Commentary on International Learning  

This article, subtitled “Audience Analysis and Instructional System Design for Successful Learning and Performance,” by Margaret Martinez is a must-read for all committed to seeing to it that technologies keep their promises and achieve their potential. There is a propensity among technology proponents to disregard, or at least to minimize the importance of, individual differences among learners and the impact of differences in learning. While the research design, execution, and fi ndings are significant it is important to recognize this work for what it is—a meaningful addition to a less-than-adequate body of knowledge. In our (still) instruction-centered educational environment it is still frustratingly diffi cult to elicit recognition that we are all different in many ways and that includes how we learn. Ms. Martinez has provided us with a contemporary update on individual difference data which flows well from her excellent historical review.

Russell, Thomas L. Journal of Computer Documentation (2000). Articles>Education>Instructional Design>International

Cross-Cultural Considerations for Designing International Internet-Based Learning  

As increasing numbers of multinational corporations, consultants, universities, and instructional designers create Internet-based learning (IBL) courses or require courses to be taken via the Internet, not all are aware of the need to adjust their design expectations and assumptions due to cross-cultural considerations involved in such online courses. Eight critical considerations discussed in this paper include the following: language, culture, technical infrastructure, local/global perspective, learning styles, reasoning patterns, high/low context communication, and social context. Recommendations are listed for low-context designers to design with more cultural sensitivity for global learners and also for high- context learners who take low-context IBL courses.

Vawn Tinney, Mari, Joanne P. H. Bentley and Bing-Howe Chia. STC Proceedings (2005). Articles>Education>Online>International

A Curriculum for the Research and Practice of International Technical Communication  

It is no secret that businesses around the world need to compete globally in order to survive. What is a secret is that technical communicators in every county in the world are untrained to deal with the issues, deadlines, standards, and quality measures necessary to address the needs of global businesses. This paper offers some ideas and justification for a curriculum in international technical communication.

Hoft, Nancy L. STC Proceedings (1996). Articles>Education>Instructional Design>International

Global Perspectives 2001: An Interdisciplinary Course that Prepares Students for Issues Related to Power and Communication in the 21st Century  

Global Perspectives 2001 was an interdisciplinary course that introduced students to global issues both from the perspective of power relationships and through an understanding of intercultural communication. The course assignments required students to do field research, use technology, and work as part of teams. Students learned to think critically about key global issues. The team project required students to do extensive research using technology, interviews, and other types of field research in addition to more traditional library research. Collaboration with any other discipline can help students see the broader implications of what they learn in technical communication courses.

Flammia, Madelyn. STC Proceedings (2001). Articles>Education>International

Global Thinking, or the Utility of Trivia    

The constant emphasis on specialization produces university graduates who do not or cannot look at problems broadly. As a result, engineers, scientists and executives indeed graduates in all fields including the supposedly broad-based humanities often cannot solve problems that require knowledge outside of their specializations. Or their narrowness causes them to commit embarrassing blunders that could be avoided if they took a broader view. The case of the British Westland Lysander P12 Ground Strafer aircraft illustrates the problem of narrow thinking. Very little direct information is available on this ingenious but obscure prototype airplane, but by examining many peripheral matters we can determine not only why the P12 was built but also how it was built. Further, we can also determine why it failed. Had the initial designers approached the problem in a broad way, and using information that was then available, they would have seen in advance that the project would fail. The case is instructive as an industrial problem, but it also demonstrates the value of global thinking methodology.

Harris, John S. Journal of Technical Writing and Communication (2001). Articles>Education>International

Globalizing the Technical Communication Classroom  

In today’s global economy, knowing how to communicate in an international environment is more important than ever. The United States leads the world in the number of foreign students attending its educational institutions. The student body is becoming increasingly diverse. Instructors can no longer assume that all students have had the same experiences. Often, in an attempt to treat all students equally, instructors overlook or misunderstand the needs of international students. But if the teachers acknowledge and welcome cultural diversity in the classroom, students can become more aware of the varied audiences they will encounter in their future careers.

Sharpe, Victoria. Intercom (2003). Articles>Education>Instructional Design>International

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

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

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>Cuba

Reaching Out: Incorporating the Intercultural in our Programs  

New opportunities for program development are emerging as higher educational institutions are pressed to prepare graduates for the challenges of working in global markets. As communications program designers we must reach out, going beyond disciplinary boundaries in order to acquire new expertise. We need more investment in incorporating the 'intercultural' in our communications programs.

Atkinson, Dianne. CPTSC Proceedings (2003). Articles>Education>International

Review of Technical Communication Programs Outside the United States    

This review examines technical communication programs outside the United States and comments on such features as their location in the university structure, links with public relations, the inclusion of internships or practicums, the balance of theory and practice, and typical courses offerings. It also provides a listing (including Web addresses) of a dozen major programs in seven countries. The review concludes that programs abroad share many features and goals with programs in the United States and suggests how international programs can illustrate the value of technical communication in the global marketplace.

Alred, Gerald J. Journal of Business and Technical Communication (2001). Articles>Education>International

Some Philosophical Underpinnings for Communication: Western and Eastern Foundations as seen in Commonplace Principles  

This paper focuses on one area of Western and Eastern philosophical underpinnings for communication, namely, the use of Commonplaces. However, it needs to be pointed out that we mainly focus on the Western tradition, while making some preliminary references to the Chinese rhetorical tradition since Chinese culture has very rich sources of foundation of rhetoric and communication. However, to our knowledge, ‘Commonplaces’ is a research topic that has been embarked on because of its rich traditions. In particular, we visit this singular concept of Commonplaces in two cultures: First, a brief view of the Western rhetorical tradition relating to definition/theory behind the use of Commonplaces as used in the Classical, Medieval, and the Renaissance world as the basis for communicating either orally or in written form. Second, we will briefly trace some Chinese rhetorical underpinnings of using Commonplaces, philosophies, points of view that mankind could use to communicate better, get along with people in order to achieve both informative and persuasive ends.

Hildebrandt, Herbert and Yunxia Zhu. Association for Business Communication (2007). Articles>Education>Communication>International

Teaching Intracultural and Intercultural Communication: A Critique and Suggested Method    

Within an increasingly global marketplace, discussions of intercultural communication are important in business and technical communication classrooms. Although many business and technical communication textbooks integrate discussions of intercultural communication, they do not go far enough in engaging the complicated nature of this issue. This article summarizes recent literature about the importance of paying attention to intercultural communication and analyzes the productive approaches in popular business and technical communication textbooks. It presents five challenges for business and technical communication teachers to consider and includes teaching modules that address these challenges. Although the article focuses on classroom practice, such intercultural explorations are also of value to authors of business and technical communication textbooks, who might consider integrating modules such as these into their textbooks.

DeVoss, Danielle, Julia Jaskin and Dawn Hayden. Journal of Business and Technical Communication (2002). Articles>Education>International

Virtual Classroom Project Report

The aim of the Virtual Classroom project is to create an environment that will help stimulate purposeful communication between English language learners across the globe.

Hudson, Roger. Usability.com.au (1998). Articles>Education>Online>International

Writing Across the Curriculum in International Contexts: An Introduction    

As is the case with the first-year composition class, we tend to think of WAC programs as an exclusively U.S. phenomenon, or at least a North American phenomenon.

McLeod, Susan H. LLAD (2001). Articles>Education>Writing Across the Curriculum>International

Teaching Professional Writing to American Students in a Study Abroad Program    

Studying abroad enhances the intercultural competencies of American students, but that enhancement strategy may be seen as an obstacle to those in business and technical fields who follow a tight curriculum and work to cover expenses. To meet their needs, U.S. professional communication faculty are designing short courses that can be delivered abroad during between-term periods and that foster an understanding of the situations and genres of the field within a context of cultural dislocation. Based on the courses described in this article, the best approach is to settle students in one location rather than touring; keep student numbers low by an entrepreneurial approach to keeping costs low; encourage students to live as the locals do, in apartments rather than hotels; explicitly plan appropriate access to technology; use class time to provide structure and reflection, but allow free time for collateral learning; and make sure the course grows local roots.

Andrews, Deborah C. and Brent Henze. Business Communication Quarterly (2009). Articles>Education>Business Communication>International

Business Communication Needs: A Multicultural Perspective  

How should we teach international business communication? What role can multiculturalism play in the business communication classroom? Can we identify a set of business communication requirements that are valid across different cultures? This article enters this discussion by presenting a small empirical study of the business communication needs expressed by postgraduate students in a North Cyprus university and comparing it to similar studies conducted in the United States and Singapore. The findings reveal some interesting correspondences between the needs expressed by students in these different countries. In addition, the multicultural environment of the North Cyprus university studied suggests that multicultural interaction increases students' sensitivity to the need for a nonethnocentric approach to international communication. The findings also indicate that respondents in multicultural settings may be more inclined to engage in groupthink because of their heightened awareness of cultural differences and their wish to avoid conflict.

Goby, Valerie Priscilla. Journal of Business and Technical Communication (2007). Articles>Education>Business Communication>International

Introducing Heuristics of Cultural Dimensions into the Service-Level Technical Communication Classroom    

A significant problem for practitioners of technical communication is to gain the skills to compete in a global, multicultural work environment. Instructors of technical communication can provide future practitioners with the tools to compete and excel in this global environment by introducing heuristics of cultural dimensions into the service-level classroom. By practicing how to use these heuristics in "real-world" contexts, instructors can prepare students to function as both information architects and symbolic-analytic operators within this global work environment. In this article, I first examine common cultural heuristics as they pertain to business communication. Next, I articulate how technical communicators can benefit from incorporating these heuristics into the classroom. Finally, I offer a pedagogical approach to introducing heuristics of cultural dimensions into the service-level technical communication classroom.

Schafer, Robert. Journal of Technical Writing and Communication (2009). Articles>Education>Technical Writing>International

Global Visions: Promoting Excellence in the Education of Professional Communicators and Translators  

Despite the increasingly unified and multicultural consciousness of the world today, and the tendency of authors such as Hoft or Weiss, on the side of professional communication, and Nord or Risku, on the side of translation, to bridge the gap between professional communication and translation, these activities are still viewed as separate, requiring different competencies and educations. At most, one finds professional communicators being asked to be aware of the involvement of translators in their work processes and of the characteristics of translation, and translators being asked to be aware of localization and of the potential need to adapt their work to the characteristics of the receiving culture. This distinction corresponds greatly to the geographical divide between the United States and Europe, being actively promoted by the definition of translation, translation process, and translator competencies stated out in documents such as the recently adopted EN 15038 standard.

Durao, Rosario. IPCC 2009 (2009). Articles>Education>Undergraduate>International