#30761
Education for Librarianship and Information Studies: Fit for Purpose? 
As this issue of the journal goes to press, the Europe-wide professional bodies representing the Schools of Librarianship and Information Studies (EUCLID -- The European Association for Library and Information Education and Research) and the Library Associations (EBLIDA -- the European Bureau of Library, Information and Documentation Associations) will be meeting together for the rst time since they were both founded some 15 years ago. The meeting is intended to focus on the effects of profound social changes related to digitization, multiculturalism and the growth of the knowledge economy.
Johnson, Ian M. Information Development (2007). Articles>Education>Information Design
#23442
Education for Technical Communicators in Germany
When tekom was established in 1978, education for technical communicators did not exist in Germany. Therefore one of tekom´s main objectives since its foundation was to set up and promote education in the field of technical communication. After all, the improvement of product quality depends largely on the quality of the education of those responsible for the products. By now, a number of universities offer programs in these fields.
Beuttenmüller, Brigitte. TC-FORUM (1998). Articles>Education>Regional>Germany
#24869
Education in Scientific and Technical Communication: Types of Programs 
Currently there is no clear typology of academic programs in technical communication. Lacking this typology. discussions of quality in academic programs necessarily run the risk of overgeneralization. Thirteen authors are working to produce a book which fills this gap. This program, in a modified progression format, previews results of the authorsâï¿ï¿ work, including profiles (with examples) of eight of the ten types ofprograms that have been identified: PhD programs, MS programs, MA programs, BS programs, BA programs, minors, non-degree programs, and new and different program types.
Keene, Michael L. STC Proceedings (1995). Articles>Education>TC
#13725
Education in Technical Communication: Past, Present, India's Future? 
A discussion of the past and present of TC, with particular focus on the TC industry in the Indian subcontinent.
Barnum, Carol M. STC India. Articles>Education>Regional>India
#19833
Education, Training, and Professional Development Stem Overview
Education, training, and professional development remain central interests of the Society. In this program stem, more than thirty high-quality sessions emphasize four areas of continuing interest to educators, trainers, students, and other professionals.
Rainey, Kenneth T. STC Proceedings (1994). Articles>Education>Professionalism
#30487
Education, Training, and Professional Development Stem Overview
Responding to the concerns and issues we face, the workshops, panels, papers, discussions, and demonstrations in the Education, Training, and Professional Development Stem share common experiences, uncommon insights, and bold forecasts for the future to enlighten our community of technical communicators.
Hawkes, Lory. STC Proceedings (1993). Articles>Education>Professionalism
#30251
Education, Training, and Research Stem Overview
Whether we are new or experienced technical communicators, formal and continuing education and training are vital for our careers. And the basis for much of our education and training is developed from research.
Armbruster, David L. STC Proceedings (1995). Articles>Education>Research
#29643
Education: Issues within the STC Academic Community
STC supports students through scholarships, the honor fraternities, and recognition of student chapter achievements. STC members provide a network for information and contacts for employment. The academic community can strengthen its ties to STC by encouraging students to apply for the awards and recognitions and to take advantage of the network of professionals.
Smith, Elizabeth Overman 'Betsy'. STC Proceedings (2005). Articles>Education>Community Building>STC
#13090
Education: More Needles in the Haystack
One of the great challenges -- and joys -- of teaching takes place outside the classroom. Whether on Saturday or Sunday, in the heat of August or chill of early January, class preparation plays a major role in developing the best possible learning environment for students. Access to current resources is paramount. For HCI educators, the World Wide Web is becoming an essential link to such information.
Gasen, Jean B. SIGCHI Bulletin (1996). Articles>Education>Usability
#13091
Education: Some Progress and Some New Questions
For each of the last five years, there has been a workshop on HCI Education at the annual CHI conference. What makes these workshops so interesting isn't just the variety of people it brings together or issues discussed, it's the way the workshops have changed over the years. Just as HCI has evolved as a discipline, the topics of these and other workshops have also evolved. These changes are one indication of how much we have learned and what we have left to understand.
Sears, Andrew. SIGCHI Bulletin (1996). Articles>Education>Human Computer Interaction>Usability
#13379
By discussing the modern technical communicator's audience with the presumption that they are individuals reading text, many technical communication theorists vastly limit and underestimate the role of the technical communicator. Indeed, Billie J. Wahlstrom writes that as new technologies have been developed over the years, '[technical communicators] have adopted an ahistorical approach . . . largely ignoring . . . luminal eras when changes in communications technologies caused profound cultural transformations' (Walstrom 131).[1] Moreover, arguments in technical communication theory frequently miss the fact that even though they can become wildly divergent, they may all seem appropriate to certain audiences and in certain situations. For example, Claude E. Shannon and Warren Weaver's The Mathematical Theory of Communication outlines a theory of communication in seeming contradiction to Carolyn R. Miller's in 'A Humanistic Rationale for Technical Writing.' But despite this conflict, we still find value in both of these theories. How is this possible? Are there any unifying theories that allow for such divergent theories to coexist? Indeed there are, but they require us to look at technical communication in a different way than what is presently assumed in technical communication discourse.
Larson, Jerrod. Orange Journal, The (2001). Articles>Education>Theory
#19056
Educational Models and Open Source: Resisting the Proprietary University
This paper presents an educational model derived from open source methods for computer programming. The article places this search for an alternative model within a framework of proprietary educational practices that are driven by a need for efficiency and rationalization. As an alternative model, the paper suggests that an open source derived educational process would emphasize collaborative problem based learning, working through drafts, risk taking, mentoring, user testing, releasing early and often. . . .
Faber, Brenton D. ACM SIGDOC (2002). Articles>Education>Knowledge Management>Open Source
#19167
Educational Programs in Information Design 
More than graphic design, more than technical writing, but not really in the information architecture or interaction design space, the ideal information design program combines coursework that may touch all of these fields. This can make it hard for those interested in learning ID to find a suitable degree program (or course, as our friends across the pond like to say). Below are some programs that may be of interest.
STC Information Design SIG. Academic>Education>Information Design>Interaction Design
#26945
The integration of technology into education includes increased educational Internet and web use. However the websites used in and for education are rarely critically examined, especially in regard to gender equality, design, and use. Print has been argued to carry with it certain attributes that disturb gender equality, so it is likely that electronic writing might cause similar problems.
Bowie, Jennifer L. Texas Tech University (2003). Presentations>Education>Web Design>Gender
#32016
The Effect of Rater Training On Reducing Social Style Bias in Peer Evaluation
This study employed a quasiexperimental control group design in a university setting to test the effect of a rater-training program on reducing social style bias in intragroup peer evaluations after controlling for ability based on GPA. Comparison of rating scores of the test group to the control group indicated minimal social style rating bias in the test group, whereas significant bias was exhibited in the control group. Implications for college instructors who use peer evaluations for grading in team projects are discussed.
May, Gary L. Business Communication Quarterly (2008). Articles>Education>Collaboration
#19721
Effective Computer-Based Training Design
The purpose of computer-based training (CBT) is to motivate students to reach clearly defined objectives, so CBT design elements should help learners reach those goals. The interface design results from a complex interrelationship among these primary factors.
Edwards, Verlane. STC Central Iowa (2001). Articles>Education>Instructional Design>Online
#20967
4This white paper introduces training and performance improvement professionals to knowledge management. Specifically, it: describes what knowledge management is and how it is used within organizations in general, and within training and performance improvement groups in particular; identifies the technology needed for a knowledge management system; identifies the work activities needed to effectively place information in a knowledge management system; suggests ways that training and performance improvement professionals might be affected by knowledge management efforts within their organizations.
Carliner, Saul. Saul Carliner Studio (2001). Articles>Knowledge Management>Education>Online
#20966
Eighteen Quick Tips for Designing Online Learning Exercises and Supplemental Information
How do you develop effective online learning? This interactive half-day workshop introduces you to 18 techniques, including the must-ask questions of a needs analysis, the must-consider issues for writing objectives, different learning models you can incorporate into courses, ways to keep learners' attention, and tips for designing screens and writing for online presentation.
Carliner, Saul. Saul Carliner Studio (2003). Presentations>Education>Instructional Design>Online
#20774
elearningpost is a digest of daily links to articles and news stories about Corporate Learning, Community Building, Instructional Design, Knowledge Management, Personalization and more. Besides the daily links, elearningpost brings out feature articles and related special reports on the above topics. elearningpost's mission is to provide quality e-learning content that attracts a diverse and emerging audience.
elearningpost (2003). Resources>Education>Instructional Design>Online
#18175
Electronic Outlining as a Tool for Making Writing Visible
The electronic outlining software found in many commercial programs, when projected on the classroom wall, helps us train students in the main activities involved in creating an outline. Freed from paper, the electronic outline allows continuous revision, encourages multiple iterations of the many interdependent activities involved in research, planning, writing, and revision, and serves as a focal point for discussion of the ways in which the group is developing an ongoing consensus, as part of a larger conversation.
Price, Jonathan R. Communication Circle, The (1997). Articles>Education>Editing>Writing
#31369
Electronic Portfolios: For Assessment and Job Search
Electronic portfolios have slipped silently into colleges and universities as effective assessment tools of student work.
Brammer, Charlotte. Association for Business Communication (2007). Articles>Education>Portfolios
#14453
Electronic Support Systems for Technical Communication Teachers
This presentation provided a rationale for electronic support systems and an overview of how such systems can be designed to meet the needs of technical communication teachers and programs.
Selber, Stuart A. CPTSC Proceedings (2000). Presentations>Education>Online>EPSS
#25103
ELT on the NET: The Internet In English Language Teaching
Well before most us come to the end of our working lives use of the Internet and World Wide Web in education will be standard practice.
Hudson, Roger. Usability.com.au (1997). Articles>Education>Online>Australia
#19067
Embracing Digital Media in Engineering
New models for program development in technical and scientific communication are imperative. Demand for communicative expertise continues to expand rapidly yet traditional approaches for supporting student competence fall far short of expectations.
Atkinson, Dianne. CPTSC Proceedings (2000). Academic>Education>Engineering
#26580
The Emerging Role of Emotional Intelligence in Business Communication Classes
Communication is a major component of emotional intelligence models. While we teach persuasive writing, presentations, bad news, good news, and you orientation in our business communication classes, to date we have not looked at the effects emotional intelligence has on our teaching. Emotional intelligence encompasses all areas that we teach in business communication. The purpose of this paper is to show how emotional intelligence is a part of what makes some people good business communicators and others poor ones. If we knew which students had a high-level or which had a low level of emotional intelligence, hypothetically that information could help us teach business communication concepts more efficiently in our classrooms.
Martin, Jeanette S. Association for Business Communication (2004). Articles>Education>Business Communication>Emotions
