Curriculum Re-design for Web-Based and Distance Learning: The 'Search' for Online Models  

This paper discusses the work in progress at the Illinois Institute of Technology/Program in Technical Communication and Information Design in web-based instruction and distance learning. Part I is a case study of issues involved in the re-positioning of a traditional classroom course in online design to Internet delivery. Part II discusses issues in the design of instructional materials for the web and cognitive principles for designing these materials.

Eiler, Mary Ann, Susan Feinberg and Margaret Murphy. STC Proceedings (2001). Presentations>Education>Instructional Design>Online

Delivering Effective Web-Based Education  

Delivering effective Web-based education is a challenge more communication professionals will face in the near future. While many approaches exist for solving this problem, one expedient solution is videotaping traditional stand-and-deliver classes, compressing the video for streaming off the Web, synchronizing important visual material to key points in the video, and placing everything in a well-designed and easy-to-use Web site.

Gange, Charles and Mary Ellen Coleman. STC Proceedings (2000). Presentations>Education>Instructional Design>Online

Distance Learning: One Student’s Perspective of an Online Course  

Taking a course online sounds easy and convenient--you can go to class whenever you want from the comfort of your own home. But you have to learn or know the software and tools necessary to navigate in this environment. Also, you give up the traditional classroom, perhaps never seeing your classmates or instructor. Distance learning is here to stay, but online courses may not be for everyone.

Deming, Lynn H. STC Proceedings (2000). Presentations>Education>Online

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

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

From Email to the Web: Teaching an ESL Technical Writing Class  

This paper discusses the author’s experience of teaching an English as a Second Language (ESL) technical writing class. The class consisted of students from several European and Asian countries who work for the same company as the author. The class began as an email “correspondence” class, but the author developed a web page which served as a “home” for the class to meet. As with most good classes, the teacher ended up learning as much or more than the students. This paper shares some of what the author learned from teaching.

Crawley, Charles R. STC Proceedings (2001). Presentations>Education>Online>Technical Writing

How to Create Web-Based Training (WBT)  

The market for Web-based Training (WBT) products and services is expected to grow from $197 million in 1997 to $5.5 billion in 2002. Many technical communicators and trainers are already interested in creating WBT, but they do not know how to get started. In this session, I will explain the advantages and disadvantages of WBT, when to consider WBT, who is using it—and why, how much it costs to develop WBT, and design issues to consider. I will also share some WBT examples.

DeLoach, Scott. STC Proceedings (2001). Presentations>Education>Instructional Design>Online

Knowledge By Design  

Knowledge by design (KBD) is an instructional paradigm for the emerging digital technologies. This nascent paradigm entails an integrated, triarchic informationmedia-interactivity model of a robust, learner-centered experience. High-performance computer platforms, inexpensive mass storage, and high bandwidth data transfer from fiber optics and orbiting satellites—are converging with the global Internet to transform the nature of the 'infosphere.' At the same time, powerful off-the-shelf multimedia tools are widely available and affordable to courseware developers and communication designers. Approaching knowledge as a design discipline may facilitate the thoughtful development of a postmodern pedagogy that can more closely realize both the technological and human potential of the next millenium.

Lasnik, Vincent E. STC Proceedings (1999). Presentations>Education>Online>Multimedia

So You Want to Be a Satellite Student?  

This panel segment focuses on a student's perspective of learning from a distance by satellite. Students interested in obtaining certificates in Technical Communication from Rensselaer Polytechnic Institute, without being at RPI, can do it when they enroll in the RPI satellite video program (RSVP).

Wagner, Carol A. STC Proceedings (1995). Presentations>Education>Online

Students' Technological Difficulties in Using Web-Based Learning Environments  

To provide quality education as we seek to use emerging electronic technologies, TPC faculty must continually reconceptualize what constitutes a classroom and what characterizes our roles as effective teachers. To explore these issues, we focus on the technological difficulties students encounter when learning in a web-based environment that includes using websites for course content, email to interact and send attachments, instant messaging, and listservs or threaded discussions. How do students with little experience in using these types of computer technology learn to complete the tasks required by their courses successfully? How do faculty prevent them from becoming so frustrated with the technology that they give up or transfer that frustration to course content, creating a barrier to their learning?

Southard, Sherry and Philip Rubens. STC Proceedings (2001). Presentations>Education>Instructional Design>Online

The Virtual Classroom: Real-life Experiences of Distance Learners  

Distance Learning is becoming the way of the future in education. Today, many universities offer graduate level education through distance learning programs. This panel will examine Mercer University and Utah State University’s online graduate Technical Communication programs. Panelists will share their experiences and discuss the advantages, disadvantages, and costs of Mercer and USU’s online programs.

Evans, Jeanette P., Susan Gonzalez, Becky Roberts and Betty Roberts. STC Proceedings (1999). Presentations>Education>Online

Show and Tell: Building Usability into E-Learning

Most major producers of e-learning are not doing substantial usability testing. In fact, we don’t seem to even have a way to talk about usability in the context of e-learning.

Barnum, Carol M. STC Proceedings (2008). Presentations>Education>Online>Usability