Drawing on Technical Writing Scholarship for the Teaching Of Writing to Advanced ESL Students--A Writing Tutorial    

The article outlines the technical writing tutorial (TWT) that preceded an advanced ESL writing course for students of English Philology at the Jagiellonian University. Having assessed the English skills of those students at the end of the semester, we found a statistically significant increase in the performance of the students who had taken the TWT in comparison to the control group who spent the time of TWT doing more traditional exercises. This result indicates that technical writing books and journals should be considered as an important source of information for teachers of writing to ESL students.

Zielinska, Dorota. Journal of Technical Writing and Communication (2003). Articles>Education>Writing>Technical Writing

The Dual Mission of the Community College and Implications for Technical Writing Instruction  

Technical writing education in the community college is complicated by the need to serve multiple populations, including traditional college students, vocational/certificate students, and community businesses. At Heartland Community College (HCC), the Corporate Education Department serves the needs of businesses by providing workshops of varying lengths and content areas. At the same time, the Writing Program and the English Department serve the needs of traditional and vocational students through writing courses in composition, technical writing, and business writing. Since each department espouses different philosophies and is addressing the needs of a different audience, technical writing instruction varies across the College. Rarely does one course design affect the other, yet I believe that conversations between departments could help the College resolve some of the contradictions that accompany its dual mission.

Kratz, Stephanie. CPTSC Proceedings (2000). Articles>Education>Writing>Technical Writing

E-Book Technology and Its Potential Applications in Distance Education    

The potential for distance learning students to use e-books is explored. E-books are gaining wider interest since the introduction of portable electronic reading devices and software-based readers that provide users with more realistic book reading experiences. The paper discusses where to acquire e-book technology, and how to create e-books. It also reports an evaluation to test the usability of different types of e-book compiler software. By using one of the compilers, the use of e-books to improve the interaction between educators and distance learning students in terms of access to teaching and learning materials and submission of assignments is also demonstrated.

Shiratuddin, Norshuhada, Monica Landoni, Forbes Gibb and Shahizan Hassan. Journal of Digital Information (2003). Articles>Education>Online>eBooks

E-Chalk Talk

Although electronic whiteboards come in several sizes and shapes, their main function is the same – to capture written annotations, notes and drawings and store them for future reference. This is accomplished with infrared sensors, radio-signal-emitting pens, plasma overlays and other technologies. The end product is a file of digitally stored notes that can be e-mailed, posted online, or printed and handed out to an audience immediately after a presentation or training session. Beyond these basic features, some electronic whiteboards are interactive – letting you connect a computer and projector to the whiteboard to combine its features with common software programs. A Microsoft Excel spreadsheet, for example, can be projected onto an interactive whiteboard where it can be marked up with colored pens to highlight important numbers or trends. Or, using an interactive whiteboard's touchscreen feature, a presenter can navigate the Web using a finger to move the cursor and double-clicking with taps on the screen. Even videoconferencing functions have been integrated into electronic whiteboards in the past year.

Regenold, Stephen. Presentations (2003). Articles>Education>Multimedia>Videoconferencing

E-Commerce, the Consumer Decision Process, and the Theory of Reasoned Action

More and more companies are relying on e-commerce as a principal method of revenue. However, little is known about the behaviors of online shoppers. The focus of this research was to assess users’ attitudes regarding online consumer behaviors. This research considers nine Internet behaviors across five consumer behavior processes: (a) Motivation and Need Recognition, (b) Information Search, (c) Alternatives Evaluation, (d) Purchase Decision and Purchase, and (e) Purchase Outcomes. The behaviors studied include: clicking on banner ads, reading e-mail advertisements, searching for product information in online stores and using search engines, using comparison engines and online reviews to evaluate alternatives, purchase products, and accessing online customer support via e-mail and websites.

Volk, Fred. Usability News (2001). Articles>Usability>Education

E-Education in the UK    

The paper outlines the results of a survey, by the EBONI project, of lecturers’ use of and attitudes to electronic teaching and learning material, providing a snapshot of the current situation in UK higher education. Differences in the extent and type of e-content usage between academic disciplines, and lecturers’ intentions for the future, are discussed. Based on an analysis of their hopes and concerns, recommendations are made for increasing the development, usage and effectiveness of electronic content.

Wilson, Ruth. Journal of Digital Information (2003). Articles>Education>Online>United Kingdom

E-education: Design and Evaluation for Teaching and Learning    

Recent technological developments have provided a powerful stimulus for the production of a range of electronic materials for education. A number of products and prototypes to assist teaching and learning have been produced and educational materials have been extensively published electronically, but it is still unclear to what extent all of this is of use to students and lecturers/tutors when it comes to real teaching and learning. Looking at the example of electronic books indicates not only the main reasons why electronic materials have not completely replaced the physical counterpart, but more importantly suggests how to improve the quality of the materials and tools currently available.

Landoni, Monica and Paloma Diaz. Journal of Digital Information (2003). Articles>Education>Online>Assessment

E-Learning and Legislation

Using electronic media for learning and teaching is widespread. E-Learning offers opportunities for staff to convey material in a variety of ways and ultimately on 'anytime, anyplace' basis. E-learning materials can range from the simple act of putting lecture notes on line to simulations of real life. This means that distance learning (both off and on campus) is a realistic possibility, with students able to take part in class discussions via email and online discussion forums, and at the same time being able to remotely access materials and information. These materials do not need to be static web pages, as technologies such as broadband improve audio and video may be made available on a faculty Intranet allowing students to review material already covered, or prepare for lectures and tutorials. For example, medical students may review a video of clinical procedures 'streamed' over the intranet and then discuss them in a tutorial, the flexibility of streaming would allow the students to view the video at the their own pace and at times which suit them.

Sloan, Martin. TechDis (2002). Articles>Education>Instructional Design>Online

E-Learning Trends in China  

China faces the enormous task of educating its 1.3 billion citizens, many of whom face extensive educational and social disparity, as well as extreme geographic isolation. Find out how e-learning--and technical communicators--can help solve this educational problem.

Johnston, James. Intercom (2007). Articles>Education>Online>China

E-Learning, Single Sourcing and SCORM  

E-learning is a highly effective way of providing training to widely dispersed audiences. Single sourcing (information reuse) provides the facility to create and store reusable content from a single source, and delivers that content to multi-channel information products for learners. SCORM is the Sharable Content Object Reference Model; it’s an initiative of the ADL (Advanced Distributed Learning Network). This session provides an understanding of how you can create effective e-learning materials using single sourcing or SCORM.

Rockley, Ann and Steve Manning. STC Proceedings (2002). Articles>Education>Single Sourcing>Online

E-Learning: When and Why  

Technical communicators have a responsibility to help companies determine when e-learning is an appropriate training solution. Smith offers criteria for making informed training choices.

Smith, Jane L. Intercom (1995). Articles>Education>Online

E-Mail in the Classroom Workplace  

E-mail usage creates special concerns in education, and teachers must learn how to make e-mail a more effective tool. Students must be taught how to use e-mail for purposes other than informal communication and to evaluate sources of information gathered through correspondence. Although e-mail presents problems in how and what students learn, it also can foster international learning experiences, provide some students with a clearer method of expressing their ideas, and increase collaboration.

Porter, Lynnette R. STC Proceedings (2003). Articles>Education>Online>Email

E-nhance Lectures    

Ever more lecturers find themselves forced to Web-enhance their courses out of economic pressure or prestige. Universities trapped between rising student numbers and decreasing budgets are turning to e-learning as the one-stop solution, with little concern for student or teacher needs. An e-(nhanced) learning environment can only be successful if it fulfils students' and lecturers' needs alike. The student needs to be supported in various stages of learning, whereas the lecturer cannot afford to spend more time on generating lecture support materials. Investigation of lecturers' and students' requirements resulted in the concept and design of e-ULE (e-Usable Learning Environment), a university-level teaching and learning environment with a strong focus on usability. To ensure learning materials are helpful for students in any learning situation, from gaining an overview to providing reference, an equally usable authoring tool is required: e-ULE's authoring system is geared towards a typical lecturer, without requiring an undue amount of IT or pedagogical skills, but offers support for academic workflow by supporting tasks like literature research and integration, and collaborative editing in large groups (e.g. with students). Following a usability engineering approach, all features of the e-ULE learning environment are derived from user requirements and usability tests. The main parts of the environment are currently at 'proof of concept' stage. The system is open source and relies on several prominent open source projects.

Naber, Larissa and Monika Kohle. Journal of Digital Information (2003). Articles>Education>Instructional Design

Earning a College Degree Online  

The number of multidisciplinary skills that technical communicators must possess increases with the rapid advance of technology. Today, a dusty college degree and vintage skills signal stagnation to employers and recruiters. Continuing education is essential to keeping your skill set competitive in today’s job market.

Korczyk, James S. Intercom (2003). Articles>Education>TC

Editing to Help Students' Backs  

Perhaps the worst way to condense a book is by using smaller or condensed type; you want to be especially careful that all fonts are legible. Neither should you save space by tossing out pictures or diagrams that clarify subjects. Some engineers cram paragraphs together, but paragraphs are valuable structural devices that can make subjects more clear. So the clue to successful condensation of text is not mechanical miniaturization but literary efficiency.

Bush, Donald W. Intercom (2003). Articles>Education>Writing>Minimalism

Editing to Teach  

Authors often are unreceptive to editing because they see editorial comments and changes as arbitrary. Editing that offers “rules,” asks questions, gives choices to authors, and provides examples of better ways to express ideas takes very little additional editorial time and enables authors to see editing as a significant contribution to document quality. Writing problems that cannot be addressed during editing can be addressed in brief training sessions that encourage authors to incorporate what they learn into their writing.

Sartoris, Brenda E. STC Proceedings (1993). Presentations>Education>Editing

Editor as Teacher, Writer as Student: Building a Relationship for Corporate Writing Improvement  

Corporate writing skills deficits may be minimized by effective technical writer training programs. One way to effect long-term writing improvement is to cast a skilled technical editor in the role of resident writing teacher. The successful editor-as-writing-teacher must confront personal writing processes and attitudes, develop a positive and trusting relationship with clients, develop writing assessment skills, analyze and understand the corporate culture and language, and keep abreast of new techniques and tools in writing education. Acquistion of these attributes and skills is a realistic goal for a seasoned technical communicator.

Abbott, F. Thomas. STC Proceedings (1995). Articles>Education>Editing>Business Communication

Editorial  

Recently a striking change has taken place in the organization and visibility of what we writing teachers do.

Bruffee, Kenneth. WPA Writing Program Administration (1978). Articles>Education>Writing>Rhetoric

Educating 'Community Intellectuals': Rhetoric, Moral Philosophy, and Civic Engagement    

This article encourages technical and professional communication programs to take on the challenge of educating students to become 'community intellectuals.' The notion of educating future professionals for a career needs to be reconsidered in light of both current research concerning civic rhetoric and past practices in moral humanism courses. The triumvirate of rhetoric, ethics, and moral philosophy provides an effective foundation for reconfiguring existing pedagogy in the field and offers insights for nurturing community intellectuals.

Eble, Michelle F. and Lynee Lewis Gaillet. Technical Communication Quarterly (2004). Articles>Education>Rhetoric

Educating and Training Technical Communicators for the Challenges to Come?

When I started as a technical writer more than ten years ago, I wrote my first drafts with a pencil. Soon after, desktop publishing became part of my work, as did writing story boards for computer based training and managing online information projects. For several reasons the work of a technical communicator will change at an even higher rate in the future.

Schilliger, Reto. TC-FORUM (1999). Articles>Education>TC

Educating Engineers to Communicate in the 21st Century: University of California, Santa Barbara's First Year Engineering Communication Sequence  

The Engineering Writing sequence at the University of California, Santa Barbara, teaches fundamental college writing and research skills emphasizing the discourse and genres common to professional engineering. The first quarter emphasizes library, electronic-database, and literature-type searches, culminating in a literature review on a current technological topic. The second quarter integrates primary research and interviewing with the above, while the students design solutions to actual university building and plant resource problems. The third quarter involves advanced issues of document design and publication, as students post web sites not only pertinent to this year's theme, Engineering and the Environment, but also useful to the local community.

Yatchisin, George, LeeAnne Kryder, Marty Williams and Mark Kerr. STC Proceedings (1998). Articles>Education>Writing>Engineering

Educating the Information Architect

The good news is that the job market for information architects is exploding. Searches on sites like Monster.com regularly turn up 200 to 300 postings for "information architects." From consulting firms like Argus and Scient to e-businesses like LookSmart to Fortune 500's like Cisco, everyone is desperately seeking information architects. The bad news is that there's no established educational degree program geared specifically to meet the needs of aspiring information architects.

Morville, Peter. Argus Center (2000). Articles>Education>Information Design

Education and Training Stem Overview  

The field of technical communication is transforming at a rapid rate, responding to scientific and technological advancements, economic pressures, and social changes. This makes our field exciting and challenging. The excitement and challenge is intensified for educators and trainers, because we must stay high on the learning curve in order to help prepare others to meet the challenges and prosper by the changes. At the same time, we must be sure to integrate new knowledge, technologies, and skills with what is valuable in the old rather than simply letting the new displace the old.

Hirst, Russel. STC Proceedings (1996). Presentations>Education>TC