A directory of resources inthe field of technical communication.

Education>Online

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1.
#22107

Review: ABCs of E-Learning: Reaping the Benefits and Avoiding the Pitfalls  (link broken)   (members only)

I'm always skeptical when I first read the praise for a book, especially when a full page of testimonials is published just inside the front cover, as well as on the back. However, by the time I finished reading Brooke Broadbent's ABCs of E-Learning, I could've added my blurb of congratulations on a job well done.

Porter, Lynnette R. Technical Communication Online (2002). Articles>Reviews>Education>Online

2.
#32267

Access to Web-Based Special Education  (link broken)

Although, web-based distance education programs address geographical and cost barriers, they usually ignore access barriers to students with special needs (i.e. those with sensory, motor or cognitive disabilities). Distance education programs should ensure that conduits, and not barriers, to information are created. When planning a web-based special education program the following concerns should be considered: how to increase Web access to persons with disabilities by addressing access issues on both the client and the service side; how to optimize the use of innovative web technologies to transmit interesting yet accessible learning materials; how to increase community amongst special education students and teachers.

Nguyen, Kevin K. University of Toronto (2008). Articles>Education>Accessibility>Online

3.
#22947

Accessible Web Pages: Advice for Educators  (link broken)

While educators have embraced the responsibility of providing equal access to educational resources to all students, Internet technology presents new challenges in this area. Students who have vision or hearing problems, who have difficulties with motor control, or who face other challenges, such as learning disabilities or language barriers, may find the Web difficult or impossible to explore.

Thombs, Margaret M. Syllabus (2002). Articles>Education>Accessibility>Online

4.
#24673

Accountable Assessment in the Age of Digital Labor   (peer-reviewed)

Entrepreneurship is THE economic mode of the digital age and entrepreneurship is defined by risk. Students who will become workers must be comfortable, even engaged by, risk-taking.

Glaros, Michelle. Kairos (2001). Articles>Education>Assessment>Online

5.
#24852

Administration of an Electronic Classroom   (PDF)

The electronic classroom in the Oklahoma State University English Department is now a little over a year old. In the three semesters we've been using it, a number of administrative challenges have surfaced. Some of those challenges were easily overcome, but others have been consistent dilemmas with no clear solution in sight. The day-to-day administrative issues in operating the facility center on issues of access and maintenance and repair. This article will focus on some of the major challenges with the intention of pointing out potential problems that may occur as other writing programs establish similar electronic teaching facilities.

Turner, John R. STC Proceedings (1995). Articles>Education>Online

6.
#30143

Analysis of Virtual Classroom Environments: Survey of Classroom Dynamics in RSVP Courses   (PDF)

Students can earn Master's degrees or continuing education certificates by at tending courses offered live satellite or compressed video or on videotape for delayed viewing. This panel discussion evaluates the effects of the various forms of technology and modes of interaction on the classroom dynamics in a live satellite class offered by Rensselaer Polytechnic institute (RPI).

Brunner, Kirsten, Roger A. Grice, David F: Hans, Teresa L. Hood and Leo J. Smith. STC Proceedings (1997). Articles>Education>Online

7.
#10145

Anthropology and International Education via the Internet  (link broken)

Tomoko Hamada and Kathleen Scott describe a collaborative classroom experience between students at the College of William and Mary and at Keio University, looking at the pros and cons of this international experiment. Their research helps to assess that collaboration, and draw conclusions that can be useful in understanding how people use technology to communicate, and how cultural differences affect that communication.

Hamada, Tomoko and Kathleen Scott. Journal of Electronic Publishing (2000). Articles>Education>Online>International

8.
#10757

The Application of Evolutionary Learning Theory in the Transition from Training to Performance Support  (link broken)

Sebuah gambaran singkat tentang teori evolusi dan aplikasinya untuk pengetahuan dan pembelajaran dalam teori memetics disajikan. Struktur pengetahuan dan pembelajaran yang ada dalam perusahaan modern diperiksa dan kegagalan yang signifikan dalam diri mereka diidentifikasi. Dapat disimpulkan bahwa memanfaatkan dan mengeksploitasi belajar evolusi dapat mengatasi banyak dari kegagalan. belajar evolusi adalah prekursor alami untuk transisi dari pelatihan untuk mendukung kinerja. Untuk transisi ini terjadi berhasil maka perlu bahwa budaya perusahaan yang tepat dan infrastruktur pengetahuan yang hadir.

O'Gorman, Adam. EPSS (2001). Articles>Education>Instructional Design>Online

9.
#18477

As It Was in the Beginning: Distance Education and Technology Past, Present, and Future   (peer-reviewed)

Many features of present-day Distance Education (DE) writing instruction would have been inconceivable when DE was first undertaken: On-demand instruction, nearly instantaneous content delivery, and virtual classrooms capable of facilitating real-time conversations between students on different continents about events that may have taken place only minutes ago, a half a world away. All of these things would have seemed as unlikely to early DE practitioners as holding classes on the moon, yet the many of the primary issues and concerns of twenty-first century DE, particularly with respect to the significance and effects of technology, have persisted throughout the many years of its existence. Now, as DE courses are being developed and carried out by an unprecedented number of university-level educators, it is time to reexamine the long history of DE in hopes of better understanding the ways in which seemingly revolutionary developments such as virtual classroom and e-mail collaborations have more in common conceptually with early iterations of DE than might be supposed. This work represents an attempt to identify some of those commonalities, with respect to both the ways in which DE technology has functioned in particular historical contexts and to their significance to the field of DE in a more global sense. It is hoped that through such investigations we will become better able to shape DE courses so as to take advantage of the functionalities of new technologies without losing the benefits of DE that have traditionally drawn students and teachers to it.

Fishman, T. Kairos (2003). Articles>Education>Online>History

10.
#30698

Assessing a Hybrid Format   (peer-reviewed)   (members only)

As college instructors endeavor to integrate technology into their classrooms, the crucial question is, 'How does this integration affect learning?' This article reports an assessment of a series of online modules the author designed and piloted for a business communication course that she presented in a hybrid format (a combination of computer classroom sessions and independent online work). The modules allowed the author to use classroom time for observation of and individualized attention to the composing process. Although anecdotal evidence suggested that this system was highly effective, other assessment tools provided varying results. An anonymous survey of the students who took this course confirmed that the modules were effective in teaching important concepts; however, a blind review of student work produced mixed results.

Katz, Susan M. Journal of Business and Technical Communication (2008). Articles>Education>Instructional Design>Online

11.
#37574

Aultura Aziendale E-Learning

Obiettivo del sito: Aumentare la comprensione, la conoscenza e la coscienza dei cambiamenti in atto nella cultura aziendale e nell'insegnamento e apprendimento in Rete.

Crisci, Francesco. Cuntarati (2007). (Italian) Resources>Education>Online>Content Management

12.
#10144

The Authority of Experience: Assessing the Use of Information Technology in the Classroom   (peer-reviewed)

It is a truism to say that the Internet has made many kinds of information more easily accessible to more people, but scholars in many fields are still trying to figure out how to deal with the consequences. Not only are professionals losing their monopoly over specialized knowledge, but the Internet also allows information to be distributed more widely and allows different kinds of information to flourish. On the Internet as a whole traditional forms of scientific knowledge are not privileged over individuals' reports of their own experience. Professionals often fight back against this trend.

Mack, Pamela E. and Gail Delicio. Journal of Electronic Publishing (2000). Articles>Education>Online

13.
#36278

Becoming an eTeacher

A course for: any teacher who ever wanted a practical way to begin their eTeaching adventure but didn't know where to start; any teacher who thought it might be useful to have a website for their educational work; any teacher who is curious about how the Internet can be used to help their students.

Harmer, Erin, Ed Du Vivier, Michael Seery and Paul Melrose. Google (2010). Resources>Education>Instructional Design>Online

14.
#20969

Behind the Cameras: 10 Non-Instructional Issues to Consider When Coordinating a Distance Education Program with Other Institutions

When she learned that I would be teaching a course in her department, the department secretary made a mailbox for me and made sure that I received a copy of every memo and announcement distributed to the rest of the faculty. Other part-time faculty appreciated this service, so it became a part of the secretary's standard operating procedures. But I never received the mail because the mailbox was in Crookston, Minnesota and I taught the course by instructional television (ITV) from St. Paul, Minnesota, approximately 350 miles away.

Carliner, Saul. Saul Carliner Studio (2003). Articles>Education>Online>Collaboration

15.
#30714

Beyond Google: How Do Students Conduct Academic Research?

This paper reports findings from an exploratory study about how students majoring in humanities and social sciences use the Internet and library resources for research. Using student discussion groups, content analysis, and a student survey, our results suggest students may not be as reliant on public Internet sites as previous research has reported. Instead, students in our study used a hybrid approach for conducting course-related research. A majority of students leveraged both online and offline sources to overcome challenges with finding, selecting, and evaluating resources and gauging professors' expectations for quality research.

Head, Alison J. First Monday (2007). Articles>Education>Research>Online

16.
#30717

Beyond Google: How Do Students Conduct Academic Research?

This paper reports findings from an exploratory study about how students majoring in humanities and social sciences use the Internet and library resources for research. Using student discussion groups, content analysis, and a student survey, our results suggest students may not be as reliant on public Internet sites as previous research has reported. Instead, students in our study used a hybrid approach for conducting course-related research. A majority of students leveraged both online and offline sources to overcome challenges with finding, selecting, and evaluating resources and gauging professors' expectations for quality research.

Head, Alison J. First Monday (2007). Articles>Education>Research>Online

17.
#34699

A Brief Orientation to E-Learning

What is E-learning? E-learning is a general term that refers to education delivered using various forms of digital media such as the internet, video conferencing, audio, animation, and virtual environments. A course delivered using these tools, combined with face-to-face learning from an instructor, is referred to as blended learning.

Hall, Julia. Carolina Communiqué (2009). Articles>Education>Online

18.
#36903

A Brief Orientation to E-Learning

E-learning is a general term that refers to education delivered using various forms of digital media such as the internet, video conferencing, audio, animation, and virtual environments. A course delivered using these tools, combined with face-to-face learning from an instructor, is referred to as blended learning.

Hall, Julia. Carolina Communique (2009). Articles>Education>Online

19.
#20719

Build It Right And They Will Come  (link broken)   (PDF)

Teaching through the Web requires instructors to reconsider their previous assumptions about the nature of teaching, lecture, testing, and student/teacher interaction. In online classrooms, instructors often serve many design and maintenance roles. Managing the time required for these roles is an inescapable part of online instruction. The simpler the overall course design, the less often the instructor has to shift from role to role. Online instructors must use textual, visual and interactive metaphors consistently to help guide students toward productive forms of interaction. Finally an equal mix of textual, visual and interactive rhetorics is vital for effective online course design.

Gillette, David. STC Proceedings (1999). Articles>Education>Instructional Design>Online

20.
#34009

Can You Teach Me Moodle?

Teachers are a very pragmatic lot and love to borrow good stuff. Give’em a good one in Moodle and they will come! If a science teacher has a great solution using Moodle for a problem or idea her class and say, an English teacher sees it and ‘gets it’ - you can bet the English teacher will at least try or ask how to go about it. And coming from a colleague and a fellow ’struggler’ is a much more powerful thing than coming from the school’s main Moodle peddler like me.

Lasic, Tomaz. Human (2009). Articles>Education>Instructional Design>Online

21.
#19804

Collaboration via Desktop Videoconferencing: Designing Interactive Environments   (PDF)

Recent studies suggest that classroom collaboration is not always successful. We designed a course that motivates students to provide adequate help for writers. In this course college students studying to become technical communicators mentored high school students in language arts and content area courses. In order to overcome barriers of schedules, distances, and resources, we created a multimedia system that combined face-to-face communication and networking in one configuration. We collaborated with University of Minnesota groups, local high school personnel, US WEST Communications, Inc., and Compression Labs, Inc. in the development of the system.

Hill Duin, Ann, Linda A. Jorn and Lisa Mason. STC Proceedings (1994). Articles>Education>Online>Videoconferencing

22.
#29629

Communicating Emotions Effectively in Online Learning Environments   (PDF)

This paper presents an analysis of the various textual and visual ways that emotions are typically communicated in online learning environments. It also looks at the importance (and limitations) of both verbal and nonverbal online communication from the perspective of Daniel Goleman’s concept of “emotional intelligence.” Descriptions of three case studies demonstrate situations that involve emotionally-based student-instructor interactions that could have become problematic without the instructor’s awareness of the actual emotional issues involved. The paper concludes with a set of recommended guidelines for instructors addressing emotions in online learning situations.

Shirk, Henrietta Nickels. STC Proceedings (2005). Articles>Education>Online>Emotions

23.
#13833

Communication as the Foundation of Distance Education   (peer-reviewed)

Communication plays a vital role in learning, not only with respect to expository and discussion methods of instruction, but at a more consequential level in the development of higher mental processes through acquiring and learning to manipulate symbols. This has been so at least since the early days of Greek society where education of the citizen primarily was concerned with the ability to express oneself in a thoughtful manner in order to develop a better society. Isocrates, one of the first Western educators, stressed the relevance of speech in sharpening thought and judgment; his emphasis on the relationship between education and speaking well became the standard throughout the ancient Western world.

Brooks, Robert F. Kairos (2002). Articles>Education>Instructional Design>Online

24.
#22917

Computer-Based Training that Really Communicates   (PDF)

To design and develop effective computer-based training screens, take advantage of visual psychological impact. Treated as a grid, the screen has high and low impact areas, Position the elements of the message to take advantage of these. Use visual cues to create planes and layers for emphasis. Decide on the content types which make up your message. These include concept, principle, process, procedure, and fact. Build screen sequences to make the purpose of the content clear to users. Add application Ievel questions to keep users involved.

Warlum, Michael E. STC Proceedings (1997). Articles>Education>Online>Cognitive Psychology

25.
#18829

Computer-Mediated Communication as a Component of Technical Communication Education  (link broken)   (PDF)

Computer-Mediated Communication (CMC) involves the application of compute r- based tools to transfer information among people over computer networks. CMC is becoming more prevalent with the rapid growth of the global network of networks known as the Internet. Because of this growth, the ability to communicate using CMC on the Internet is an important part of technical communication education. Communicating effectively using CMC involves appreciating the technical, social, and psychological factors of network use; gaining competence in using tools for Network Information Retrieval (NIR); and understanding how to communicate in CMC forums by analyzing audience, distribution medium, access methods, information-sharing practices, and social context. The rapid growth of computer and information technologies worldwide and their potential for advancing the functions of scientific and technical communication dramatizes the need for technical communicators who are competent in Computer-Mediated Communication (CMC). In this paper, I first describe CMC as a means of communicant ion on the Internet. Then, I review reasons for teaching CMC as a part of technical communication education. Finally, I outline a skill set for CMC.

December, John A. STC Proceedings (1994). Articles>Education>TC>Online

 
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