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#19273
Επικοινωνία Ανθρώπου - Μηχανής
Η Επικοινωνία Ανθρώπου-Μηχανής είναι ο διεπιστημονικός κλάδος που ασχολείται με την ανάλυση, σχεδίαση, υλοποίηση και αξιολόγηση της Διεπιφάνειας Χρήσης, εφαρμογών υπολογιστικών συστημάτων με τα οποία ο χρήστης έχει τη δυνατότητα αλληλεπίδρασης, καθώς και των θεμάτων που διέπουν αυτή την αλληλεπίδραση.
#22977
Students will be asked to choose and research particular social situations, analyze texts produced in the contexts of these situations, and present the results of these explorations in written assignments and oral presentations. Students will be asked to go through drafting and peer review and revision processes while working on the course assignments. In-class time will be provided for peer review sessions.
Artemeva, Natasha. Carleton University (2003). Academic>Courses>Genre
#21982
Advanced Content Development for the WWW 
Advanced Content Development for the World Wide Web is a course for people who wish to explore concepts of content development and management in greater depth than is usually possible in an introductory course. This course is designed to give you a chance to analyze and experience creating effective content for the web.
Hart-Davidson, William. Michigan State University (2003). Academic>Courses>Content Management
#13631
Advanced Interactive Multimedia
A website from an undergraduate course on designing complex interactive multmedia for technical communicators.
Sauer, Geoffrey. University of Washington-Seattle (2002). Academic>Courses>Undergraduate
#18889
Advanced Professional and Technical Communication
This is the first course you need to receive a Masters in Professional Technical Communication at New Jersey Institute of Technology. It provides the foundation and direction for all MSPTC coursework and includes modules on bibliographic research; usability analysis; working in teams; report writing; visual thinking; communicating with new technologies; and technical writing style.
Johnson, Carol Siri. New Jersey Institute of Technology. Academic>Courses>Graduate
#22812
English 515 is designed for undergraduates and graduates interested in professional writing for both print and electronic publication. Students learn to produce documents and coordinate writing projects, study and apply principles of document design and electronic publication using appropriate application software, and work in teams in computer-networked environments. Students will work both individually and collaboratively as they document, utilize and analyze writing practices, literacy tools, and research methodologies.
Salvo, Michael J. Purdue University (2004). Academic>Courses>Writing>Business Communication
#14894
Advanced Technical Communication
English 497 offers you the opportunity to enhance your skills in planning, inventing, organizing, drafting, revising, and editing technical prose. Most students will develop these skills as they complete a single large project consisting of several parts--perhaps including a technical report and articles written for professional and popular journals. We will emphasize the importance of and strategies for accommodating your presentation to your audience. We will also devote much attention to editing technical prose, yours and your classmates'. Finally, we will recognize that the Web has altered the way that professionals communicate. You will learn to take advantage of the new electronic resources in discovering information and communicating it to others.
Harwood, John T. Pennsylvania State University (1997). Academic>Courses>Undergraduate
#18412
Technical writing is a growing and dynamic field. Technical writers work in scientific, medical, and technological contexts, and because of that, need to be both good writers and active learners: they need to learn how to understand technologies and scientific concepts; they need to learn how to analyze and understand work and workplaces; they need to learn to write for and with audiences; and they need to learn how to conduct research.
Grabill, Jeffrey T. Michigan State University (2003). Academic>Courses>Writing>Technical Writing
#18428
There are several facts of contemporary business or technical communication that are now nearly universal: the acts of writing or managing any project occur in group settings; directions from employers are goal-oriented and the responsibility for development is left to a team (usually either external or internal to the assigning agency); organizations possess and frequently reassess corporate personae; and communication occurs with multiple audiences, with varying levels of knowledge. The purpose of this course is to give you practice in all of these skills. In addition, I intend to explore at length an issue far too rarely considered today: the ethical considerations of business and technical communication. For all these reasons, the design and specific requirements of the course are unusually (and, you should note, very intentionally) ambiguous. Given some goal, and composition into small teams of four to five people each, you will design and implement your own instruction in technical writing. Operating under certain requirements, constraints, and limitations, groups will propose, design, test, and recommend a specific solution to a particular need. I will base evaluation upon a percentage that reflects how well the groups (and individuals in them) achieve set criteria.
Maddux, Clark. Michigan State University (2001). Academic>Courses>Writing>Technical Writing
#14848
Audience Analysis and the Rhetoric of User-Centered Design
This online course packet, along with the texts and lectures, should provide all the information you need for completing RHE 330C/TLC 331. It includes conventional information, such as a syllabus and course schedule, as well as links to articles and examples. See the navigation bar above for more information.
Spinuzzi, Clay. University of Texas (2004). Academic>Courses>Undergraduate
#24035
Book Layout, PDF Creation, Preparing Documents for Press
This is a 10 hour, 5 week course taught one-on-one or in a small group (2-5 people) that is an introduction to the Adobe InDesign application. In the course we will cover the fundamentals of designing rich documents, including books, pamphlets, and posters.
Newman, Rob. University of California San Diego (2004). Academic>Courses>Document Design>Printing
#25313
This course is designed for students who expect to write in their future employment. Successful employees know how to communicate clearly and effectively, changing writing style and content for varying audiences and purposes. This class will focus on the difficult task of meeting readers' needs while simultaneously representing your best interests and those of your employer. To meet that end, the assignments will cover a variety of tasks produced under different circumstances, some done quickly during class and some polished and perfected over time. Students completing the semester's work should see a visible improvement in their writing, especially in terms of clarity and precision.
Roy, Debopriyo. Rensselaer Polytechnic Institute (2005). Academic>Courses>Writing>Business Communication
#23530
This course provides an introduction to business writing, which includes business reports, memos, and letters; this course is particularly appropriate for students in business and related areas, although it is open to students from any major. The course requires critical thinking, problem solving, attention to detail, ingenuity, and a significant commitment of time to complete the writing assignments.
Clark, Dave. University of Wisconsin-Milwaukee (2003). Academic>Courses>Writing>Business Communication
#20558
ENGL 420 teaches students the rhetorical principles and writing practices necessary for producing effective business letters, memos, reports, and collaborative projects in professional contexts. The curriculum is informed by current research in rhetoric and professional writing and is guided by the needs of business, industry, and society at large, as well as by the needs of Purdue students and programs.
Clark, Tracy. Purdue University (2003). Academic>Courses>Writing>Business Communication
#25035
Computer Foundations for Instructional Multimedia
In this class you will learn the tools and design elements of multimedia for producing instruction on CD-ROM and the Internet.
Bisson, Mimi. San Francisco State University (2004). Academic>Courses>Instructional Design>Multimedia
#20918
The goal of this course is to foster a sophisticated understanding of rhetorical situation, style and arrangement. Writing for the electronic medium with its specific demands should reveal by contrast material aspects of the practice of conventionalwriting that may have been taken for granted. Technologies encourage certain kinds of thinking and behavior and discourage others. Writing has always been one such technology. The World Wide Web is not the introduction of, but a shift in, technology. Students will analyze, conceptualize and create websites with HTML and graphics without the use of WYSIWYG helpers. WYSIWYG programs can make website development easy; however, we will stay close to the actual code in order to get a better understanding of the medium.
Levy, Matthew A. University of Texas. Academic>Courses>Computers and Writing>Web Design
#13722
Courses for Technical Editors in Australia
I don't know of any tertiary-level courses in Australia specifically for technical editors, although there are several programs for general editors or journalists. I'll add information to this page as I find it.
Technical Editors Eyrie. Academic>Courses>Technical Editing>Australia
#26667
The Internet has become an immensely pervasive and powerful form of communication, one that despite its quick rise has yet to reach most of the world's population. This class is a survey that will trace the Internet's history, reception, audience, industries, rhetorics, fictional and filmic narratives, and potential as a purveyor and transmitter of culture and values. We will focus on the intersections between Internet and old media culture, popular culture, and critical theories of identity.
Nakamura, Lisa. University of Wisconsin (2005). Academic>Courses>Communication
#21037
Designing Manuals and Handbooks
This course is designed to complete a trilogy of courses that explore challenges and issues relevant to information design. In this case, the course focuses on the design of instructional documents.
Williamson, William J. University of Northern Iowa (2003). Academic>Courses>Documentation
#20062
Designing Universally Accessible WWW Resources for People with Disabilities
This course is designed for web content developers to learn about the disability access issues faced by people with disabilities in using the web and how web resources can be designed to improve accessibility. The course provides a foundation on how people with disabilities access information on the web using mainstream browsers and specialized assistive technologies like speech renderings. Participants will learn about the two main standards for web accessibility, the W3C Web Content Accessibility Standards and the Section 508 requirements for web materials. The strengths and weaknesses of different evaluation and repair tools will be presented to help participants understand how to use the available tools to evaluate and repair their web resources. Participants will learn about common HTML accessibility problems, and HTML and CSS techniques that can be used to improve accessibility. Captioning of multimedia materials is also covered for Microsoft Media Player, Real Player and Quicktime, and the accessibility of non-W3C technologies like PDF and Flash will also be discussed.
University of Illinois (2002). Academic>Courses>Accessibility>Web Design
#25445
Developing Instructional Materials
This is a course in the process and techniques used in the technical communication profession for developing and delivering instructional materials for software: computer applications programs. Instructional materials includes all forms of manuals, procedures, step-by-step, tutorials, getting started, booklets, online help, performance support, Wizards, and other methods of supporting the work of software end users. This course also represents a culmination of preparation for professional work. In this course we explore both professional issues and practical issues with the intention of giving you the chance to apply principles to representative projects.
Barker, Thomas. Texas Tech University (2004). Academic>Courses>Instructional Design
#25880
This course will investigate how the digital challenges our perceptions of what we have come to call literacy (and thus, composition). Is literacy a relevant term for digital production, or do we need a new term to describe the process of acquiring and producing knowledge?
Rice, Jeff. Wayne State University (2005). Academic>Courses>Literacy>Online
#20915
Diversity in US Workplace Communication
This course will increase your understanding of the ways in which traditional communication pattern in the workplace enrich or diminish us and empower or marginalize women, older workers, workers with disabilities, racial and ethnic groups and other minorities, and labor.
Locker, Kitty O. Ohio State University, The. Academic>Courses>Discrimination>Workplace
#23532
This course provides technical communicators with a practical and theoretical overview of document design. We will begin with examinations of document design theories and conventions coming from graphic artists, usability experts, cognitive psychologists, and technical communication scholars, and then critique those theories and conventions as we apply them to the analysis and creation of technical documents. In the process, we will problematize modernist expediency and question long-held assumptions.
Clark, Dave. University of Wisconsin-Milwaukee (2003). Academic>Courses>Document Design
#14565
This course will teach you to * identify and discuss principles of reading comprehension, cognitive psychology, human factors, and graphic design that apply to technical documents * analyze and evaluate the design of existing documents and recommend appropriate revisions * design and test documents for maximum usability
Dragga, Sam. Texas Tech University (2002). Academic>Courses>Document Design>Visual Rhetoric
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