training.
Feinberg, Susan G. STC Proceedings (1994). Articles>Education>Instructional Design>Collaboration
#14623
Using Student Management Teams to Improve Technical Writing Courses
In this article, the authors describe the student management team (SMT) teaching concept, used to build appropriate teamwork competencies, and explain how they implemented an SMT in their technical writing course.
Mutschelknaus, Ina L. and Mike Mutschelknaus. Intercom (2000). Articles>Education>Instructional Design>Collaboration
